Religion of Grass

I would be converted to a religion of grass.
Sleep the winter away and rise headlong each spring.
Sink deep roots.
Conserve water.
Respect and nourish your neighbors and never let trees gain the upper hand.
Such are the tenets and dogmas.
As for the practice — Grow lush in order to be devoured or caressed, stiffen in sweet elegance, invent startling seeds — these also make sense.
Bow beneath the arm of fire.
Connect underground.
Provide.
Provide.
Be lovely and do no harm.

by Louise Erdich

Students using Biology Workbench

UI Scientists Head Back to School [article in the Champaign-Urbana News-Gazette]

“Students at Danville High School built their own molecules last year.

“Obviously, this is the kind of thing you can’t do with a textbook. Not surprisingly, it doesn’t yield typical textbook answers from the kids, which are more likely to be a recitation of facts from the book than a real understanding of how molecules work, says Shelley Barker, a Danville biology teacher and department chair.”

12 steps to respond to 9/11, because "we have to do something!"

The ultimate weakness of violence is that it is a descending spiral, begetting the very thing it seeks to destroy. Instead of diminishing evil, it multiplies it… Through violence you may murder the hater, but you do not murder hate. In fact, violence merely increases hate…. Returning violence for violence multiplies violence, adding deeper darkness to a night already devoid of stars. Darkness cannot drive out hate; only love can do that. –Martin Luther King, Jr., “Where Do We Go from Here: Chaos or Community?”, 1967

Last September I was struck by what seemed to be universal support for the US government actions against terrorism. It seemed to me that many of these actions were unlikely to achieve their stated goals and might even be counterproductive. The pain I felt and saw around me only heightened my concern that these actions weren’t addressing the problem.

When I questioned these actions, a common response was “but, we have to do something!” My feeling then, and now, was not to doubt that some action was needed, but that the US response was both wrong-headed in many ways, and not nearly enough. Even the idea of a “war on terror” seemed to reflect a lack of understanding of what terrorism is, how it arises, and the opportunities to do something about it.

I jotted down then a set of actions, which I thought would actually hold more hope of reducing terrorism. In an effort to keep this relatively brief, I hope I didn’t make the items too cryptic. It’s a very incomplete list; I might add tolerance education, anti-racism, comparative religions, health care, libraries and schools, infrastructure development, and a number of other things, but doing even what’s listed below would be a start. I’d welcome any questions, reactions, suggestions.

Are bombings and restriction of civil liberties all we can do to combat terrorism? Here are a dozen other ideas for things the USA could be doing, none of which are being implemented today:

  1. Educate: Institute major formal and informal education programs aimed at global understanding: history that is more than European and American experiences; investigations of the relations among globalization, new technologies, and economic development; dissemination of scholarship on world religions, economies, and cultures. Our lack of understanding makes it difficult to combat terrorism, and worse, serves as fuel for the hatred behind it.
  2. Establish proactive diplomacy: Concentrate on improved relations with among others, Muslim and Arab countries and peoples, not only when oil interests are concerned.
  3. Stop arms sales: Reduce, if not eliminate, global arms production and sales. The US supplies over half of the new weapons in the world today, and 2/3 of those sold to developing countries (see http://salt.claretianpubs.org/sjnews/2001/09/sjn0109d.html).
  4. Cooperate with the international community: Become a full partner in international efforts to improve the environment, reduce disease, and protect human rights. The US go-it-alone approach after 9/11 is exactly what infuriates many around the world. Very few of those people would condone, or even consider, terrorist acts, but the response to terrorism would be greatly aided if the US were viewed more as a partner, and less as an overlord.
  5. Support democracy: Establish a priority of supporting democratic governments and democracy movements. Where in the Middle East have we done that? Where in Africa? Asia? the Americas? All too often, the US sides with autocratic regimes, thus allying itself with the enemy of ordinary people.
  6. Alleviate poverty: Poverty, especially in contrast to conspicuous consumption, provides a fertile ground, if not justification, for a violent response. The US has the lowest percentage of GDP going to foreign aid of any industrialized nation in the world, currently 1/7 of the already low OECD target (see http://www.globalissues.org/TradeRelated/Debt/USAid.asp). What counts as foreign aid rarely goes to the areas of greatest need and allocations are often earmarked for buying military equipment from US manufacturers.
  7. Open dialogues: The opportunities for communication across countries, religions, and ethnicities, or even within communities, are limited by governments and the concentration of media control in a few corporations. The US could lead the way in promoting new and improved channels for communication, especially for groups that have little voice today.
  8. Conserve: The US foreign policy is inordinately shaped by our dependence on foreign oil. Even modest conservation efforts would reduce that dependence and allow a focus on other considerations for the long-term interests; this, in addition to the beneficial environmental effects.
  9. Improve literacy: Most people in every region of the world are against violence and seek similar goals related to family, culture, economic survival, and personal fulfillment, but their participation in decision-making is limited, because they lack the basic literacy needed for written communication and access to information. The US possesses the tools and resources to have an enormous, positive impact on world literacy development, which would, in turn, facilitate democratic and economic development, and lessen the support for terrorist responses to desperate conditions.
  10. Resolve conflicts: Not every conflict can be resolved easily, but the US has the stature, the political and economic clout, and in many cases the neutrality to play a major role in resolving conflicts before they become disasters. In Kashmir, Rwanda, Bosnia, East Timor, Sudan, and many other regions, we could engage as mediators and perhaps lessen the violence. Very often, conflicts far away are treated as irrelevant to USA interests, until they become all-too-relevant and nearly impossible to address.
  11. Protect the rights of women: When women’s rights to health care, education, and political participation are ensured, most societies show economic development, population control, reduced disease, and reduced violence. Aside from the intrinsic justice issue, culturally-sensitive support for progress in women’s rights will also protect against terrorism. In the long run, this will do far more than hiring more armed guards.
  12. Learn languages: It is difficult to do any of the items above without full communication, attentive to the nuances of culture and politics. The US educational system, which strives for monolingual learning, is swimming against history. Although English is used widely in the world today, there is evidence that other spoken languages are growing faster than English and writing in the thousands of world languages is expanding with the support of new digital technologies.

JAAL Technology Department

During 1997-2002, I edited the Technology Department in the International Reading Association’s Journal of Adolescent and Adult Literacy (JAAL). The columns were intended to promote dialogue about new communication and information technologies and to explore what these media mean for literacy and literacy educators. Each had several distinct sections, including an “email” message from me, an “issue of the month,” often written by a guest author, descriptions of selected websites, and a glossary. In addition to the print version, each column appeared in the Electronic Classroom section of Reading Online.

The columns have now been collected into a book, Literacy in the Information Age: Inquiries into Meaning Making with New Technologies (2003, Newark, DE: International Reading Association).

Professor, GSLIS

GSLIS

Still at the University of Illinois, I became a Professor in what was known then as the Graduate School of Library & Information Science (GSLIS) in the Spring semester of 2000. You can see what attracted me to LIS here. The School is now known as the School of Information Sciences, or simply the iSchool.

In 2004-05, I had a sabbatical in Europe, mostly around Paris, in Germany through a joint NSF/DFG project, and through Fulbright Specialist grants in Finland and Sweden.

In 2007-08 I held a Fulbright Distinguished Chair at the National College of Ireland in Dublin. At other times, I’ve had extended projects in Turkey, China, Romania, Nepal, and other places.

Emily at the nursing home

north entrance, Uni HighWhile at Uni High, Emily spent a :emester tutoring Adolph Willms and learning his life story. See this article by Mary Schenk in The News-Gazette (June 5, 1999):

Life’s work earns man his diplomas

URBANA – Adolph Willms has a lifetime of memories tucked away in his head. Some days he can summon those. Other days it’s not so easy.

With the help of an education researcher and three teen-age girls from University High School in Urbana, the 83-year-old stroke victim has been able to recall many past experiences.

Researcher Patricia Marton of Bloomington was so impressed with Willms’ life experiences as a farmer in the St. Joseph area that she persuaded local…

Beijing and Brisbane, 1996-97

family Xiao Guor
Liqian Stephen in 6th grade in Bardon, Brisbane
Sabbatical with major stays in Beijing, China and Brisbane, Australia and stops in Oklahoma, New Mexico, Arizona, Nevada, Texas, California, Indonesia, Malaysia, Singapore, Italy, and Wales along the way, 1996-1997.

See

While in Queensland, Emily and Stephen attended Rainworth State School in Bardon, Brisbane.

Discoveries

Discoveries (1995) is a series of four interactive CD-ROM programs for Grades 3-6 (ages 8-12). It includes hypertext, panoramic images, and immersive technology in a pre-web ecology.

img_3975Into the Forest (Great Smoky Mountains National Park) [ISBN 0-669-36168-2]

Editor: Grace Talusan
Designer: Angela Sciaraffa
Logo: Pamela Esty
Cover photo illustration: Daniel Derdula

Continue reading

Teacher to teacher: A professional’s handbook

Alvermann, D. E., Arrington, H. J., Bridge, C. A., Bruce, B. C., Fountas, I. C., Garcia, E., Paris, S. G., Ruiz, N. T., Schmidt, B. A., Searfoss, L. W., & Winograd, P. (1995). Teacher to teacher: A professional’s handbook for the primary classroom. Lexington, MA: D. C. Heath. [218 pp.; ISBN 0-669-35984-X]

Alvermann, D. E., Arrington, H. J., Bridge, C. A., Bruce, B. C., Fountas, I. C., Garcia, E., Paris, S. G., Ruiz, N. T., Schmidt, B. A., Searfoss, L. W., & Winograd, P. (1995). Teacher to teacher: A professional’s handbook for the intermediate classroom. Lexington, MA: D. C. Heath. [216 pp.; ISBN 0-669-35985-8]