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Goal: Better integrate technology in teacher collaborations, with a particular focus on better utilizing and understanding Open Education Resources

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Goal: Better integrate technology in teacher collaborations, with a particular focus on better utilizing and understanding Open Education Resources

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It is my goal to use a wider variety of Open Education Resources and technology tools in the library, especially in my collaborations with teachers.

Using OERs and technology tools in collaboration with teachers is especially powerful because it models for them how those resources might be integrated in their curriculum even when working on their own. Free tools are especially valuable in a resource-strapped district like mine.

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Privacy policy | About Librarianchick | Disclaimers

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From OER Commons About Page: "OER Commons forges alliances between trusted content providers and creative users and re-users of OER. In addition to content partnerships, OER Commons, and its creator, ISKME, builds strategic relationships with organizations, consortia, states, districts, and others, in order to develop innovation and new research focused on OER, to advance the field of open education, and to build models for its sustainability."

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OER Commons forges alliances between trusted content providers and creative users and re-users of OER. In addition to content partnerships, OER Commons, and its creator, ISKME, builds strategic relationships with organizations, consortia, states, districts, and others, in order to develop innovation and new research focused on OER, to advance the field of open education, and to build models for its sustainability.

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As long as there have been teachers, there has been sharing: binders of lesson plans, boxes of laminated hand-drawn math games, even recycled scraps of art projects. But with the advance of the internet and particularly online social platforms like YouTube and Pinterest, the ability to develop, share, and adapt even complex curricular materials has exploded.

From Coursera's free college classes to EngageNY's common-core curriculum materials to physicist Henry Reich's Minute Physics cartoons, educational materials are available at every scale online. But what makes a particular set of materials "open," and how can schools best use these materials?

What are open educational resources?

Open educational resources are materials for teaching or learning that are either in the public domain or have been released under a license that allows them to be freely used, changed, or shared with others.

OER may include everything from a single video or lesson plan to a complete online course or curriculum and also include the software platforms needed to create, change, and share the materials.

How is OER different from other online materials?

Many materials billed as OER do not technically fall into that category. For example, a video that has a creative commons license might not necessarily be open; the agreement may instead allow it to be freely used but not altered or repurposed, according to the Organization for Economic Cooperation and Development's 2015 study of OER. Other materials allow sharing and modifications but only within a paid subscription service. That would also not be considered OER.

That does not mean OER has to be completely nonprofit. To make ongoing OER projects sustainable, some have allowed companies to offer organized "playlists" or other curated packages of materials for a fee. Other projects, such as the SciShow series on YouTube, allow donations through patronage websites such as Patreon and Subable.

Also, because there are many different types of open licenses, OER users must be careful of the fine print about how the material can be reused, adapted, or distributed.

What does federal education law say about open educational resources?

The Every Student Succeeds Act highlights "openly licensed content" in its definition of digital learning, noting that such resources can strengthen students' educational experiences.

See Also: Special Report: Navigating New Curriculum Choices
In this special report, Education Week focuses on helping educators navigate an increasingly diverse marketplace of new-and often promising-curricular choices.

The law explicitly allows states to use federal block grants provided by Title IV to support local projects aimed at "making instructional content widely available through open educational resources, which may include providing tools and processes to support local educational agencies in making such resources widely available."

And beginning in fiscal 2018, the U.S. Department of Education will require a majority of its competitive-grant winners to openly license any final products created with the money-such as teacher professional-development units, curricula, or any other copyrightable materials, as well as the supplemental materials needed to use them. The departments of Labor and State and the National Science Foundation have similar requirements for some of their grants.

"However, the open-licensing rule is now delayed, as the Trump administration is rethinking most rules put into place under the Obama administration.

How are open educational resources used?

The vast majority of districts that use open materials include them as formal or ad hoc supplements to an existing curriculum or program. For example, teachers may use an open lesson plan online to add an enrichment activity for students or to provide additional practice for students struggling with a concept. A teacher with a limited science lab might use open online videos to craft demonstrations of classic experiments. Users have downloaded some or all of EngageNY, the Empire State's open library of materials aligned with the Common Core State Standards, more than 45 million times.

Some schools and districts, such as the Houston public schools, have curated collections of open materials into a single digital library to make it easier for teachers to find specific lesson plans or materials for their grade level and subject.

And a handful of districts, including one in Grandview, Wash., are moving away from traditional textbooks entirely in some subjects and instead creating digital curricula made up only of open resources. These can be updated as new materials come in, but they require significant commitment to review and catalog materials for teachers.

What are the potential downsides of using open educational resources?

Because anyone can create and distribute an open resource, individual states, districts, and even teachers generally decide whether any given OER is high quality and appropriate to a particular grade, subject, or group of students. The National Council of Teachers of Mathematics warned that OER can create equity problems if different schools within the same district use materials of different levels of quality.

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Open Educational Resources (OER): Overview and Definition

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As long as there have been teachers, there has been sharing: binders of lesson plans, boxes of laminated hand-drawn math games, even recycled scraps of art projects. But with the advance of the internet and particularly online social platforms like YouTube and Pinterest, the ability to develop, share, and adapt even complex curricular materials has exploded.

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Goal: Create more opportunities for teacher learning and engagement through the library 

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Goal: Create more opportunities for teacher learning and engagement through the library 

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I will offer 8 (one per marking period) Lunch and Learns where teachers can engage with ed tech tools, google classroom, and other topics selected by the group.

Both of the sites supported by the library have VERY full PD schedules. Rather than continuing to ask for and not receive PD time, I am hoping to open a new space for teachers and a new opportunity for myself to "lead beyond the library."

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Goal: Visit at least three model school libraries every year 

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Goal: Visit at least three model school libraries every year 

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It is my goal to schedule at least three visits to other school libraries run by teacher librarians each school year.

Being a teacher librarian can be isolating, I am the only one at my site (and one of two in my district), which means that I rarely get to shop talk with others, see exemplars, or probe dilemmas with someone who does the same work as me.

Visiting other libraries will afford the opportunity to ask questions, observe best practices and innovative collaborations and programing. The list of libraries below draws on the personal network of librarians I have been cultivating over the last two years.

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Goal: Attend a course/workshop/webinar specifically focused on grant writing 

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Goal: Attend a course/workshop/webinar specifically focused on grant writing 

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I will seek out specific training around grant writing.

In a school with a zero dollar library budget, the ability to fundraise has been vital to the health of the library, particularly when it comes to collection development. In the last two years I have raised nearly $15,000 for the CSL, but I feel that I am hitting a wall in the type of fundraising and grant writing I am able to do. Taking a class would allow me to better identify possible sources of funding and gain skills that might help me to be more likely to earn these opportunities.

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Goal: Attend one conference or in-person, librarian specific learning opportunity per year. 

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Goal: Attend one conference or in-person, librarian specific learning opportunity per year. 

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In the next 3-5 school years, I will attend at least one school librarian specific PD each year.

Attending the California League of Middle Schools Conference in my first year of teaching was one of the most transformative and motivate experiences of my early teaching career. In addition to keynote speakers, the conference included several session where ACTUAL MIDDLE SCHOOL TEACHERS presented about the practice. I learned so many things that I implemented immediately, and continued to draw from throughout the rest of my years in the classroom.

I am eager to have an experience like that as a librarian.

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Goal: Host at least 2 community partnership events per year. 

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Goal: Host at least 2 community partnership events per year. 

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I will partner with community groups to host at least 2 special programs out of the library each year.

In the past I have had more luck with single, one off events such as an author visit or poetry workshop that with sustained programming. I want to plan two special events that allow students to engage with community partners, and then provide the connection and information that might allow students who want to to continue to to work with those groups.

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Goal: Incorporate lessons about privacy and data use in all grades. 

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Goal: Incorporate lessons about privacy and data use in all grades. 

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I will make a better effort to ensure students understand how their data is used by companies like Google, how to interpret the terms and conditions of a website, and how to protect themselves online.

In the last two years, I have spent A LOT of time teaching students HOW to use Google, but have done next to no work to teach them why companies like Google exists (to make money selling their data).

As part of building a 6-12 library skills scope and sequence for my site, I want to work in space and time for students to better understand what their online presence means.

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Goal: Participate in advocacy for public schools and school libraries on the state level. 

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Goal: Participate in advocacy for public schools and school libraries on the state level. 

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I will stay current and engaged around state-level advocacy for public schools and school libraries.  CA State Senator Moorlach published a report in October 2018 that said 2/3rds of CAs 944 school districts in the red, which underlies the fact that public schools and school libraries aren't likely to be fixed without significant changes on the state level.

This spring, during the teacher strike in Oakland, I learned A LOT about what's happening in education on the state level, and even visited Sacramento with a delegation of teachers from OUSD. Now that we are back at work, I am doing my best to stay engaged with what is happening outside my school and district, so we can make bigger, more permanent change.

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The Willard Library supports the ongoing education of every student, encouraging lifelong learning and a love of reading. We help students become literate information users and critical thinkers through lessons around research and exposure to a variety of literature.

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PowerSchool Learning : Albany High School Library : Library Catalog + General Information

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Friday, May 3rd, 9pm through Sunday May 5th, 9pm PDT, PowerSchool Learning will be undergoing scheduled maintenance. There is potential for users to experience intermittent disruption during this time.

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Library - Library - Holy Names High School

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Holy Names High School serves 9-12th grade students and is located in Oakland, CA.

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Gimkit

Edpuzzle

Kahoot

Quizlet

Google Classroom

Socrative

Padlet

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27 Tech Tools Teachers Can Use to Inspire Classroom Creativity

6 Ed Tech Tools to Try in 2019

Top Tech Tools for Formative Assessment

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As part of this goal, I am considering becoming a Google Certified Educator

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Educator Resources & Technology Training - Google for Education

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Discover numerous educator resources including technology training for teachers, courses, certifications and professional development for educators.

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2018 St. Mary's High School Librarian Conference 

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2018 St. Mary's High School Librarian Conference 

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2018 High School Librarian Workshop | High School Librarian Workshop

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The fourth annual Saint Mary's College High School Librarian Workshop on Jan. 25 addressed ongoing educational and networking needs of high-school librarians and media specialists in Alameda and Contra Costa counties. The one-day event, led by SMC librarians and faculty, drew about 40 attendees from more than two dozen local public and private high schools and learning centers.

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CSLA - California School Library Association

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CSLA 2019 Conference - CSLA - California School Library Association

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CSLA 2019 State Conference February 7 - 10, 2019 Pacific Palms Resort One Industry Hills Parkway City of Industry, CA 91744 Call for Proposals Hotel and Transportation Justifying Attendance EXHIBITORS

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2019 ALA Annual Conference & Exhibition

Thursday, June 20, 2019 - Tuesday, June 25, 2019

Payment for registration and housing will be accepted via check .

Download the PDF of the Annual Conference Registration and Housing Form.

Please send completed registration forms and payment to:

ALA Registration Department
c/o CompuSystems
2651 Warrenville Rd.
Downers Grove, IL 60515
If paying by check, please make payable : American Library Association.

Registration Edits
I'm already registered and need to make edits to my record (e.g., add a ticketed event) but don't have my confirmation.
If you need to make an edit or add to your registration or housing, please visit your dashboard link which can be found in your confirmation email. If you need additional assistance or cannot locate your confirmation, please call CompuSystems at 866-513-0760 or email [email protected] .

Conference Registration Incentive

ALA will continue to offer a cost savings for those who register for both the Midwinter Meeting & Exhibits and the Annual Conference & Exhibition hosted in any given year.

Midwinter Meeting full registrants that registered by December 13 will receive a link to access discounted registration rates on January 9, 2019, and before the 2019 Annual Conference registration site opens to non-Midwinter Meeting registrants. This link will supply you with a discount (valid through February 20) that you can apply to your registration.

Accessibility

If you try accessing the registration system with an assistive technology and experience difficulty, please call CompuSystems at 866-513-0760 or email [email protected] .

If you require accessibility assistance to book your housing, please call onPeak at 800-584-9047, Monday through Friday, 8:00 am - 5:00 pm CST.

Accessibility services are available throughout the Midwinter Meeting.

Cancellation Policy

Registration cancellations must be sent in writing, postmarked by May 24, 2019, to ALA Registration, c/o CompuSystems, 2651 Warrenville Rd. Downers Grove, IL 60515. There is a handling fee of $25 for each registration item canceled, and no refunds for cancellations postmarked after May 24, 2019. Registrations made after May 24, 2019 are non-refundable. We cannot offer refunds for Exhibits Only badges or Daily Fees. Refunds are processed after the conference. Email: [email protected]

Photos/Video Policy

Attendance at this event constitutes permission for your photograph or video to be taken at the event and used for ALA purposes.

Purchase Orders

Registrations using purchase orders are handled online. Please have the purchase order number available.

Letter of Attendance

The letter can be accessed through your dashboard from your registration confirmation. An email containing your letter of attendance will also be sent when you pick up your badge at registration.

Statement of Appropriate Conduct
Statement Of Appropriate Conduct

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Payment for registration and housing will be accepted via check . Download the PDF of the Annual Conference Registration and Housing Form. Please send completed registration forms and payment to: ALA Registration Department c/o CompuSystems 2651 Warrenville Rd. Downers Grove, IL 60515 If paying by check, please make payable : American Library Association.

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https://baya.org/

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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American Association of School Librarians (AASL)

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AASL

The AASL National Conference & Exhibition is the only national conference devoted solely to the needs of school librarians. The conference is held every two years and coordinated by a member-committee composed of association leaders from across the nation. While it is the primary continuing education activity of the division and a leading professional development event for school librarians, the AASL national conference is also an excellent educational and business forum for the entire library community.

The next national conference will be held in Louisville, KY, November 14-16, 2019.

ALA

Held each January, the ALA Midwinter Meeting offers an opportunity for volunteer leaders to gather and conduct the 'business' of the association. In addition to meetings (Board of Directors, strategic planning, Affiliate Assembly, committees, etc.). Midwinter also offers programs, discussion groups, and events. The exhibit hall hosts author-related and other events, in addition to hundreds of exhibiting companies.

AASL holds meetings and hosts ticketed events at the ALA Midwinter Meeting.

Held in during the summer, the ALA Annual Conference not only facilitates the 'business' of the association, but offers programs, discussion groups, and sessions. A range of preconferences from ALA divisions and offices offer convenient, relevant professional development and networking. The exhibit hall hosts author-related and other events, pavilions, and stages in addition to hundreds of exhibiting companies. Special events provide networking, social, and informal opportunities.

AASL holds meetings and hosts events (ticketed and non-ticketed) at the ALA Annual Conference.

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The AASL National Conference & Exhibition is the only national conference devoted solely to the needs of school librarians. The conference is held every two years and coordinated by a member-committee composed of association leaders from across the nation.

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CA Educators Rising. 1,072 likes · 251 talking about this. California Educators Rising is a growing network led by rank-and-file public school union members in California. #CA1050Strong

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California School Board Association Legislative News 

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California School Board Association Legislative News 

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A non-profit journalism website reporting on key education issues in California and beyond.

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UC Berkeley Extension - Grant Writing for Professionals 

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UC Berkeley Extension - Grant Writing for Professionals 

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BUS ADM 1024 Grant Writing for Professionals

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Poorly written grant proposals that don't meet a funder's requirements won't make it through the first stage of review. Ensure that your organization remains competitive by learning to meet the challenges of grant writing for funding and government contracting in this two-day course. Explore the steps involved in finding funding opportunities, writing narrative sections and editing effectively.

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About
""The instructors were passionate about their work. They were experienced in what they were teaching and it didn't feel like they were just teaching from a textbook...Additionally, all of our instructors were very patient and understanding. The atmosphere of the room was very much a 'there's no such thing as a dumb question' vibe. Again, loved the boot camp and our instructors!" -- September 2018, San Francisco, Proposal Writing Boot Camp participant "I was having so much trouble writing a need statement prior to the class. Next, for applications-both long and short-I struggled with knowing what grantors were looking for in each section. The class really helped me understand the angle. Finally, I knew relationships with Funders were important but I didn't know how to begin building them, and the class provided tangible suggestions." -- "About the Proposal Writing Boot Camp I was not familiar with the LOI, so it was a useful exercise to write my own. The Peer Review also challenged me to look through the eyes of a funder, and get ideas for my own LOI. I also know when the time comes for me to write a proposal, I will know where to get the best resources!" -- June 2018, Washington D.C., Proposal Writing Boot Camp participant Course at-a-glance: May 2018, New York, Proposal Writing Boot Camp participant This changed the way I will approach grant writing -- all for the better!"-- April 2018, Cleveland, Proposal Writing Boot Camp participant Preparing for the Course:
This three-day project-based immersion course focuses on the essential knowledge and skills fundraisers need to develop effective foundation proposals. Participants will become familiar with the key components of a competitive grant proposal to a foundation and learn best practices for developing a well-organized budget and a targeted list of foundation funding prospects. Participants will be encouraged to approach their proposal from the funder's perspective and to think critically about what makes a compelling pitch.
Outcomes:
To accommodate diversity in learning styles, the three days are grounded in project-based learning and include individual writing time, small group discussions and activities, peer review, and lectures.

Day 1: Participants learn the structure of a grant proposal, develop a need statement, and get an overview of using the logic model framework to craft a project description and evaluation plan. An introduction to and review of the letter of inquiry format concludes the day.
Intended Audiences:
Day 2: Participants continue to gain familiarity and practice with the components of a full proposal and letter of inquiry. They draft and submit a 1-page letter of inquiry for day three's peer-review exercise, learn how to prioritize fundraising for their organization, and receive intense training on developing a project budget.

Day 3: Participants kick off the day learning how to research, approach, and cultivate relationships with funders. In the afternoon, participants engage in expert and peer review of their submitted letter of inquiry. The three days conclude with summary exercises and evaluation.

We encourage you to prepare for class by identifying a project you would like to fund. The workshop will include opportunities to draft a logic model and letter of inquiry that you can use to pursue funding for this project.

You will learn how to:

Develop selected elements of a proposal and letter of inquiry, and to improve online applications

Use a logic model framework to craft key elements of a proposal

Craft a budget that conveys an accurate picture of your project's needs and value

Explain what grantmakers look for in a proposal and how they approach the proposal review process

Analyze and evaluate prospects using Foundation Directory Online Professional to determine a potential funding fit.

Individuals who want a thorough and practical introduction to the grant proposal writing experience

Nonprofit professionals who have 1-3 years fundraising experience and want to hone their foundation proposal writing skills

Individuals who want to shift to a career in fundraising or as a grant writer

Consultants who want to expand their services to include proposal development

Individuals who have government proposal development experience and want to add foundation fundraising to their organizational funding mix

Qualifies for
18 CFRE points
All participants receive:
Intended Audience
Questions about this course?
All levels of experience

Prerequisites

Introduction to Finding Grants
Introduction to Proposal Writing

Bonus Materials

A comprehensive workbook and templates for all sections of the proposal

A booklet of sample letters of inquiry and sample proposals for use as models

2 weeks of complimentary access to Foundation Directory Online Professional (a $100 value!)

A certificate of attendance/CFRE documentation

Please get in touch! Email: training@candid.org

Featuring

Ganga Dharmappa Community Outreach Manager Foundation Center West View Bio

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Proposal Writing Boot Camp | Training | GrantSpace

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" "The instructors were passionate about their work. They were experienced in what they were teaching and it didn't feel like they were just teaching from a textbook...Additionally, all of our instructors were very patient and understanding. The atmosphere of the room was very much a 'there's no such thing as a dumb question' vibe.

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INFO 282-10Grant Writing and Alternative Funding ResourcesSpring 2018 Syllabus

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INFO 282-10Grant Writing and Alternative Funding ResourcesSpring 2018 Syllabus

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Patty Wong INFO 282-10 Spring 2018 Syllabus

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SJSU iSchool syllabus for Patty Wong INFO 282-10 Spring 2018

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#changingthefaceofsound | Women's Audio Mission

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by providing hands-on training, work experience, career counseling and job placement to over 2,000 women and girls every year in creative technology for music, radio, film, television and the internet.

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We Write Here gives youth, 6th-12th grades from Oakland CA, a place for their writing. We accept rolling submissions, select and award the best every week, and publish on the website for the community to access.

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Youth Poet Laureate Program | Oakland Public Library

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The Oakland Youth Poet Laureate program is an unprecedented citywide effort to celebrate literacy through poetry and connect young writers to far-reaching opportunities. Each year we accept submissions from talented Oakland writers (ages 13-18) to be considered for the city's top literary honor.

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Museum of Digital Art and Entertainment 

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Museum of Digital Art and Entertainment 

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The MADE is the only all-playable video game museum in the world. We were the first dedicated open to the public video game museum in the United States. Our collection houses over 11,000 playable games. The MADE is a 501c3 nonprofit dedicated to the preservation of video game history, and to educating the public on how video games are created. Our goal is to inspire the next generation of game developers.

Donate

Keep the MADE running with a donation via:

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The MADE is the only all-playable video game museum in the world. We were the first dedicated open to the public video game museum in the United States. Our collection houses over 11,000 playable games. The MADE is a 501c3 nonprofit dedicated to the preservation of video game history, and to educating the public on how video games are created.

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The Bargain at the Heart of the Kid Internet 

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The Bargain at the Heart of the Kid Internet 

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A proliferation of free, entertaining online content often leads parents, kids, and tech companies to overlook-or worse, disregard-data-privacy laws.

Sergio G. Cañizares / Getty

On Tuesday, joining the dozens of lawmakers asking Mark Zuckerberg about Facebook's data practices, Senator Ed Markey of Massachusetts posed a question: "Would you support a child online-privacy bill of rights for kids under 16 to guarantee that that information is not reused for any other purpose without explicit permission from the parents for the kids?"

Zuckerberg said he agreed on the " general principle " but wasn't sure a new law was necessary. "I think that this is certainly a thing that deserves a lot of discussion," he said.

The exchange marks a period of ever-increasing usage of devices and social media among kids, inviting scrutiny of how kids use the internet, and how the internet uses kids. Parents' concerns about data are encoded in the existing law that Markey alluded to expanding, but they also worry about the content that kids stumble across on big platforms. There's no shortage of constructive, good content for kids on the web, but no one, including parents, has figured out a good way for kids to be online, even if the big tech companies say they have. There are simply too many threats out there-disturbing videos, bullies, data exploitation-and the current regulatory scheme is built on a skewed picture of how parents, kids, and companies interact with each other.

That scheme has a name: the Children's Online Privacy Protection Act (COPPA), passed in 1998. Twenty years later, its central concerns have held up well. Sites meant for kids under 13, or that have "actual knowledge" that those kids use a given site, have to get explicit parental consent to collect identifying information about them (and thus also to use that information for targeted advertising). "Children, in the United States, are the only group of internet users who have opt-in rights" for how companies use their data, Jeff Chester, an early advocate of the law and the executive director of the Center for Digital Democracy, a consumer-advocacy group, told me. "That's the basic framework of COPPA." (What Markey was proposing would bump COPPA-style parental consent up to age 16.)

But on Monday, Chester's organization and 22 other consumer-advocacy groups filed a complaint with the Federal Trade Commission alleging that Google's platform YouTube has violated that framework because it has "actual knowledge" that kids under 13 use the site and nonetheless harvests kids' phone numbers, geolocation data, and other unique identifiers as it would any older user. "We are reviewing the complaint and will evaluate if there are things we can do to improve," a Google spokesperson told me via email, repeating a statement issued to the press earlier this week. "Protecting kids and families has always been a top priority for us."

Sites like YouTube and Facebook sidestep COPPA by having users certify, when making an account or logging on, that they are 13 or older. But that doesn't always align with reality, Ariel Fox Johnson, the senior counsel for policy and privacy at Common Sense Media, an advocacy group that joined the complaint, told me: Lots of kids get past that safeguard. (It would make sense that tech companies are less than scrupulous about this, given how dependent their business models are on growing user bases and collecting that data for advertising.)

YouTube has countless channels "that are very clearly targeting kids," Fox Johnson said. "For them to say 'We're not targeted toward kids on those channels' is a little bit hard to take." Indeed, YouTube is very popular with kids, two-thirds of whom in the 6-to-12 age range already have a personal device. Roughly three-quarters of kids in that age group use YouTube daily, according to a separate market-research study cited in the complaint. And usage among kids is climbing, fast: Sixty-five percent of kids who use it hop on several times a day, up from 45 percent in 2015.

For these reasons and many more, tech companies have cordoned off separate spaces for children: Facebook announced Messenger Kids in December, for example, because parents "see value in these technologies," Antigone Davis, the global head of safety at Facebook, told me, and "they want more control." And "because YouTube is not for children," the Google spokesperson said, the company built YouTube Kids three years ago "to offer an alternative specifically designed" for them.

But while those platforms offer parents more control, are often freer from ads, and insulate companies from a certain degree of liability, they've attracted controversies of their own. Many of the same advocacy groups criticizing YouTube are pressuring Facebook to shut down its new app, saying kids are too young to start navigating social media that most adults can barely handle themselves. Davis told me Messenger Kids will keep operating, but "we are continuing to do research in this area. Parents rightfully think they are in the best position to determine the needs and manage their children's online experiences." Facebook's role, as she sees it, "is providing them with research-based information and guidance, and the tools that they need to control that experience for their children."

YouTube Kids, too, has been criticized for hosting disturbing videos that had crept from its main site past its algorithms: Kids have stumbled across videos of Mickey Mouse covered in blood, characters from the animated series PAW Patrol committing suicide, or of a young girl apparently treated roughly and bleeding. While the videos account for a tiny fraction of the content the app's 11 million weekly users see, they have drawn attention to the monumental task of sorting content with automated filters. And in any case, while YouTube Kids is booming, the same media-research survey of 8,200 kids and parents found that its parent site is still the "most powerful brand in kids' lives." (Google declined to comment on the details of the study.)

And that's just for the platforms where kids belong. It's not much easier to control how children get on the platforms where they're not supposed to be, and thus, how their data sneaks past COPPA protections. "There's huge incentives for [kids] and families to lie about age"-as in, confirming that kids are 13 or older when they're not-"so even the data [about users that companies keep] gets corrupted," Mimi Ito, a cultural anthropologist and professor at the University of California, Irvine, told me. Kids (and parents) want engaging, cheap, or free videos regardless of how old they are; in practice, Ito said, many children start navigating the web on their own, without parental consent, around age 10.

"If you're a for-profit that provides free services or content that are of value to kids under 13, then it's very difficult to be successful and to be COPPA-compliant," Ito said. "And that's where you're seeing families routing around the policy as much as the companies are." It's simply not realistic to assume kids are truly getting parental consent as they start to form independent identities in early adolescence, she added. Asking for that all the way up to age 16 will hardly improve the odds. And, of course, parents are already some of the biggest violators of their kids' privacy anyway, posting content and leaving digital footprints well before the age of consent. "Many parents are complicit in this," Ito said.

That's not to say the current situation is a catastrophe-there are protections, and even then, many parents ignore them. But the legal framework in the U.S. is patchy, a melange of voluntary industry standards, FTC rules, and state laws. For legal solutions, American privacy advocates often pine for the rigor of Europe, which baked privacy concerns into its earliest laws governing the internet.

COPPA is a sort of "opt-in" privacy band-aid for one set of Americans. Right now, most legal options under discussion such as Senator Markey's are simply a sort of "opt-in plus," Ari Ezra Waldman, a professor at New York Law School, told me-expanding that law's relatively basic guidelines, which govern the collection of data more than its use, to a broader group, or to everyone. But Waldman said the U.S. could do more by shifting toward a European-style "privacy by design": "We should regulate how companies design their tools, and require that privacy and ethical considerations be embedded into products, rather than just notifying people of how bad their data practices are."

The latest iteration of Europe's privacy law is the General Data Protection Regulation (GDPR), which will be put into force in May and includes requirements for kids. While the new rules incorporate aspects of U.S. law like COPPA, European agencies tend to go further in enforcement. The stricter policies there, Chester, of the Center for Digital Democracy, told me, might later be used to fight a "two-front war" for kids' privacy in the U.S., "pushing for strong public policies in Congress, which are unlikely to be passed, [and] raising concerns at the corporate level, saying, 'Hey Google, why are you treating kids' privacy better in the EU than the kids in your own backyard?'"

Ito hopes, however, that the current fears over children's data privacy don't overshadow the creative and connective possibilities of the web. When her family, for instance, wants to learn how to fold origami lobsters together, they go to YouTube. In her research, she came across a girl who grew a Minecraft hobby into a Minecraft club at her school, which itself turned into a mini video-production operation. The kid internet, in other words, doesn't have to be bad-it's just that the way it's currently regulated means it often is.

We want to hear what you think about this article. Submit a letter to the editor or write to letters@theatlantic.com.

Steven Johnson is a former editorial fellow at The Atlantic.

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The Bargain at the Heart of the Kid Internet

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A proliferation of free, entertaining online content often leads parents, kids, and tech companies to overlook-or worse, disregard-data-privacy laws. On Tuesday, joining the dozens of lawmakers asking Mark Zuckerberg about Facebook's data practices, Senator Ed Markey of Massachusetts posed a question: "Would you support a child online-privacy bill of rights for kids under 16 to guarantee that that information is not reused for any other purpose without explicit permission from the parents for the kids?"

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Big tech has your kid’s data — and you probably gave it to them

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Big tech has your kid’s data — and you probably gave it to them

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Many parents today enjoy posting about their family on social media. But along with those adorable photos, they are sharing crucial data about their children that big tech companies are harvesting.

A recent study focusing on the "datafication" of children and its possible consequences suggests these posts may be more problematic than we think.

In late November, Anne Longfield, England's children's commissioner - tasked with promoting and protecting the rights of children - published a report titled " Who Knows What About Me," which examines how big tech collects data on children and what the potential dangers can be.

In the report, Longfield argues that parents are exposing their children's data at an alarming rate. The report calculates that by the time a kid turns 18, there will be 70,000 posts about them on the internet. The report calls on parents and schools to examine the type of gadgets children play with, like smart speakers, wifi-powered toys, and gaming apps, all of which are collecting data on kids. It also recommends that local governments start pressuring big tech for answers about surveillance and data collection.

"We need to stop and think about what this means for children's lives now and how it may impact their future lives as adults," Longfield writes. "This is only going to get bigger - so let's take action now to understand and control who knows what about our children."

Data shared by parents about children is collected at an alarming rate

Potential dangers for children no longer just entail speeding cars and strangers with candy. The rise of smart technology and data-surveying gadgets means that tons of private information is being collected and disseminated in completely new ways. The full extent of how our data is being gathered and used is something we're still working to understand, let alone be able to fully explain to children.

In her report, Longfield writes that today's kids are the most at risk because they have the largest digital footprint in history. Between the Nest cameras watching kids at home, kids' games that target them with ads, and purchase preferences on Amazon and Google, their data is being harvested at an unprecedented rate.

And some kids are datafied even before birth. Several major reports have exposed how tech companies learn about pregnant women based on merchandise they buy and then use the information to target them with ads for maternity and baby products. At Jezebel, one woman wrote about how buying prenatal vitamins on Amazon led to her hearing an ad on Spotify a few months later for a prenatal doctor.

Once children are born, brands have many ways to collect information about them and the way their parents shop, according to the London School of Economics and Political Science, whose research Longfield pulled for the report.

A big culprit: "sharenting," or parents willingly giving away their children's information, like name and date of birth. Those Facebook birth announcements may be posted with innocent intentions, but they can come with serious consequences. According to security experts at Barclays consulted for the children's commissioner report, this leaves the door open to identity theft. The experts cited criminal reports where kids' data was stashed away until they turned 18, upon which fraudulent credit card and loans applications were created in their names.

Crucial identity bits like a pet's name or a mother's maiden name are also easily trackable on social media. Barclays, the report goes on, "has forecast that by 2030 'sharenting' will account for two-thirds of identity fraud facing young people over 18."

Location sharing is another major misuse of data. Those "first day of school" photos, for example, can be tagged with a school's location, which can expose a school's (and child's) address. Snapchat also has a live location sharing feature that lets followers see where they are. Longfield points out that while this feature is only visible to users on a child's friend list, "children often befriend people online who they do not know in real life, and some might target children through the Snap Maps feature."

Smart devices are watching children too - and collecting their data

Smart toys have already garnered plenty of criticism for leaving children's data like location vulnerable. British researchers from Pen Test Partners have exposed toys like the Teksta Toucan and My Friend Cayla as being susceptible to hackers; they're Bluetooth-enabled, and their mics and speakers connect to the internet, but they weren't built with security at top of mind. In 2017, it was revealed that the smart toy brand CloudPets was stashing voice recordings and photos of millions of children, and that hackers had compromised this data.

Smart speakers, too, have presented security issues. Amazon has said its smart speakers don't spy on users, but these claims were called into question after a woman in Portland found out that her Echo speaker had recorded a conversation she'd had with her husband and sent it to a random contact. (Amazon debuted a special Echo for children the same month this security breach happened.) YouTube, too, has been accused of collecting data on children.

But tech companies are also collecting data that isn't handed over willingly by parents or kids. Inferred data, for example, is based on algorithms and predictions. Companies follow what someone likes on Facebook, watches on YouTube, and buys on Amazon, and this sort of information is then used to predict what shoppers like, allowing companies to target children and parents with ads. Longfield writes in the report that "the amount of data inferred about children was of real concern." Families are now being targeted with products because they are essentially being watched every time they're online.

"Collecting so much data about children raises important questions about their freedom and independence," the report says. "So much data from children sends the wrong message - it does not convey how valuable and sensitive personal information is and how important it is to guard it."

What will all this data on children mean for their future?

While the report highlights current safety concerns for children's data privacy, it also mentions some troubling future possibilities. Longfield wonders whether children's data will resurface in a few decades and harm them in the long run. There have already been instances of kids suing their parents for posting their photos to social media without their consent, but Longfield believes the stakes of data collection could be even higher.

"There is much less understanding of how personal data gathered in childhood might be used to shape an individual's experiences and prospects in the long term - for better or for worse," the report reads. "Could data about a child's language development and early educational performance at age four play some role in their university application outcomes? ... Could personal health data affect their ability to take out insurance in future?"

These are questions that don't yet have answers. But while it's highly unlikely that smart toys will disappear, or that tech companies will back down on profiling children to create targeted ads, there are some steps parents and companies can take to mitigate this mass data collection.

Longfield calls on tech companies to draft terms and conditions with words that are actually decipherable so that parents and children will understand what they're buying and how their information could be used. The report also advises parents to mute smart speakers when they don't want their kids to be listened to, and refrain from sharing crucial information about children, like their kids' school address.

And easiest of all: Next time you consider posting a photo of your kid to social media, remember to stop and consider what type of data you could be sharing along with what seems like an innocent baby 'gram.

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Big tech has your kid's data - and you probably gave it to them

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Many parents today enjoy posting about their family on social media. But along with those adorable photos, they are sharing crucial data about their children that big tech companies are harvesting. A recent study focusing on the "datafication" of children and its possible consequences suggests these posts may be more problematic than we think.

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Common Sense Media: Does It Matter Who Has Your Data? (9-12)

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Common Sense Media: Does It Matter Who Has Your Data? (9-12)

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Interactive lessons and activities for all students!

Use digital citizenship lesson plans to address timely topics and prepare students to take ownership of their digital lives. Browse lessons by grade and topic below, or see an overview of the curriculum.

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Digital Citizenship Curriculum | Common Sense Education

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Use digital citizenship lesson plans to address timely topics and prepare students to take ownership of their digital lives. Browse lessons by grade and topic below, or see an overview of the curriculum.

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8 Ways to Make Your Library More Visible Now 

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8 Ways to Make Your Library More Visible Now 

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Jan Wilson, SLJ's 2017 Hero of Collaboration, provides tips to boost your school library's profile.

Jan Wilson, SLJ's 2017 Hero of Collaboration

When I became a school library media specialist 20 years ago, I had no idea how much time and energy I would devote to promoting my role and media program. As school librarians, our impact isn't always apparent, and our roles are frequently questioned. That's ironic to me because year to year our role evolves more than that of any other faculty member. We must adapt and grow with changes in curriculum, students' needs, and the expectations of teachers and administrators. What I do in my media program at Brookwood High School (BHS) in Snellville, GA, may be unlike from what happens at the other 20 high schools in my county. Each school offers different courses and electives. Some librarians have additional duties assigned by administrators, and the professional development that we offer varies. Our priorities are student-centered and we strive for their success. Most adults recognize that what happens in a classroom has evolved since their student days, but those same people often fail to see that school libraries have also changed. Perceptions of our profession are caught in a time warp, and we need to change them. Here are some helpful strategies for increasing the visibility of school librarians. Some require a commitment beyond school hours, but connecting with staff and students outside of the school day leads to increased interaction during the day. 1. Take photos . This is the best way to capture the variety of literacies occurring in the library. Use the photographs in a presentation, newsletter, or on social media. Our media center is open 35 minutes each morning before students report to their first class. We are busy! One morning, I stood on the front desk, took a panoramic shot, and emailed it to my principal with the caption "It's 7:10 am!" After seeing the hundreds of students in the photo, he assigned morning duty to a teacher to help with supervision-and later showed the photo at a faculty meeting.

The Brookwood High School Media Center at 7:10 a.m. Photo by Jan Wilson

2. Create Twitter and Instagram accounts. These should be separate from your personal accounts. Keep it professional by posting photographs and information to promote the incredible happenings in your library, and try to post every week. 3. Lead professional development. Don't wait for someone to ask you. When changes were announced to the 2016 SAT, my co-media specialist and I designed a 15-minute presentation about the new format so students would know what to expect on test day. We led 32 presentations to BHS juniors during their "guided study" (homeroom) time. 4. Serve on multiple committees. Most media specialists are required to lead the media committee at their school. Find more ways to serve. Inquire about committees that would benefit from your expertise, strengths, and interests. Several years ago, a busy teacher was unable to finish reading National Honor Society applications. I volunteered to help and have been on the Teacher Selection Committee ever since. 5. Involve students in decisions. In addition to input on book purchases, include students in other decisions. When we were considering shelving our fiction by genre, we posted a survey on our website and polled our frequent library visitors and avid readers. We wanted their perspective on this initiative. Students also selected the furniture for two of our soft-seating areas. After all, the media center belongs to them. 6. Volunteer at school events. For open houses, ask administrators if they need your help, and if not, use them as a public relations opportunity. I create a half-page infographic with facts and statistics about the media program including the number of classes taught, student visits, hours, and of few of the available resources. I staple a soft peppermint to the top corner of the infographics and hand them to parents as they pass by. Parents sometimes change their path, come into the media center and I have a few minutes of their time. Plus, they love the mints! 7. Attend extracurricular activities. The next day, send an email to faculty and staff with a positive comment in the subject line. Praise the choral concert, compliment the students in the talent show, and applaud a sports event. Your visibility increases with each email you send and shows the administration that you're invested in the school. 8. Transform your mindset and space. If you haven't already, change your media center from a traditional environment to a collaborative one. But don't just change the name and buy new furniture. Transform what happens there and be out on the floor, not in your office. Students and staff need to shift their view of your role and how they utilize your space. I believe that we have the best job in the school building. We don't have the same curriculum standards that sometimes limit what teachers can do. We have the opportunity to design innovative lessons by fostering collaboration and to show students how to present their learning in multiple formats. We can discuss books with them that have nothing to do with required reading-how great is that! And simply put, we can provide a space where students want to be. Get the word out by becoming active in your space, your school, and on social media. Jan Wilson is SLJ 's 2017 Hero of Collaboration.

Get Print. Get Digital. Get Both!

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8 Ways To Make Your Library More Visible Now

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Jan Wilson, SLJ's 2017 Hero of Collaboration, provides tips to boost your school library's profile. Jan Wilson, SLJ's 2017 Hero of Collaboration When I became a school library media specialist 20 years ago, I had no idea how much time and energy I would devote to promoting my role and media program.

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Today, the White Oak Middle School Library held its first lunch and learn of the year for teachers. We truly appreciate all the teachers and administrators that attended. A big thank you to Mrs. Balboa for providing lunch and offering comp time to teachers attending lunch and learns. The presentation today was on Google templates, and you can view it here.

Bookmark the permalink.

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First Teacher Lunch & Learn of the Year!

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Today, the White Oak Middle School Library held its first lunch and learn of the year for teachers. We truly appreciate all the teachers and administrators that attended. A big thank you to Mrs. Balboa for providing lunch and offering comp time to teachers attending lunch and learns.

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Goal: I will build a robust website for our library. 

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Goal: I will build a robust website for our library. 

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I will combine many of the elements I already have housed in Google Drive and around the web into a useful and usable website for the library.

The website will include links to the calendar and scheduling request form, to a student resources page, the collection search in Destiny, and collaboration menu for teachers.

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Information Tools for Teaching and Learning

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Use the catalog to find books available in our library!

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A part of the Rockwood School District in St. Louis County, MO.

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THURSDAY KEYNOTE DUET | 4:30pm
Join two of CUE's amazing members for a new kind of opening session - a Keynote Duet. John Eick will moderate as Alice Chen and Martin Cisneros attempt to out ideate each other on a single educational subject.

Plot twist: The speakers won't have seen each other's slides before the session. Alice and Martin will each get a timed slide and the chance to upgrade each other's one idea.

CUE updates and announcements will also be shared by the CUE Board of Directors and CUE Executive Director, Jon Corippo.

Get ready for an exciting opening to your Spring CUE 2019 Conference!

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THURSDAY KEYNOTE DUET | 4:30pm Join two of CUE's amazing members for a new kind of opening session - a Keynote Duet. John Eick will moderate as Alice Chen and Martin Cisneros attempt to out ideate each other on a single educational subject. Plot twist: The speakers won't have seen each other's slides before the session.

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Get ready for ISTE20 in Anaheim! Launch the site now.

Inspiring stories from bold leaders.

Mike Walsh, CEO of Tomorrow and author of The Algorithmic Leader, Futuretainment and The Dictionary of Dangerous Ideas, advises leaders on how to thrive in the current era of disruptive technological change.

Looking back

The ISTE19 program had more content than ever with more than 1,900 sessions!

VIEW THE PROGRAM

Follow @iste. Join the conversation #ISTE19

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ISTE - EdTech Conference 2019 | Philadelphia, June 23-26

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Attend the 2019 ISTE conference - the #1 global edtech conference. We're coming to Philadelphia June 23-26. Be a bold educator who activates change and be at the epicenter of education technology. Become a member and enroll early to save on pricing!