Over the last two weeks, I ended up writing a lot of fan fiction. The first piece (and the best in my own very self-critical opinion) was inspired and I enjoyed sharing it with the kids. The kids, however, liked it so much that they wanted more stories.

Who am I to disappoint so many sweet, adoring faces?

I was completely stuck on what to write until one day, another inspiration struck. I didn’t have a way to make a note of it, so I turned to one of the kids who liked to write with me and told him to remember two words: kame and library. He turned to me and innocently asked, “Kame-gain?” (pronounced kah-may-gain, kind of sounds like “Come again”)

We laughed and I repeated the words to be sure he heard them both. Then we debated making Kame-gain the name of some type of shop. The really funny part was that the kame I wanted him to remember for me was already the name of a shop in the fandom I was writing for.

It actually became a running joke the rest of the week with all of the kids in my group. At least they were mostly pleased by the bit of that story that I managed to finish.

After two and half months of teaching science to children in a wide variety of settings, this article just spoke to me. While I’m sure there are some places where a traditional classroom setting might be best, it’s just not for everybody.

Me personally, I enjoyed those sites this summer where we were outside in a pavillion, fresh air and sunshine pouring in while the students’ projects lined the open spaces. It felt so freeing, and the children loved it. We could walk out into the grass at any moment to experiment with projects or play a game or something.

I’ve spent the past twelve years of my life involved in some form of hands-on education. I learned from experience long before encountering in museum education class that a truly interactive learning program is 80% doing something and 20% lecture.

This was all fine by me. I’m not necessarily comfortable talking in front of a group of people. I’m a long time closet sufferer of stage fright. It didn’t take long for me to realize that I could just as easily talk while people were working on the interactive side of any lesson, and that helped alleviate a lot of my nervousness.

Of course, the problem then becomes that people don’t necessarily listen well while they are working. I try to ask review questions as we’re working to help combat that, and it helps quite a bit. During camp, I tried to have a review session every morning to review what the children did.

As non-human-led forms of informal education are explored, one of the big questions has become “What are learners taking away?”, especially when the training method is a video or computer game.

I see this in my tutoring work a lot. We have a tool to help children review their math facts while we work with other students. They worry about doing it quickly, often getting all of the problems correct. When we ask them to recall a fact they just studied, they can’t do it.

Teaching through engaging interfaces is fine, but it’s important to make sure the learner is taking away what they are supposed to rather than mindlessly engaging in the entertainment.

I’ve spent the past week entering every book that I have with me (and a couple that are elsewhere) into LibraryThing. Like so many of the places I enjoy using, they want tags.

For whatever reason, tags just don’t work for me. I can’t seem to make the little light bulb turn on with regards to it. As you can see, I have managed to get several books tagged, but can’t seem to complete the rest because I can’t decide what their tags should be.

It would seem that I just don’t accept the concept of folksonomy, or that I have some kind of mental block against it. Take a look at my del.icio.us account. My older entries have multiple tags on them. My newer ones are very neatly catgorized. Doesn’t defeat the purpose of tagging just a bit?

I guess my challenge to myself should be to go in and adjust the tags on my del.icio.us links, where I once handled tagging all right, and then progress on to my LibraryThing account and apply more tagging there. I’m good at categorizing and classifying. This shouldn’t be that hard.

After yesterday, the boys couldn’t wait to hear more of the story. They actually sat at lunch with me to hear the two chapters I knocked out yesterday. (I have the greatest sympathy for authors with a strong fan base. Trying to write two chapters in one day on my limited schedule was just insane!)

One of the boys who yesterday told me he was working on a fan fiction story of his own showed up at lunch today with a notebook and a pencil. He shared his writing with me. Quite nicely done for a nine year old. We talked about the challenges of finding the voices of established characters and wrote together for a bit. We’ve agreed to spend lunch next week working on our writing together!

Yesterday, I also attempted to needle fellow blogger Troy Worman into writing. He says it’s his passion, and I’m really of the belief people should do what they enjoy. I think I’ve at least convinced him to try National Novel Writing Month!

After the past couple of days, I really do think I’d make an okay coach… I like trying to support people in their pursuits of things they enjoy.

I published my first story when I was eight years old. It was a nonfiction piece titled “My cousin, the robot”, and told the story of a night when my cousin started talking slowly and mechanically as she fell asleep mid-conversation. The one-page story sold twenty-five copies. I made a quarter off the entire deal. I wrote the story. I self-published it. I marketed it. It was a game.

Oddly enough, now I can’t find it in me to try marketing. The whole idea scares me because I’m afraid people will find me.

This week, I’ve been working on a fan fiction piece, my first in two years. I’ve worked on it during breaks at camp, one eye on the story, one on the kids. Not that it’s been a problem. The kids have been quite curious about what I’ve been writing. I gave them a very brief description. Yesterday, they deicded they wanted to hear it since the fandom involved is a cartoon so many of them enjoy.

Today, I gave my very first public reading…to a group of boys between the ages of eight and ten. They were quite the possibly the most receptive audience I ever could have hoped for as a first audience. At the end of each chapter, I gave them the option to stop, but they all begged me to continue and talked a bit about the chapter I had just finished reading. Tonight, I have to finish two chapters so they can hear most of the story. (I was only going to write one, but they really want two since camp ends tomorrow. So much for getting the next chapter up tonight…)

They even gave me a rating! Apparently, I rated 7.5 star chips out of ten (the rating is appropriate to the fandom I am writing in). I thought it was quite generous, but they insisted. I guess I really shouldn’t have been surprised. The few who stayed for the entire reading refused every attempt by the others to get them to go play. They even encouraged everyone to come listen with them.

They also started telling me about stories and books they are writing or want to write. I told them they all have to write their stories so I can read them!

I think I walked a little bit taller after that.

I’ve returned to writing fan fiction this week. It’s been quite the experience. I haven’t written much fan fiction in the past, but this current piece is almost writing itself. It’s nice.

The biggest problem I’m running into is that there are times when multiple characters want to react to something at the same time. Yesterday while I was writing, I hit a point where four different characters were trying to talk at the same time. I couldn’t pick out one voice from another. I kid you not, I was inches away from grabbing my dice bag and rolling initiative for them.

The matter resolved itself on its own, but I had a pretty good giggle at myself for thinking about falling on gamer girl habits.

The problem is, that would actually be an interesting way to resolve things down the road. My dice bag is small enough that it would be easy to carry in my backpack. I’m just not sure I’d want to go through the continual hassle of explaining why I carry dice to every write-in during NaNoWriMo.

Last week, I read some interesting posts on the idea that curriculum should be free-source. The idea that knowledge is open-source makes sense to me. The practice of oral tradition strongly agrees with this. I think that the idea that curriculum should also be open-source also appeals to me. I think that is also in keeping with the practice of oral traditions.

To withhold knowledge is to potentially stop progress and possibly incite a regression in the total sum of what we know. It’s an interesting way to look at things.

Relevant readings:

Manifesto for a free curriculum
Concrete steps for a free curriculum

Last week, I kept coming across posts that talked about encouraging personal brilliance, both yours and others’. It’s a great idea. By encouraging the people around you to achieve their own personal brilliance, you are helping to build a stronger community. I think that when people are genuinely expected to achieve their own personal best, it makes them more willing to work hard and take steps to grow personally and professionally.

The first posts that caught my eye encouraged developing curiosity and awareness.  The second pair involved training employees and growing employees’ strengths.

Helping people work on their personal brilliance isn’t restricted to the workplace. I can see the potential for this in educational settings with students as well.

I’ve been writing a lot this week. I’ve written another chapter for the novel I was writing during NaNoWriMo 2003. I’ve also started writing a fan fiction, something I haven’t done in nearly two years. I keep threatening to, but this week was the first time I felt really inspired to sit down and start writing one again.

I’m very fascinated by my activities as a writer. When I have no word count to write to, I can write forever and ever. I write well. When I have a word count, I tend to write some very odd things…like the exact same sentence three times in a row worded differently each time.

With no word count, I write dialogue that could actually be spoken by a human being. With a word count, my dialogue could have generated by the same program that gave us lorum ipsem blahblahblah.

Somehow or other, I just prefer my writing when I’m not obsessed with the word count. I know there’s a way to trick myself into thinking that any of my word-count pieces aren’t to help encourage better writing, but I just don’t seem inclined to give it a try yet. November is rapidly approaching, so I really ought to figure out how I’m going to combat the word-count monster.

I think part of the problem is that I’m trying to write inside boundaries when I write against a word count. I had the same problem in school (although that had more to do with the fact I’m a concise writer). Tell me I have to write so many words or pages, and I’ll fall short every time while still managing to say everything I need to. I’ve considered just going with the interconnected short-story route for National Novel Writing Month, because short stories seem more attainable these days than the full-length novel (despite the fact I’ve already written two…).

I guess we’ll see. Right now, though, this daily writing is excellent practice for November!

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