Last week I attended the World Universities Congress in Çanakkale, Turkey, organized by Çanakkale Onsekiz Mart University. The theme was new aims and responsibilities of universities in the context of globalization.
It was a fascinating and worthwhile event. Conferences like this are intrinsically interesting because of the venue and the assemblage of attendees from around the world.
The sessions highlighted the special role that Turkey plays in the world today, as a bridge between East and West, Christianity and Islam, modern and traditional, Europe and Asia. When you consider Turkey’s neighbors (Greece, Bulgaria, Georgia, Armenia, Iran, Iraq, Syria, and just across the water, Romania, Ukraine, Russia, Lebanon, Cyprus, Israel, Egypt, Libya), it’s clear that Turkey’s success is essential for all of us.
But there were also a number of excellent sessions and discussions interesting in purely academic terms. For example, in a panel I was on, I learned about a community/university project led by Arzu Başaran Uysal (stage right in the photo) to build playgrounds in Çanakkale. Although the setting was quite different, the course of the project reminded me of many of ours in community informatics. I presented on Youth Community Informatics and co-presented on our GK-12 project.
Çanakkale Onsekiz Mart University, or ÇOMÜ, went all out, offering cultural events including music, dancing, tours to Troy and Gallipoli, just across the straits, and a dinner where we saw börek made.
We stayed at ÇOMÜ’s beautiful Dardanos guest house, situated on the shore of the Dardanelles, the straits that connect the Black Sea to the Mediterranean. We could watch the sun setting over Gallipoli every evening, as in the photo above.
[Thanks to Del Harnisch for the second and third photos here.]
John Dewey makes an interesting distinction between understanding and information:
An individual may know all about the structure of an automobile, may be able to name all the parts of the machine and tell what they are there for. But he does not understand the machine unless he knows how it works and how to work it; and, if it doesn’t work right, what to do in order to make it work right…Understanding has to be in terms of how things work and how to do things. Understanding, by its very nature, is related to action; just as information, by its very nature, is isolated from action or connected with it only here and there by accident. (Dewey, 1937, p. 184)
If we line up “how things work” with inquiry and “how to do things” with action, we have a good summary of the Youth Community Informatics activity guide, Community as Curriculum. It’s set up with units on Youth as Inquirer and Youth as Activist.
An example might be to study the problem of alcoholism in your community (Inquirer), then make a book about it, such as This is the Real Me (Activist). Several thoughts occur to me:
- The inquire/act distinction is not absolute; it’s hard to come up with a good example in which the two roles are not blended and mutually supportive. But it can still be useful for reflecting on our work, and thinking about future directions for community informatics.
- The Inquirer part goes well beyond what usually happens in school in terms of relevance, connectedness, community base, and so on. But the Activist part rarely happens at all.
- Much of the research in social informatics, and even community informatics, which studies community use of ICTs, digital divide, or demographic patterns, tends to “name all the parts of the machine and tell what they are there for.” That can be useful, just as it would be for an automobile.
- But, if we seek understanding in Dewey’s sense, we need more of a community inquiry approach.
Dewey, John (1937). The challenge of democracy to education. In The collected works of John Dewey, 1882-1953. Electronic edition. The Later Works of John Dewey, 1925-1953. Volume 11: 1935-1937, Essays, Liberalism and Social Action. [First published (February 1937) in Progressive Education 14, 79-85, from a transcript of an address on November 13, 1936 at the Eastern States Regional Cnference of the Progressive Education Association in New York City.]
I was fortunate to have a visit with youth planners at the Kennedy High School in Richmond, CA on Wednesday this week. These were students studying their own community and developing plans to improve it. They’ll be presenting these plans to the Mayor next month.
What I saw is part of Y-PLAN (Youth — Plan, Learn, Act, Now), a city planning program run by UC Berkeley’s Center for Cities & Schools. Deborah McKoy is the creator of Y-PLAN and the center’s founder and executive director.
Sarah Van Wart from the UC Berkeley I School was my guide. She and two undergrads, Arturo and Sarir had been leading the high school students in a community planning exercise. They first examined their current situation, using dialogue, photos, and data. They then considered alternatives and how those might apply to a planned urban development project.
The development will include schools, housing, a park, and community center, but the questions for city planners, include “How should these be designed?” “How can they be connected?” “How can they be made safe, useful, and aesthetically pleasing?”
On the day I visited, the youth had already developed general ideas on what they’d like to see in the development. Now they were to make these ideas more concrete through 3-D modeling. Using clay, toothpicks, construction paper, dried algae, stickers, variously colored small rocks, and other objects, they constructed scale models of the 30 square block development. One resource they had was contact sheets of photos of other urban environments. They could select from those to include as examples to emulate or to avoid.
I was impressed with the dedication and skill of the leaders of the project, including also the teacher, Mr. G. But the most striking thing was how engaged the young people were. I heard some healthy arguing about design, but I didn’t see the disaffection that is so common some high schools today.
My only regret is that I wasn’t able to follow the process from beginning to end. But from the rich, albeit limited, glimpse I had, the project is an excellent way to engage young people in their own communities, to use multimedia for learning and action in the world, and to learn how to work together on meaningful tasks. It’s a good example of community inquiry.
Sara Bernard has a more detailed article on the project on Edutopia, which includes an audio slide show:
Bierbaum, Ariel H., & McKoy, Deborah L. (2008, Spring). Y-PLAN: A tool for engaging youth and schools in planning for the future of their communities. IMPACT: A Multidisciplinary Journal Addressing the Issues of Urban Youth, 2(1).
McKoy, Deborah, & Vincent, J. 2007. Engaging schools in urban revitalization: The Y-PLAN (Youth-Plan, Learn, Act, Now). Journal of Planning Education and Research, 26, 389-403.
It’s with satisfaction, relief, anticipation, and a tinge of sadness, that I submitted my intention to retire in August of this year. I will have been with the University of Illinois for twenty years, half of those in the College of Education and half in the Graduate School of Library and Information Science. The retirement means that I’ll be changing my mode of work, with more attention to writing and more international projects.
I’ve enjoyed and benefitted greatly from my time here, and even more from working with you all. I can’t think of another group anywhere with such high collegiality, dedication, moral perception, and responsible leadership. The scholarship, teaching, and learning have always been outstanding and there’s been a lot of fun on top of it all.
I expect to continue working part-time on the Youth Community Informatics and Community Informatics Corps grants through June, 2011, and perhaps do other work after that, so this is not a good-bye, just an announcement about a new role for me.
Best wishes and enjoy all the snow,
This video about Youth Community Informatics is already on the YCI site, but some readers may not have seen it there. It gives the flavor of the project; for more details, please visit the site.
Community Inquiry Labs (aka CIL’s or CILabs) is rising again!
What is CILabs?
Drawing from the work of John Dewey and others, showing that education begins with the curiosity of the learner, CILabs promotes an iterative process of inquiry: asking questions, investigating solutions, creating new knowledge, discussing experiences, and reflecting on new-found knowledge, in a way that leads to new questions.
In addition to the standard features found on group support sites, such as Ning, Google, Yahoo, and Moodle, CILabs offers a means for building Inquiry Units based on the Inquiry Cycle. Also, unlike most university-supported software there is a secure means for users without university netid’s to participate. This is crucial for university-community collaborations.
CILabs (aka iLabs) are being used currently in courses such as Will Patterson’s Hip Hop as Community Informatics and Martin Wolske’s Intro to Network Systems. Projects such as Youth Community Informatics use it as do a variety of other projects and organizations.
Despite filling a need for many individuals and groups since 2003, use of CILabs fell off after a security hole was discovered in CILabs 3. That led to a temporary shutdown and a major redesign on the Drupal platform.
Thanks to the support of Robert Baird at CITES EdTech, a project to rebuild CILabs was led by Alan Bilansky with Julieanne Chapman as lead programmer. Claudia Serbanuta represented GSLIS and the CILabs user base. The new CILabs is now hosted by the University of Illinois College of Education, thanks to Ryan Thomas and John Barclay. This represents an unusual and successful collaboration across two colleges and CITES, with support from the Center for Global Studies, Community Informatics Initiative and the Illinois Informatics Institute.
I encourage you to give it a try now, and to let us know how to improve it.it
There are a variety of possible uses:
- to show how different inquiry units emphasize different aspects of the Cycle. For example, an otherwise good unit might offer little in the way of Discuss (or collaboration). That might be fine if other units do emphasize collaboration, or it might indicate that some modification is needed to include that.
- to compare across sites or projects.
- to portray the development of a single site over time.
- to support development of inquiry units.
The scoring of units could be done by researchers, teachers or youth leaders, community leaders, or community members.
None of these uses are a substitute for detailed analysis, but they can help start an investigation of the units.
The basic version of the tool, shown here, simply provides a single radar plot, with a logarithmic scale of arbitrary magnitude. Other versions might support overlays, color-coding, additional axes, or other features.
The Community Informatics channel on YouTube hosts some videos produces by young people in our Youth Community Informatics project. We hope to add more soon.
Several of our Youth Community Informatics sites are mapping cemeteries. What sounds like small project, or even a gloomy one, soon opens up into far-reaching explorations of history, geography, health, families, technology, mathematics, literacy, and more.
At Iroquois West Middle School, youth started with a story about a primary school’s project to study cemeteries: Learning from graveyards. The “Map Masters” soon expanded this by incorporating technologies of GPS and GIS into their mapping project of the Onarga Cemetery. They have already made many discoveries and are continuing to do more. They’ll also connect with cemetery mapping projects in Cass County and East St. Louis.
One interesting tombstone that we found at the Onarga Cemetery was in the shape of a tree trunk. The name of the person buried there was Emory Gish. According to our reseach on symbolism the tree trunk showed a life cut short. The number of broken branches might symbolize the number of deceased family members buried nearby.