Teaching - a Slippery Slope to Criminal Activity - Intellectual Property and Copyright

When I first became an elementary teacher I wondered how I was ever going to have enough "stuff" to fill a year of teaching. I felt I had to have thousands of engaging lessons and resources to compliment and guide my students through the curriculum. I had no idea how I was going to build up my resources at hand, but I learned quickly. . . I begged, I borrowed, I stole (just like the teacher before me).

What I discovered is that teachers are like magpies - we steal whatever shiny object we can get our greedy little beaks on - but our thieving ways are totally justified because we're motivated by the needs of our sweet, innocent students. That is our trump card - our students needs.

Do you think I'm exaggerating? I should add that in my 2nd year of teaching I attended a workshop called "All the Good Things I Know I Stole" - by a highly respected educator in the International Reading Association. She modeled stealing intellectual property very well!

Teaching Magpies like Me

Last year I attended a presentation about Copyright in Winnipeg. The speaker provided wonderfully frightening anecdotes about teachers being charged hundreds of dollars for showing movies they didn't have the rights to show. He told us that copying an illustration/character from a book and using it in a bulletin board display was indeed breaking the law. Posting the jackets from picture books around the library, also illegal. Altering a story from it's original format, against the law as well. I'm not entirely sure if the speaker discussed alternatives because I was too busy going through the list of numerous offences I had participated in during that week alone.

Something I learned from this experience is that teaching awareness of copyright is not enough to effectively persuade teachers/students to respect intellectual property. Awareness without providing alternatives is disempowering, and creates a culture of fear. What I needed - and probably what a lot of educators need - is an empowering method of unlearning how we've previously used (stolen) intellectual property so that we can navigate our way legally through the waters of intellectual property.

Luckily, this notion of providing alternatives to stealing is also noted in Mike Ribble's document Passport for Digital Citizenship. Ribble recommends a four-stage cycle of technology integration which "helps the user begin to internalize those issues. It is a cycle because there is no real end to learning. We are constantly learning, relearning, and unlearning information about technology" (p.16). The four stages include: awareness, guided practice, modeling and demonstration, and feedback and analysis.

I believe working through such a learning model with our students will make them more confident with their digital endeavors and make our job as copyright leaders more rewarding. We will be moving away from the thou shalt not.... stance on copyright to the here's what we can do instead stance - that alone is a more powerful and more fulfilling place to locate ourselves.

Free Culturalists & Creative Commons

Doug Johnson discusses intellectual property much more eloquently than I ever could in Changing how we teach copyright Pt 3. In his post, he mentions a growing movement of individuals called "free culturalists" who

"argue that everyone in a society benefits when creative work is placed in the
public domain where everyone is allowed to use and build upon it, that current
copyright laws give the owner too much control and for too long a time."

I feel this all-is-fair-because-it's-out-there approach is somewhat unfair and disrespectful to creators (ironic considering I confessed my thieving ways here). Artists should still have rights over their work, while at the same time, they shouldn't be afraid to display their work for fear that it will be stolen. Like Ms. Janesko in Do Students Respect Intellectual Property, who required her students to gain written permission to use copyrighted materials, I feel it is important to teach students that we have an ethical responsibility to acquire permission to use intellectual property. It may seem like a hassle, or a waste of time to require students to do this, but if we truly value intellectual property, then it is simply something that must be done.

That is why I feel Creative Commons came along just in the nick of time. Creative Commons Licences make it so much easier for students to use images ethically. The following video not only explains very well why Creative Commons was developed, but also illustrates, through it's images, the breadth and depth of the creative artistry we have access to through the Creative Commons:



In this video - two statements stood out for me:

1. "Creative Commons is designed to save the world from failed sharing. For people who actually want to share. . . "
2. "We have all these new technologies that allow people to express themselves, take control of their own creative impulses but the law is getting in the way."

Providing space for artists who want their work to be used is a brilliant idea. I am astounded by the quality of works - one might have assumed that it was a dumping ground for poorly constructed art, since many were providing free access - but there is actually everything from the amazing to the absurd. The very nature of Creative Commons is exciting - I would enthusiastically share this video with staff and higher grade students when discussing copyrights. As I said before, it is not enough for us as Teacher Librarians to say what we can't do -we need to provide an alternative for staff and students that fills their need - and Creative Commons came along at the right time to fill that need.

A Note from the Magpie Gallery

While Situating myself with the other magpies, I've come to realize that what I've actually been doing is modeling bad behaviour. If I expect my students to act responsibly, then I too must act responsibly, and stop stealing. A few years ago, I wasn't ready to make this shift in my thinking - because it seemed too difficult to follow the good life. I turned a blind eye to copyright because I was worried about where I was going to get all my teacher stuff. After I attended the workshop about copyright, I started asking permission from the photographers on Flickr to use their images for my bulletin board displays. I was really excited by their openness to share, and their interest in my use of their photos. It was a positive experience for me.

Now, with the creation of places like Creative Commons, and the feeling that the world is shrinking, and that permission is often just an e-mail away - I have hope of finding it easier to walk the straight and narrow copyright road with a clean conscience.

A Web 2.0 Tool for Families

The boys and I created a smilebox postcard for Valentine's Day. I thought I would share it here as many of you have young children, and those who work in Elementary Grades might like to create a scrapbook for your classes. You can post photos, add text - and your friends/family can comment back to you via the Smilebox page. Lots of fun and easy to set up in the home environment. I wonder if it is as easy at school, or if filters block this too? Anyway, I thought I would post it for you.

Happy Valentine's Day everyone!

Make a Smilebox postcard

Random Thoughts from the Dark Side - Filtering Digital Education

For a while I was on the fence again. I couldn't decide which side of the filters debate I stood on. Are filters really bad, evil, horrible things that spell out "censorship" if played backwards? Or, are they a common-sense safety issue, much like asking your child to put their helmet on before they go for a bike ride? After much thought I've decided I'm against the over-use of filters. I feel that a little filtering should be in place, especially for very young learners, but that no filter is ever going to replace sound teaching. And any filter that stands in the way of teaching and learning, is a dangerous thing.

The Dark Side of Filtering - Enter Darth Filterer

I have moments of concern about the false sense of security that filters create. I am suspicious of the fear-mongering that educators are forced to endure when it comes to their
student's safety. And, I shake my head at the notion of protecting adolescents from themselves (as if MySpace and Facebook were some sort of Lord of the Flies scenario waiting to happen.)
If I were artistic, I might ink out a little cartoon of a line-up of kids leaving a school, covered from head to toe in bubble wrap. Their eyes have blinders on, and their ears are stuffed with cotton. The heading might read, "Since the filters couldn't go with them...."

In this weeks readings, one statement stood out above the rest (most likely because I had never heard anyone approach filtering in this way before). Stephen Abram's suggests, in his article,
Justifying the Social Tools: Improving the Conversation (2007), that we should really question what is being blocked and why:

"Those folks who choose to block social networking sites for good reasons should be required to make those reasons explicit and to prove how their approach encourages good learning results and doesn't over-reach. I've seen too many
instant messaging sites banned for vague or unsupportable reasons such as viruses or stalkers."

I agree that it is important to question what learning opportunities are being compromised by the sites that are blocked. But, I wonder who will argue against excuses such as virus prevention and threat of stalkers? It is like a trump card held by the powers that be, and it seems the only counter-argument strong enough to challenge over-zealous blocking is to argue that filtering itself is unsafe.

Mary Ann Bell argues this exact point in I'm Mad and I'm Not Gonna Take it Anymore (2008). Bell says, "[n]ot allowing access can be dangerous, as it keeps us from teaching kids to be safe and smart online when they are on their own" (p.3). Also, educators seldom state that the real dangers on the Net happen to kids outside of school. Filtering in school, then, seems more about educators wearing the blinders instead of the students. If the issues don't come up in the classroom, then maybe they don't exist - or, if they don't come up, then we won't have to deal with them. To me this approach screams of negligence at the highest level.

Students worlds are different then when we were in school, but the big scary issues have always been there (sexual predators, bullies, etc.). We can't hide our heads in the sand when it comes to these issues, and blocking them out is like closing the door to the skeletons in our societal closet and denying they exist. To me, it is imperative that we are open and honest with students, that we discuss safe on-line behaviour frequently. That we invite students into the discussions about their own on-line safety, instead of having the fight for them with regards to safe or unsafe filtering.

The Annoying Side of Filtering - My Light Saber Won't Work!

The school division I worked for last year had very strict filtering levels in place. I felt like I was constantly running up against roadblocks in my teaching. I was told that if I wanted a site unblocked, I had to apply for a tech request to lift the block. This seems easy enough to do, but when you are juggling all that has to be juggled in the ordinary day to day of teaching in a school library, that extra step becomes a nuisance. Needing to send a tech request in for a 3 minute video to be unblocked seemed ludicrous and a waste of everyone's time.

I found it very frustrating to work in this overly-filtered environment where many Web 2.0 tools could not be used or viewed. I resented the fact that the "higher ups" didn't have enough faith in my own professional judgment to either:

1. Unblock sites myself that I needed for educational purposes.
2. Have someone at my school remove the block.
3. Be trusted to direct students to safe, educational, curriculum-related sites.

Further Random Thoughts

• Internet filters, are like coffee filters. You want the grit taken out, but the flavour to remain.
• Filters "protect" our children only so far. Parents need to be taught practical tips for raising Internet safe kids. I think teacher librarians can play a vital role in educating parents about the risks of on-line interactions (it takes a global village...)
• Acceptable Use Policies are like field trip forms saying you give permission for your child to be taken out into the world for educational purposes - but a signed piece of paper doesn't ensure that your child won't sprain an ankle in the real world, or come across questionable content in the virtual one.
• Acceptable Use Policies need to be written in an accessible manner. I wonder what would happen if students were asked to write them? We need to make sure that teachers, parents, and children understand what they are signing, so it doesn't just become another piece of paper.
• There are a lot of gatekeepers doing what's supposedly best for kids. . . .but I have to question: is someone getting rich off of this? Have we been manipulated to believe our kids are in danger on the Net? Have school boards been manipulated by filter software companies to believe filters will protect them from irate parents ready to sue them for exposing their child to the evils of the net? Where are these irate parents?
• Why bother to invest in new technology if all we're really comfortable with is word processing? Why not bring back the typewriter?
• The safety issue shouldn't be about exposure - but lack of experience in dealing with exposure.

Final Thoughts, and One Anecdote - Trust in the Force

I truly believe students can rise to the occassion of social responsibility as they grow and learn with Web 2.0 technologies. Reactionary blocking based on fear of the darker side of the web must be questioned. I recently observed a Facebook group directing hatred towards a student by other students. It would do little good for educators to swoop in and block access to such a site (after all, educators can't block home computers, and it is unlikely that the group was started within the school walls). What actually happened was that another student from the same town (now away at university) stepped in and said the site was very uncool and wrong. I don't know if the students who started the site were humbled or not, but hopefully they will think twice before doing it again. I think in such a situation we can not act alone as educators - this is a community issue (on-line and off). Parents, teachers, and students themselves need to find their way in this new world. We need moral codes of conduct that transcend the walls of the school, and filters simply can't do that.

Digital Natives, Digital Immigrants .... Sticky Labels for Uncertain Times

I first heard about Prensky's argument about Digital Natives and Digital Immigrants from a teacher in Winnipeg who heard about it from a vice principal who heard about it in an administrator's meeting at the Board Office. I thought the notion of Digital Natives and Digital Immigrants was interesting - and tried to look at my students in this new light. Yes, they had grown up with the technology - many couldn't imagine a world without google, texting, or social networks. Without having read the article, I thought Prensky was likely onto something good.

Then I read the article.

Like Kathy Schrock in Digital Natives, Digital Immigrants, and Digital Pioneers, I "bristled" to be called a "Digital Immigrant." I found Prensky`s portrayal of immigrants (digital and otherwise) to be offensive. He completely disregarded the prior knowledge and experience that immigrants bring to their new worlds. My distaste for Prensky's article goes beyond simple semantics, however, as I found the entire tone of the article was demeaning to educators. Prensky wrote:

"It's just dumb (and lazy) of educators - not to mention ineffective -to presume that (despite their traditions) the Digital Immigrant way is the only way to
teach..."(p.6)

My response, I'll admit, was to do something unscholarly... I googled: "against Prensky's digital natives," and found a very interesting response: an article called Digital Nativism, Digital Delusions, and Digital Deprivation by Jamie McKenzie. He sums up Prensky's work in the following manner:

"In a rather shallow piece lacking in evidence or data, Prensky offers the terms "digital natives" and "digital immigrants" to set up a generational divide. His proposition is simple-minded. He paints digital experience as wonderful and old ways as worthless. He lumps people together by nothing more than age and exposure, spending little time on differentiating or understanding. He offers
learning with video games as a digital Nirvana that should replace forms of learning that he claims are now outmoded."

Mckenzie also provides a different point of view that I think educators must contemplate:

"Being born into a culture saturated with things digital is not a complete blessing despite the eager claims of digital drum majors and pied pipers.
Neither is such immersion an automatic state of grace."

I'm reminded not to generalize, and not to expect students to know innately how to manage their learning in a digital world....teachers still have an important role to play, even if that role is evolving.

Still, though, I concede that their world is different (not better, not worse), and that the way they are learning is different. I want to be able to understand what it means to be a student growing up in the digital age. . . I want to know if I really need to adapt drastically how I do things in the classroom, or the library, or even how I work with my own children at home.

Born Digital - A Glance at Learners

I found the direction I was looking for in Palfrey and Gasser's portrayal of digital learners in their book, Born Digital. This text is thought provoking and much more sensible than Prensky's article. Palfrey and Gasser do an excellent job of explaining the concerns that adults feel for their digitally saturated children....while at the same time, they explain the digitally born student's perspective. Thankfully, the authors walk the line between both worlds with a certain grace that does not resonate of Prensky's fear mongering. They write:

"There are no hard data to suggest that Digital Natives are smarter than anyone who came before them. Neither is their any sign that kids are dumber, or in any way less promising, than previous generations of kids. Digital Natives are doing the same things their parents did with information, just in different ways. While they may not be learning the same things through the same processes, it's not the case that Digital Natives are interacting less with information. They are simply coping with more information, and that information comes to their attention in new ways -offering new possibilities for engagement." (p. 244)

So, how are Digital Natives learning? According to Palfrey and Gasser, they "graze" (skim the headlines and read brief summaries, etc.) , "deep-dive" (examine longer articles, watch video-clips, listen to podcasts, etc.),and "feedback loop" (add comments, respond via blogging, create own podcasts, etc.) (p.242-243).

This cycle reminds me of the Guided Reading approach. Students look at the title and pictures, and make predictions about what the book will be about and teachers provide necessary background information that will help to spark an interest in the book (grazing). Then the students read the text (deep dive), and finally they will discuss the book to check for comprehension (feedback loop). This may seem too simplistic a comparison, and perhaps I have misunderstood the learning cycle that Digital Natives undergo. But maybe Digital Natives and Digital Immigrants are not so unalike after all?

Still, the book, Born Digital provides a realistic, practical, and perhaps conservative approach to technology that I found very interesting. The good news is that they feel,

"[w]e don't need to overhaul education to teach kids who are born digital. . . . [l]earning will always have certain enduring qualities that have little or nothing to do with technology." (p. 246)

The authors go on to suggest that we do not need to use technology because it's cool and it's what the students are using outside of school. They remind us that we need to "figure out...how technologies can support our pedagogical goals," (p.246), and I believe that a time will come when the flow between technology and curriculum will become seamless.

Manifestos and Mash-Ups

"Welcome to my Libratory . . ."

I imagine posting this picture of Einstein on my school library door, with a speech balloon stating “Welcome to my Libratory.” From now on, thanks to Joyce Valenza’s Manifesto for the 21st Century Librarian– that is exactly how I will view my library space –“a physical space that is about way more than books.” I think I've always felt that way - that the library could be more than an encyclopaedia repository. It had the potential to be a place for students and staff to centre themselves, to unwind, to lose themselves in a narrative similar to, or completely unlike their own. A place to think, read, get inspired, breath, and cry if they needed too. Now, with the web 2.0 thoughts engaging my senses, I realize school libraries also have the potential to connect students with the world in ways unimagined even 10 years ago.

I began this weeks readings with Joyce Valenza’s Manifesto – and I must say There’s nothing like a well written, and well contemplated manifesto to make a person hold their head up high – "this is what I do - I AM a school librarian!" While I write this, I could flip the same coin, there’s nothing like a well written, and well contemplated manifesto to make a person want to put their head in the sand, and forget they ever saw it - "there's too much, I don't know where to start". What am I – a 21st century, forward-thinking, innovative librarian, or an ostrich?

A manifesto has power – and thankfully Joyce Valenza uses that power for good instead of evil! The fact that she welcomed changes to her manifesto via her wiki, made it clear that this was a vision for all of us to hold onto. A dream we all could share. I actually took a moment to look up the word "manifesto" (as I’ve previously associated it with Hitler, and other extremist views) on Dictionary.com, and found two meanings:

1. “a public declaration of intentions, opinions, objectives, or motives, as one issued by a government, sovereign, or organization.”
2. “A public declaration of principles, policies, or intentions, especially of a political nature.”

So, Joyce Valenza created a public declaration of objectives for teacher librarians and presented them in a political format. Why? Perhaps because many of us feel our positions are tenuous - we are trying to convince school boards and school administrators that teacher-librarians are relevant and necessary in a digital world. With such a manifesto, we can show them a vision of what a school library can be, provided we have open access to Web 2.0 tools, and forward –thinking staff willing to take the leap into the digital landscape.

A few ideas that struck me from the manifesto include:

"You welcome media production—podcasting, video editing. You welcome
telecommunications events and group gathering for planning and research and
social networking.”

While the technologies are important, the simple words "you welcome" stand out for me. You welcome the changing needs of your staff and students. People are welcome to use the space for a myriad of needs.

"You “[k]now that one-to-one laptop classrooms will change your teaching
logistics. You realize you will often have to teach in a partner teacher’s
classroom. You will teach virtually. You will be available across the school
via email and chat."

While I think we could reach the needs of our students and classrooms quite simply by using e-mail, I have to wonder how many librarians share their e-mail with students, or chat with them on-line? I think this is a grey area for many of us - facebook friending is frowned upon, but e-mail is okay? I found myself asking - what is right? I have to think of the greater good - the educational needs of the students - and not fall into the trap of being afraid to use the technology the students are comfortable with.

"Don’t stop at “no.” . . . You fight for the rights of students to
have and use the tools they need. This is an equity issue. This is an
intellectual freedom issue."

I know last year I did stop at no. I was able to collaborate and create projects that I hoped were engaging and meaningful for students, staff, and myself. But, everything I did, I wondered, how would this look on-line? What if we could blog this? Wouldn't it be wonderful to get feedback from the world?

Stepping away from the manifesto, I find my thoughts reverting back mostly to Kathy Sanford's article Videogames in the Library? What is the World Coming To? Sanford's use of a 2003 quotation from Gunther Kress is quite interesting to me.

"dominance of writing [is] being replaced by the dominance of the
image; the dominance of the medium of the book [is shifting] to the
dominance of the medium of the screen" (p.2)

Some might argue that by today's information standards, what was written about digital technology in 2003 is already ancient history. I might argue that these shifts have already been replaced in my own world. Almost all of my non-fiction reading is done on-line. I read the world through images on Flickr, and likewise represent my family to the world in images. (Whether or not the world is watching remains to be seen!)

Sanford's notion that videogames belong in libraries goes against traditional notions of a library collection, yet when I look back at my own experience as an educator, computer games were embraced almost immediately for young learners. We had CD Rom games for Magic School bus, Franklin, and Math Blasters, etc. Most of the games had some element to support the curriculum. All of them were geared toward young learners in Kindergarten to Grade 3. As long as the games were educational, and engaged young children in learning the basics of reading, writing, math and science, video games were promoted. Once children grew up, games on computers were pushed aside for more academic pursuits. Funny how we can easily accept that young children learn through play, yet we don't make that claim so easily for older elementary students, and almost never for teens.

"As educators and educational researchers look more closely at new
technologies, we recognize that learning has become different; engagement
with videogames supports new types of learning, learning that is
multi-faceted, complex, non-linear, and fast paced. " (p.5)

While I understand that learning occurs while playing video games, it remains a platform I am not completely comfortable with (for myself). Gaming is something I am not likely to do on my own, so, how do I engage with my students learning when I haven't the foggiest notion what they are doing? What would Professor Sanford say? She mentions that:

"it is critical to ensure that appropriate funds are directed to library
services and up-to-date resources in order to best support student (and teacher)
learning about new technologies, new literacies, and new learning." (p5)

But the question remains, do I have to learn how to be a gamer, in order to fully appreciate student learning? I wonder if my own reticence in this area mirrors the concern of other educators. . . and even as I wonder this, I know the answer. It's been in the back of my mind all along, and the video Did You Know 4, created by Howie DiBlasi reminded me:

"We are currently preparing students for jobs that don't yet exist. . .
Using technologies that haven't been invented. . .
In order to solve problems we don't even know are problems yet."

I know that if I am to do my job properly, I have to have an open mind. I have to be able to think critically, and engage in the discourse. I have to mash-up my own manifesto, and make sure that I don't put my head in the sand.

Turning a New Page

The direction of this blog will be following a slightly different path in the following weeks, as I work through my new course, EDES 545 Information Technologies for Learning - a follow up to EDES 501 I took last term. In this class we will look at the issues surrounding Web 2.0 technology in Education - rather than testing each web tool. So, we are turning a new page, but it's the same book. I'm thinking the blog posts that follow are the epilogue, the afterward, or perhaps even the sequel? At any rate, the page is turning....



By the way, this is Aidan, he plays a starring role in my life story (one he shares with his big brothers, of course)!

The time has come, the blogger said. . .

"The time has come",
the blogger said,
"to reflect on many things...
On Podcasts, Wikis, Voicethreads,
the Blogosphere and Nings."

(my attempt at reworking Lewis Carroll)

Oh, yes, it's time to wrap up and reflect on my learning in EDES 501, but where did the term go? I can't believe our family is already decorating Rudolph cookies (or as Liam used to say, Rude Elf Cookies) and counting down the sleeps to Christmas. In a time of looking forward, it's hard to stop and glance back. But it does help to provide closure, so here goes...


Back in September, I was very excited to start a blog with a purpose - and to see some web tools that I was familiar with like Flickr and Facebook. I was equally excited that we would be learning some tools I'd been curious about, but had not tried, such as Podcasts, RSS feeds and Wikis. At the beginning of the course I had no idea about Nings, Voicethreads, or Social Bookmarks, so I was a little worried about entering uncharted territory. Overall, I think my comfort level with the course was quite good because I felt a balance between what I already knew, what I wanted to know, and the unknown.


Like Jan, there were times I wished I was in a classroom/library so that I could use the tools immediately for educational purposes. Instead, I used my children, my husband, and my friends as participants (for Podcasts, Voicethreads, Nings and Wikis). This was very rewarding for me as I got to witness the tools from different perspectives. My children were completely comfortable with the technology, and excited by it. My husband was interested in it as a fellow educator with a particular expertise in New Literacies. My friends, however, were much less comfortable with it. I invited several of them to join me in co-writing stories on my Wiki (Storybutter), but the process of signing up and navigating the site was daunting to them, and most did not even try. These 3 different perspectives gave me an insight into what I will most likely experience from staff and students at school: feelings of excitement and curiosity merging with, or struggling against feelings of wariness and apprehension. It is good to be prepared for diversity, and I look forward to rising to that challenge.


The hands-on requirement that we explore and blog about a different tool each week was definitely the highlight of the course for me. I enjoyed being able to create Podcasts and Voicethreads with my kids, and often looked forward to reading classmates blogs to see how they approached each Web 2.0 tool. It was interesting to see that we all had the same topics to work with, but our approaches were unique. One drawback of learning a new tool each week, however, was the fact that I felt I didn't have enough time to explore my classmates blogs the way I wanted to. I had to race through the blogs, and leave them behind so I could gear up for the next topic. I was able to comment here and there, but rarely got to check for follow-up. I was also aware that my classmates and instructor were in the same rushed boat, so I tried to be as brief as possible in my writing.


While I could see schools benefiting greatly from most of the tools we worked with, there were a couple that I did not connect with entirely. RSS Feeds and Social Bookmarks were my least favourite. That is not to say that they are not important or useful - in fact they will likely become more meaningful to me when I am in a teaching or library position and can use them in a more professional manner - I just didn't get as excited about them as the other tools.


The good news is that I feel like a path into Web 2.0 has been created for me and my future students and staff. I know that technology changes quickly, and by the time I am in a position again, there will be another fountain of great tools to dip into. With all of this exploration in Web 2.0 behind me, I feel certain I can explore any new tools with confidence. I now know where to go for guidance - I am familiar with leading voices in Web 2.0 like Will Richardson and Doug Johnson - and will likely continue to follow their blogs so that I keep as current as possible.


In closing, I would like to thank my fellow EDES 501 classmates, and my instructor, Joanne de Groot - it was a pleasure learning with all of you this term, and I wish you the best! Now, if we were in a real classroom, instead of this virtual one we've created, I would pass around a tin of "Rude Elf" cookies and wish you all a "Happy Holiday!" In the spirit of Web 2.0, I'll share the photo with you instead.

"Tea for [Web] 2.0," said the blogger,

"You've had a pleasant run!

Shall we visit you again?"

But answer came there none--

And this was scarcely odd, because

They'd explored every one.