MIEP GIES FALECEU

[foto do Público]

Miep Gies faleceu aos 100 anos. Lembram-se? A fiel secretária de Otto Frank, pai de Anne Frank? Sim, aquela que foi cúmplice da clandestinidade de quem vivia no 'anexo'; aquela que lhes levava a comida, dissimuladamente; aquela que recolheu e guardou os manuscritos de Anne Frank espalhados no chão, naquele dia terrível em que os nazis os levaram presos para os campos de concentração...Por causa dela, gerações e gerações puderam conhecer o 'belo-horrível' "Diário" de Anne Frank. Obrigada, querida Miep.

REUNIÕES CONCELHIAS

Este mês, estão assim calendarizadas:

Amarante - dia 21, às 9h 30m, na EB23 de Vila Caíz

Matosinhos - dia 22, às 9h 30m, na EB23 Óscar Lopes

Vila do Conde - dia 26, às 9h 30m, na EB23 D. Pedro IV (Mindelo)

Maia - dia 28, às 15h, na EB23 Nogueira

FORMAÇÃO - BAD NORTE

A secção BAD do Norte tem uma variada e rica oferta de formação que nos deve interessar a todos. Uma oportunidade.

COOLER - E-READER BRASILEIRO & DEBATE

[via Ciberescritas]

E-READER

Com um ecrã maior e com funcionalidades ativadas por toque tátil, este e-reader, o Plastic Logic's Que, está vocacionado para a leitura de revistas, jornais mas também descarrega livros. O futuro para os periódicos!

FILME DE ANIMAÇÃO

É um maravilhoso filme de animação russo que me chegou via Pinzzelades al món. Sem legendas, logo, uma oportunidade de o mostrar aos mais novos e desafiá-los a construir histórias a partir das imagens, trabalhando-se a linguagem (oral e/ou escrita).

PARA QUE AS BIBLIOTECAS ESCOLARES CONTINUEM A OCUPAR O SEU LUGAR CRUCIAL

[school library media specialists Amy Oberts and Anita Beaman ]

Robin Cicchetti enuncia alguns dos projectos em que ele acredita e que podem manter as bibliotecas escolares como fundamentais:

1. Transform the "library" into a "learning commons." Libraries are crucial in this age of abundant information, but only if they provide relevant support for those actively navigating the digital environment. Hang up your "shhh," stop fussing over the coffee cups, welcome students in with wide open arms along with their mess and Facebook. Give them new tools so that they can find, evaluate, and create. Teach them how be ethical and productive citizens. Teach them how to communicate responsibly and publish to the world. Creativity can be messy and loud. Get over it. Welcome to the learning commons.

2. Stop paper training students. Push information out to students digitally and also teach them the critical skills of finding and evaluating it for themselves. Paper is our orientation, but doesn't do any favors for our digital natives. The age of the reading packet is gone because it can't be accessed by students with reading disabilities. It can't be posted to a collaborative platform for analysis and discussion. It can't be linked or embedded, and it isolates the learner. Students need to manage their information and materials using RSS feeds, web portals, and collaborative platforms. They deserve the opportunity to share learning with an authentic audience made up of peers, experts in the field, or a global audience. Use paper only as a last resort.

3. Be a leading voice in bringing new ideas to your community as a tool for evaluating current practice. Change is hard. Be enthusiastic of innovation and supportive yet positive with those who may feel overwhelmed. There is no such thing as a "dumb question". Recognize and value the best of "old school" methods with the same vigor you use to promote the new.

4. Advocate for the diversification of formats. Planning for the future still involves books, but collections should also include ebooks, MP3 books, graphic novels, and collections that are rich in media. This means leading investigations into new technologies that will allow us to manage, catalog, and curate media productions, media files, student artwork, student performances and more. This means researching vendors, piloting digital textbooks, and supporting hand held digital devices for students.

5. Treasure and promote curiosity and creativity in our students. Bringing new tools to teachers as a way to provide alternate ways for students to find information, create meaning, and share their learning is a unique skill librarians can bring to their schools.

Completamente de acordo!

MOTIVAÇÃO = FUN THEORY

O que acontece quando je juntam os 4 elementos da motivação? A Teoria do Gozo/The Fun Theory. Vejamos como é bem exemplificada neste vídeo. E pensarmos como 'isto' pode ser trazido para as bibliotecas, para as escolas?...

4 FORMAS DE MOTIVAR

Jesse James Garrett sugere que há 4 formas de motivar as pessoas:

1. Perception (Senses): Engaging through sight, sound, smell, etc.
2. Action (body/kinesthetic): Engaging through movement and physical action.
3. Cognition (mind): Engaging through thought, reflection, logic, imagination.
4. Emotion (heart): Engaging through emotion, feelings

Peter Bromberg confessa:

Reflecting on my own experiences I realized that the most successful, effective trainings I’ve been involved with, as both a learner and a trainer, offered a balanced engagement in all four areas.

I think there is an opportunity for trainers and teachers to bring their lessons to the next level by consciously designing learning experiences (LX) that engage learners in all four areas.

A QUESTÃO CENTRAL À ESCALA GLOBAL

À entrada da 2ª década do séc. XX, a questão é: O que é que a internet mudou/estar a mudar em nós? No site da edge.org podemos ir lendo as dezenas de respostas que, durante um ano, personalidades de vários quadrantes responderão. Aqui deixo alguns excertos para 'abrir as portas' da leitura:

The Internet may well be considered an oracle, the builder of composite and hybrid knowledge, but as it is today — is its present instantiation actually inhibiting the very cognitive nature of reflective and creative thought?

NERI OXMAN
Architect, Researcher, MIT; Founder, Materialecology

The Internet may not have changed how my brain works but if you take "thinking" to mean the interaction between what's in your brain, what's in other people's brains, and what's in the environment around you, then the Internet is changing everything. In my line of work, as a writer and journalist, "changing the way you think" is now more of an imperative than a possibility: if you don't change you risk extinction.ALUN ANDERSON
Senior Consultant (and former Editor-in-Chief and Publishing Director of New Scientist); Author,After the Ice: Life, Death, and Geopolitics in the New Arctic

Today my work could not be possible without the Internet. I do not mean only the access to information: it has fundamentally changed the way I approach a research problem. ALBERT-LÁSZLÓ BARABÁSI Complex Network Scientist; Distinguished Professor and Director of Northeastern University's Center for Complex Network Research; Author, Linked: How Everything Is Connected to Everything Els

The Internet requires an active engagement and as a result it is full of surprises. You don't watch the Internet, you search and link. What is important for thought about the Internet is not the content, it is the new activity of being a searcher, with the world's store of knowledge and images at your fingertips. LEE SMOLIN
Physicist, Perimeter Institute; Author, The Trouble With Physics

TINTIN FAZ 81 ANOS!

No dia 10 de janeiro, Tintin tem o seu aniversário. É uma boa oportunidade de divulgar a BD nas nossas bibliotecas! As imagens aqui apresentadas foram seleccionadas pela Webmania. Mas há muitas mais!

UM LIVRO SURPREENDENTE

O título é já uma surpresa, um paradoxo: "O Livro Negro das Cores"! A reprodução acima de 2 páginas deixa-nos a certeza que estamos perante uma obra singular, de uma criatividade espantosa.

Um sucesso que nos é trazido pela Bruaá Editora e que devíamos adquirir para as nossas bibliotecas. A sua autora, Menena Cottin, explica: "el libro enfoca el difícil tema de un niño ciego. Pero no es presentado como un minusválido. Ni siquiera se habla de ceguera. En lugar de ver a Tomás como un discapacitado, su amigo piensa que tiene poderes especiales, porque el niño invidente huele, saborea, oye y toca los colores. Tomás tiene poderes porque puede percibir más cosas, tiene más sensibilidad. Ser discapacitado ya no es un handycap".

Segundo, la obra tiene un objetivo muy definido. "La idea es que cualquiera se enfrente a la realidad de un ciego". Y tercero, "es un libro objeto, que no sólo se lee y mira sino que se puede tocar. Plantea una técnica nueva. El Universal