Course Announcements & Email Archives
Read the Syllabus, Calendar, Requirements and Checklist. The CourseQuest will take you step-by-step through the course materials and assignments. As you move through this course guide, you'll work your way through five sections of online readings: Introduction, Informational Materials, Instructional Materials, Creativity Tools, and Collection Management. Use the navigation on the left side of the screen to locate particular topics. If you think you may have missed class email communications, the email archives are located below.
Questions? Contact Annette Lamb.
Class Email Archives
Update: Wednesday June 18
The semester has come to an end, but hopefully your learning is just beginning.
Electronic materials are an integral part of both public and school libraries. I hope this class has provided some insight into the role of these materials in the lives of children and young adults. The next time someone complains about the cost of electronic materials or gripes about the content of Internet, I hope you'll stand up and defend the important role of all library materials from books to digital materials.
Remember, the course website as well as all of our other course materials will always be online for you to use. If you ever have ideas or want to share your professional experiences, please email me. I'm always excited to hear about what's happening in your life.
GRADING
You should have received your grade for the last two projects and your final grade through email. By the way, the WebQuests are some of the best I've seen in my many years teaching this course. Thanks for your outstanding work!
Since I'm finishing up grading, I thought I'd write my own short "Take a Stand" on the importance of the content and activities of this course...
ANNETTE'S REFLECTION ON WHY THIS COURSE IS IMPORTANT!
As we wind down the semester, I wanted to do a little "debriefing" to help you reflect on the three course projects related to electronic materials for children and young adults. Keep in mind that regardless of whether your interest is in school or public libraries, our mission is evolving. With easy access to Barnes and Noble, Amazon, and high-speed Internet in homes and schools, many people are questioning the value of libraries. If all we do as librarians is point out the location of resources (books and computers) and answer reference questions, it's unlikely that our funding will continue. We need to promote ourselves as more than our resources. We're information specialists who can help patrons organize resources, facilitate the use of sometimes complex information sources, and engage young people in the exciting world of information.
How is the job of a young adult librarian or school library media specialist changing?
PATHFINDERS
Since the mid 90s, parents and teachers wanted young people to have access to the Internet but were very concerned about the quality of electronic materials available. The multimedia/web-rich pathfinder was the beginning. Teachers love the idea of not wasting time "surfing" the Internet for web-based materials. Since most schools are required to use "filtered" websites, the pathfinder eliminated the frustration of locating quality materials. Pathfinders are also wonderful to parents who are concerned about supervising access to the Internet. Pathfinders help guide children through topics they love (i.e., music, crafts, sports, magic tricks, pet care, cooking) in a safe way. They also help children explore school subjects from art to zoology.
DATABASES
Databases provide organized access to wonderful materials. However these resources are often overlooked because they are perceived as complex and difficult to use. Young people with limited skills in searching for information need techniques and strategies as well as access to quality tools. They are also often unaware of the many interesting topics that can be explored using databases.
WEBQUESTS
Finally with the advent of Internet resources, teachers became frustrated because students were simply copying from the websites to answer questions or write reports. They began seeking rich learning environments that posed complex questions and encouraged students to explore ideas and information rather than simply answering low level questions. The WebQuest evolved out of this idea. A quality WebQuest isn't about using the links for a scavenger hunt. It's about immersing kids in the exciting WORLD OF INFORMATION. The topic can be educational such as exploring the solar system or multiple perspectives on state history. However it can also be a practical approach to life long learning by helping kids choose a pet, find dessert recipes, or explore vacation locations.
The WebQuest is on the forefront of the inquiry-based approach to teaching that began in the mid 90s with the introduction of Internet resources for children and young adults. It's something that teachers LOVE to use but don't have time to create themselves, so they usually adapt ones they find on the Internet.
If public and school librarians want to thrive in the rapiding evolving information and communication age, they must be ready to address the changing needs of their patrons.
VOTING
Most of you voted for your favorite Take a Stand projects. Thanks! If you're looking for good arguments to support your program's use of electronic materials for children and young adults, I'd suggest a final check of the Cohort Group area to read the Take a Stand projects that received the most praise. Krista Shields received by far the most votes followed by Shelly Smith, Terri Uchtman, and Amy Blackford. Eleven other students received votes and praise, so you should all be proud of your work this semester.
I'll be posting some of the best example projects on the Shake page to be explored by future semesters. If yours isn't listed, don't feel bad. I had a difficult time narrowing to a few representative projects.
OTHER THOUGHTS
You should be getting a printed course evaluation in the mail to complete.
I hope you've enjoyed the course! Remember... Larry and I teach 8 online courses, so we hope to e-see you again in another online course.
Enjoy the rest of your summer!
Update: Monday June 16
Do you believe this is the last week of class? I know it went quick. I feel like all I've done this summer is read Oncourse threads! Thanks for making the reading so enjoyable. You all have wonderful ideas. It's fun to have a mix of new and experienced teachers and librarians all working together in the class!
GRADING
I'm still in the process of grading WebQuests. I'll probably just send your WebQuest, Take a Stand, and Final Grade as a single email in the next couple days.
DUE
The Take a Stand Project is due today, June 16.
Your last responsibility is to vote on your favorite Take a Stand assignment. Read the projects posted by your peers and post a reply voting for your favorite by tomorrow, June 17. Or, if you feel more comfortable, send me a quick email. I'll send out the top choices in a final email to the class in a couple days.
Update: Friday June 13
Larry and I are back at the RV enjoying some great weather.
Only a few days left in class. Do you believe the way time flies?
DUE
Your WebQuest should be posted by today, Friday June 13.
Also, work on your Project 4 Take a Stand assignment. It's due Monday June 16.
GRADING
I'm caught up with grading Tremors. Please check the online GRADEBOOK to see that all of your postings and replies have been recorded.
I'm having a great time exploring your WebQuests. It's easy for me to get off-track! I love to learn and you've chosen great topics! They take longer to grade than the other projects, so it may be a few more days before you get grades.
TREMOR 10 DEBRIEFING
It was fun reading your postings related to the ISSUES topics. Many of you have very strong feelings and I could tell the discussions really got you thinking. I believe that "deep thinking" is the key. As information professionals it's essential that we keep ourselves open to all perspectives and possibilities. The discussions need to continue and our policies need to evolve as changes occur in the technology.
With the advent of "Web 2.0," many websites are incorporating much more than static pages. From high level gaming to social networking these resources have tremendous potential for young people, but many of these resources also call for guidance from adults. We need to teach our young people to be responsible, ethical users of technology inside and outside the library.
Your comparisons of Acceptable Use Policies were interesting. You can see how important it is to periodically update policies as technology changes. Most policies were written in the late 80s or early 90s and have been gathering dust. However with all the discussion of MySpace and other social technologies, many schools are revisiting their policies. I was particularly happy to see that many of you were disappointed by the "alarmist" approach of many policies. It seems to me that "Acceptable Use" should emphasize positive, responsible, ethical behavior rather than simply listing all the "bad things" that will get you in trouble. It was also interesting to see the differences between school and public library policies as well as those for young people versus adults. These are all considerations as you work on updating policies.
We also had some insightful discussions regarding filtering and Intellectual Freedom. If you think we have diverse perspectives in this class, wait until you go to a school board meeting or public library forum. It's important to keep an open mind. Balancing the philosophy of open access to information with the realities of running a school or public library will never be easy. However the more we talk about these issues among ourselves, the more prepared we will be to help patrons of all ages understand the importance of intellectual freedom.
Finally, be sure to review the many excellent postings regarding the topics such as plagiarism, copyright, citations, blogging, etc. Regardless of whether your interests are in the school or public library arenas, it's important that we encourage ethical practices. The postings include some wonderful examples and resources.
TREMOR 11 DEBRIEFING
Many people forget about the many wonderful electronic materials in your collection because they can't "see" them. In some cases, electronic resources are kept in a cabinet in the back room. Or, they're digital and stored on computer hard drives or networks. How can you ensure that people know these materials are available? Think of creative ways to make these "virtual" resources more visible.
Many of you created brochures for your promotions. I really liked the professional layouts. Tools like Microsoft Publisher and Word can really make your promotional materials look polished.
Everyone seemed to enjoy the promotional activities. I'm planning to adapt some of your ideas to expand the class website section on promotion, particularly the family literacy backpacks. You might have noticed that some people made their backpacks "academic" while others chose leisure topics. Keep in mind that standards are not required for family backpacks. However it's important that the goal of the backpack is clear. Who will use it? How will it be used? What's the purpose of the backpack?... remember the purpose could be simply to bring families to together. On the other hand, you'd be surprised how many parents are looking for ways to mix "academic activities" with "pleasure activities" as a home to school bridge... I think incorporating standards into the backpack activities is mostly informational, but also helpful for teachers who want to use the packs to connect home and school. Keep in mind that funding for school libraries REQUIRES a connection with the curriculum. However "reading for pleasure" IS part of the Language Arts curriculum, so it's easy to connect almost anything to standards. Private schools and public libraries don't have these restrictions, however many parents like to hear that the activities they're doing have academic applications. Keep in mind that a simple activity completion checklist is a form of assessment. Also, reflective questions help bring an activity to a close regardless of whether or not it's an academic environment or not. Also think about how the backpack will be used by young people and their "guides". Packs for younger children might have notes to teachers or parents. Packs for young adults might include ideas of activities to do with their parents or friends.
A number of people created great lists of library resources for the packs. Remember the value of real objects such as a harmonica or materials for a craft. Keep in mind that part of the fun of the backpack is the ACTIVITIES you might suggest to go along with the materials. What could children do with their parents after reading the book? Can you suggest a field trip to go along with the readings or viewing? How about a family craft?
I think that creativity is the keep to a successful promotion for electronic materials. For example, creating READ posters for electronic materials is a very creative approach to a traditional promotion idea. Think about using electronic resources such as video clips, podcasts, visuals, and other technologies as tools for promotion.
OVERALL TREMOR DE-BRIEFING
I've really enjoyed your insights on using electronic materials with young people. I was particularly pleased that some of you pointed out the need to look beyond your personal preferences and think about the needs and interests of your patrons. For example, although you may prefer paper-based reading, many students prefer online reading. Although you may like to read novels cover to cover, some young people prefer interactive online articles, video documentaries, podcasts, and other electronic fiction and nonfiction. Today's libraries MUST keep pace with the interests of their patrons which include a new generation of students who may rarely check out a book, but may love reading, listening, and learning.
Our new generation demands high-speed access to high quality multimedia tools. Although a few people are still using slow, dial-up lines, teens are demanding high-speed Internet and cellphones. They're reading their daily newspapers online, downloading at ITUNES, and watching their favorite television programs online. If you're interested in the latest research and stats, check out the new survey data from the Pew Internet/American Life website at http://www.pewinternet.org/
TAKE A STAND PROJECT
Don't forget the Take a Stand Project. It's only worth 7 points, but it can easily make a difference in your final grade. It's due Monday June 16.
This project is a short "article" the explains why electronic materials are important for children and young adults. It should look like an article and be something that could be printed in a local newspaper, library newsletter, school newspaper, popular magazine, etc.
I'd suggest around 750 words, but you can use more if you find it necessary to support your ideas.
You MUST cite YOUR OWN pathfinder, database guide, and WebQuest as examples of the effective use of electronic materials.
The article should be written for the general public, not just for your professor and classmates. If an "outsider" were to ask why electronic materials are an important part of today's libraries you should be able to point to some quality examples demonstrating why web resources, software etc. are essential to today's children and young adults. What makes electronic materials different from print materials? What makes them unique in terms of added value to a library? Be VERY specific. Not just "databases are good", but WHY, what makes them better than traditional resources?
Here's another way of thinking about your project. If you were asked to "defend" the electronic materials in your library program, what would you say in an article to your library or school board?
The key to an outstanding "Take a Stand" is in the examples you provide to address the issues requested in the assignment at http://eduscapes.com/earth/course/argument.html
The Evaluation checklist for all four projects is located on the Evaluation page at http://eduscapes.com/earth/course/evaluation.html
NEED HELP
If you have concerns, be sure to email me. Let me know if you're stuck. Don't wait until the last minute. I'm happy to answer questions or do a little brainstorming with you!
Update: Monday June 9
I'm heading to Indiana tomorrow and I'll see a few of you at the AIME Survivor Workshop on Tuesday or the SLIS Pizza Party on campus on Wednesday. I should be online most of the time, but if I'm delayed I'll get back to you ASAP.
DUE
Tremor 10 reply is due Monday June 9.
Tremor 11: Promotion is due Monday June 9.
TREMOR 9 DEBRIEFING
Your grades for Tremor 9 have been posted.
Regardless of whether you're talking about evaluating, purchasing, processing, or circulating electronic materials, it's essential to think about patron access and use. A number of you pointed out the frustrations of using systems that are poorly organized. If young people can't easily find your electronic materials by browsing shelves, examining displays, or through searching your catalog, these materials won't be used. For instance, careful attention to the details of your MARC records will make your catalog more effective.
Update: Friday June 6
Thanks for the many well-wishers. Larry and I are doing fine.
GRADING
I've posted grades for Tremor 8 posting and replies. My typing is a little slow, so I skipped comments this round. I only provided comments if I took away points.
DUE
Tremor 9 Reply is due today, Friday June 6.
Tremor 10: Issues is due today, Friday June 6.
Your last Tremor (11) is due Monday, June 9. You have until Wednesday June 11 to finish up replies. No Tremors will be accepted after June 11.
As tremors wind down, it's time to really focus on your projects.
Work on your WebQuest Project. It's due Friday June 13.
Remember, there's one more project after the WebQuest, it's called Take a Stand. It's due Monday June 16.
ASSIGNMENT
It's time for your last reading assignment. Many people forget about the many wonderful electronic materials in your collection because they can't "see" them. In some cases, electronic resources are kept in a cabinet in the back room. Or, they're digital and stored on computer hard drives or networks. How can you ensure that people know these materials are available? Think of creative ways to make these "virtual" resources more visible.
Read Promotion - http://eduscapes.com/earth/management/promotion.html
ISSUES
Most of the issues discussed in the last set of readings dealt with issues associated with electronic materials for children and young adults. If you're used to working with adults, it's important to think of the unique needs of children and young adults related to electronic materials.
Issues such as plagiarism must be explored within the context of copyright, citing sources, and understanding the writing process. Topics such as filtering and acceptable use must be addressed while discussing intellectual freedom, the right to read, and teaching children and young adults to be responsible users of electronic technology.
In other words, it's important not to view issues in isolation. Instead, consider all of the perspectives along with the unique needs of young people.
For more ideas related to the issue of intellectual freedom for youth, read my article and explore the website at http://eduscapes.com/sessions/intellectualfreedom/
JUST FOR FUN
This is currently my favorite YouTube video. It makes fun of newbie computer users by illustrating how silly some of their questions are by showing an analogous medieval situation. It was taken from a Norwegian Broadcasting Corporation show. It was highlighted in my weekly American Library Association e-newsletter.
http://www.youtube.com/watch?v=pQHX-SjgQvQ
Update: Thursday June 5
Sorry this email is a day late, we had a little medical emergency. Everything is fine now.... stitches for me and a blood transfusion for Larry and we're almost as good as new.
If anyone is into gross photos and gory details, check out http://www.eduscapes.com/lamb/2008/update08n/images/Page_1.jpg
DUE
Tremor 9: Collection was due, Wednesday June 4.
Tremor 10: Issues is due Friday June 6.
Work on Tremor 11: Promotion. It's due Monday June 9. It's the last Tremor, yeah!
As tremors wind down, it's time to really focus on your projects.
Work on your WebQuest Project. It's due Friday June 13.
Remember, there's one more project after the WebQuest, it's called Take a Stand. It's due Monday June 16.
ASSIGNMENT
Let's explore issues related to your electronic materials collection.
Read Collection Issues - http://eduscapes.com/earth/management/issues.html
Read Acceptable Use of Electronic Materials - http://eduscapes.com/earth/management/aup.html
Read Filtering Tools and Issues - http://eduscapes.com/tap/topic6.htm
Read Copyright Issues - http://eduscapes.com/tap/topic24.htm
Read Citing Sources - http://eduscapes.com/tap/topic24a.htm
Read Plagiarism - http://eduscapes.com/tap/topic24b.htm
DATABASE PROJECT
I'm hoping to finish up grades later today. You'll get an email with your Database Project comments and grade by tomorrow.
I started grading early this time, but it still seemed to take forever. I kept wanting to stop and explore each database! Everyone had some great search ideas! Then, we had our little medical emergency...
Overall, I thought your projects were great! Electronic databases are wonderful resources, however they are often overlooked. They don't have the physical presence of a book or the glamour of a DVD. They're just solid information. It's essential that these resources are easy to access so quality tutorials and motivating promotional materials are essential.
The place that some people lost points was the additional uses and applications. Beyond the examples used in your tutorial and activity, I was seeking additional examples that would show children or young adults the potential of the database. A few of you did an outstanding job going well beyond the basic requirements of the project.
TREMOR 8 DEBRIEFING - Creativity Tools, Web Tools, and Beyond Basics
I'll be posting Tremor 8 grades soon.
Several of you created wonderful guides for using technology tools. If you haven't had a chance to use Audacity or Inspiration, be sure to check out the super postings of your classmates.
Some of you expressed concerns about the balance of on- and off- computer activities for young people. I think it's important to ask yourself about the value of tools for individual children. Some students have a hard time getting started with creative projects, so a tool such as Kidspiration might "kickstart" the project. In other cases, going outside with a digital camera will stimulate creativity. The key to all of these tools is thinking about the individual needs of the young person.
A number of you were frustrated by the structured, template-based web page creators. Others pointed out the need for simple tools that beginners can use to successfully build web pages. Again, the key is selecting the best tool for the job.
WEBQUEST PROJECT
The key to a great WebQuest is the introduction and scenario. I was a little disappointed in some of the pathfinder introductions, so I thought I'd give you some suggestions. Remember, the WebQuest should be written FOR children and young adults! You can create an separate page or appendix for adults, parents, or teachers. If you're going to work with this population you need to know what's "cool, sweet, hot,... or whatever". In other words, we're trying to teach, motivate, or encourage kids so we need to generate excitement! This appeal should include choosing colors, fonts, and graphics that will appeal to the target age group as well as a conversational approach that young people would enjoy.
Rather than "write a report" or "answer questions", think of a creative way for students to express themselves... could they create and videotape a historic skit? conduct an email interview for a career exploration? create a Powerpoint presentation for a real audience such as the Parks and Recreation board? or design a logo for the library? This is particularly important for the WebQuests designed for the public library setting, but equally important for school settings.
Building exciting tasks is sometimes the hardest part of creating a good WebQuest. Regardless of whether you're working with standards in a school setting or "learning goals" in a non-school situation, it's essential that the WebQuest have a clear mission or purpose. What you do want students to accomplish?
Go to the Taskonomy page for ideas: http://webquest.sdsu.edu/taskonomy.html
If you'd like to go through some step-by-step training materials, check out the WebQuest Training Materials at http://webquest.sdsu.edu/materials.htm
Go to WebQuest Design Patterns for lots of templates
http://webquest.sdsu.edu/designpatterns/all.htm
http://webquest.sdsu.edu/LessonTemplate.html
WEBQUESTS IN PUBLIC LIBRARIES
Many of you working in public libraries might wish to focus on the "fun" in exploration of a topic such as magic, skateboarding, crafts, camping, hiking, gardening, or the family fun of creating a family scrapbook. Although students may need to gather, analyze, and organize information as part of the process, design a motivating product that will appeal to children and young adults. In other words, many types of inquiry can happen outside a school setting.
For the assessment aspect of the WebQuest, public librarians may consider a "checklist" rather than a rubric or other type of evaluation.
WEBQUEST HELP
The easiest way to create a webquest is by using the QuestGarden 1.0 (30 day trial; just need to finish in 30 days) from WebQuest.org at http://questgarden.com/
If you want to try another "webquest builder" you might consider Filamentality and choose the webquest option. It's easy to use at http://www.filamentality.com/wired/fil/
Google pages is another great choice for posting a WebQuest.
Technology Requirement for WebQuest
Keep in mind that you need websites, databases, and/or software included. You ARE NOT required to include all three. You can also include books, video, and any other materials that might be useful. You are free to reuse things from your pathfinder if you wish. Or, you can use a new topic.
It's important to include students in the use of computer tools for production. It's helpful if you can provide students with samples, models, or examples of products or checklists to guide their work. This is also part of the requirement. If you're having trouble thinking of a simple product, consider using one of the ReadWriteThink tools to help students create and print an interesting product - http://readwritethink.org/student_mat/index.asp
Keep in mind that you'll need to provide simple directions for how to produce a product. You don't need a full blown tutorial, but it's helpful to provide step-by-step instructions with screen shots to help students learn to use some of the web-based tools or software applications.
Include a website or resource that will get students "involved" with the Internet... it might be an email interview, interactive game, post a poem, write a quiz, or online tool that they can use. Use some of the following links for ideas
http://eduscapes.com/earth/instructional/learning2.html
http://eduscapes.com/ladders/themes/interactive.htm
http://eduscapes.com/tap/topic1.htm
http://eduscapes.com/tap/topic86.htm
http://eduscapes.com/tap/topic39.htm
Be sure to read the project guidelines and evaluation. This is what I use to judge your project.
http://eduscapes.com/earth/course/webquest.html
http://eduscapes.com/earth/course/evaluation.html#4
Literature is a great focal point for a WebQuest. Check out some literature-based webquests for ideas
http://eduscapes.com/ladders/themes/webquests.htm
STANDARDS
A few people are nervous about incorporating state standards into their WebQuest project. Use the following websites for some ideas.
Indiana Standards
http://www.doe.state.in.us/standards/
http://www.lessonlocator.org/
Hope this helps. Let me know if you have questions about your project. The best way to learn about WebQuest is to look at lots of examples! :-)
Update: Monday June 2
Hey everyone -
Our semester together will be done before you know it!
TREMOR 7 DEBRIEFING
The grades for Tremor 7 have been posted. It looks like everyone had fun exploring the learning software, collaborative projects, interactives, and social technologies. Keep in mind that all the resources from this course will remain online, so you may want to go back later and explore some of the other options.
DUE
Let's review the assignments left for the semester:
Tremor 8 reply is due today, Monday June 2.
The Database Project is due today, Monday June 2.
Tremor 9: Collection is due Wednesday June 4.
Tremor 10: Issues is due Friday June 6.
Tremor 11: Promotion is due Monday June 9.
WebQuest Project is due Friday June 13.
Take a Stand Project is due Monday June 16.
READINGS
We've explored all the resources, now let's think about developing collections of electronic materials. Traditional book collections are easy to see. You have nice rows of books that are easy to access. How do you select, organize and provide access to electronic collections? Let's do some exploring. If you'd like to learn more about this topic, consider taking the Audio and Video Sources course from my husband, Larry Johnson next spring.
Read Collection Development - http://eduscapes.com/earth/management/processing.html
Read Audio/Video Collection Development - http://eduscapes.com/seeds/management/index.html
Read Selection of Software - http://eduscapes.com/earth/management/selection.html
Read Software Evaluation Tools - http://eduscapes.com/earth/management/softevaluation.html
Read Selection of Web Resources - http://eduscapes.com/earth/management/selection1.html
Read Evaluating Web Resources - http://eduscapes.com/tap/topic32.htm
Read Publishers of Software - http://eduscapes.com/earth/management/publishers.html
AUDIO and VIDEO COLLECTIONS
Since we're exploring audio and video this week, I thought I'd share a cool resource. It's called the Playaway. It's a self-contained MP3 audiobook product. Although many of the titles are for adults, they're also working on titles for kids such as Lion, Witch, and Wardrobe ( http://playawaydigital.com/ ). These would be great alternative to checking out books on tape or CD since the player is all self-contained.
MARC RECORDS
As you explore the "collection development" aspect of the readings you'll learn a little about MARC records and cataloging electronic materials. In past semesters, I required everyone to create a MARC record for their electronic materials since many of you didn't have this experience in a cataloging class. I'm not going to require this any more, but you need to be aware of the issues.
If you're new to librarianship, you may not know much about cataloging. Think of a MARC record as an electronic version of a card catalog card/entry. When cataloging electronic materials, you should go through the same technical processing procedures as you do with other library materials.
For practice, go to the Library of Congress website at http://catalog.loc.gov
Do a search for the educational software package called Kid Pix
Notice at a number of items come up including the "computer file" Kid Pix.
Try another one such as Sim City or Kidspiration and notice the results.
WEBQUEST PROJECT
You should be thinking about Project 3: WebQuest. How is a WebQuest different from your first two projects?
A WebQuest is an inquiry-based and project-based approach to learning. Most WebQuests provide a pathfinder "within" the WebQuest to help students with the project. It's a guided learning experience. Many WebQuests also incorporate tutorials to help students just specific resources. Think of a WebQuest as a self-contained learning experience. Although an adult may be there to facilitate the experience, the WebQuest materials for the young person should provide all the information a learner needs to be successful. The teacher or adult materials should provide ideas to help guide the experience.
Here's a quick overview of an example. You might start with a grocery store scenario. Then provide a "big question" or TASK such as "paper or plastic"... what's the best choice when they ask at the grocery store? You set up activities to help students with this question such as small groups representing different points of view (paper industry, plastic industry, environmentalist, grocer association) and provide resources to help them solve their problem. You provide RESOURCES (like a pathfinder), GUIDANCE (like a chart to complete, guidelines for investigation, tutorial, directions for poster making, options for final project), EVALUATION (checklist or rubric), and CONCLUSION (presentation for the local grocery stores or poster about the options and best choice).
Remember, it doesn't need to be a K-12 school project. Let's consider a public library example. As part of a babysitting program at your library, you might create a WebQuest that takes young people through the process of becoming a SUPER SITTER! Rather than a traditional assessment at the end, you might conclude with a checklist for babysitting and a Super Sitter certificate for completing the WebQuest.
Remember to check the examples from previous semesters at http://eduscapes.com/earth/course/shake.html
I'm happy to help if you have questions.
MORE ONLINE FUN
If you're enjoying this course, consider taking another e-course! Between Larry and I we're teaching nine online courses this Fall 2008 and next Spring 2009. Be sure to tell your friends about this course. It will be offered again next spring and summer. Learn more about web-based courses at http://eduscapes.com/iupui
FALL 2008 ONLINE COURSES
S574 Information Inquiry for Teachers
Instructor: Annette Lamb
http://virtualinquiry.com
This course is an opportunity for teachers and future teachers (including librarians and school library media specialists as teachers) to practice methods in critical thinking about information/media, and to use the process as a means to teach their students to be critical reviewers and communicators as well. This three-credit hour course is an introduction to the inquiry process and the methods, techniques, and concepts that may be useful in teaching students and other teachers the skills associated with information literacy, media literacy, creative thinking, and critical thinking.
S603 High Tech Learning
Instructor: Annette Lamb
http://eduscapes.com/hightech/
From blogs to wikis, today's learners have access to a wide range of technology tools and learning spaces. This course explores these technologies and examines how librarians and educators can facilitate high tech learning. High tech learning refers to the constantly evolving hardware, software, and networking tools and resources available to those wishing to acquire knowledge, skills, attitudes, or values through formal instruction or free inquiry. Because of the virtual nature of these digital tools and resources, high tech learning can occur anywhere, anytime. Libraries, educational institutions, museums, and community organizations all play a role in faciliating this type of learning. This three-credit course explores high tech learning tools and spaces. Participants explore how technology tools can be used to produce texts, illustrations, photographs, sounds, videos, and animations for use in teaching and learning. Next, participants examine the role of librarians and educators in facilitating learning spaces through the use of technologies such as email, forums, blogs, virtual conferencing, collaborative web/wikis, social networks, course management systems, desktop spaces, and interactives. Along the way, participants examine evidence of the effectiveness of each technology as well as issues associated with their use. This course will expand your thinking about the integral role of technology in a school, academic, and/or public library setting.
S603 Teaching and Learning at a Distance (1.5 credit hours) - First Half of Semester
Instructor: Larry Johnson
http://eduscapes.com/distance/
An increasing number of public and school librarians are becoming involved in developing, supporting, and/or offering programs at a distance. From virtual book clubs to non-credit online courses on topics such as cooking to genealogy, public librarians are finding that virtual library activities can attract new patrons. Online high school courses, virtual test prep, and virtual reading programs are just a few of the ways that the virtual school library program can become the bridge between home and school. Distance education is the process of connecting teachers and students with online resources, virtual communications, and remote activities as the primary means of instruction. This workshop was designed to help instructors, course developers, and others interested in distance education design and develop effective, efficient, and appealing online teaching and learning environments. This course was designed for academic, public, and school librarians. However other librarians involved with certification programs, professional development, and other virtual programs may also be interested. The course is also useful for university and K-12 educators, instructional designers, information scientists, and others interested in developing online courses.
S603 Flash Multimedia (1.5 credit hours) - Second Half of Semester
Instructor: Larry Johnson
http://eduscapes.com/flash/
Looking for a great, fun way to kick-off a summer of learning? Take the Flash workshop!
Whether you'd like to build effective information tutorials or attention-getting animation sequences, the Macromedia Flash environment is for you. Gain experience with this cutting-edge multimedia technology tool. This course is ideal for beginners with little or no prior experience using Flash software, a web animation authoring tool. The class provides experience developing web-based multimedia materials that contain sound, graphic, animation, and interactive components. Students will be involved in examining and evaluating existing Flash projects, gaining hands-on experience through a series of practical skills-building tasks, and planning and creating a meaningful, authentic final project such as an informational or instructional tutorial, a dynamic simulation, or an engaging multimedia activity. Regardless of whether you're interested in animation applications in library and information science, teaching and learning, or other fields, you'll find lots of practical ideas and develop marketable skills. This course is appropriate for all audiences including all areas of librarianship, education, and information science.
S671 (4206) School Media
Instructor: Larry Johnson
http://eduscapes.com/sms/
This course focuses on the role of the school library media specialist as an educational leader and center administrator. Emphasis is placed on the evolving role of the teacher librarian as a critical player in the learning community including manager, collaborator, collection and curriculum developer, facilities designer, fiscal agent, planner, advocate, promoter, and evaluator. In addition to building professional knowledge and skills in traditional areas, this course explores accountability, administration, and advocacy aspects of the media specialist's critical leadership role in the learning community.
SPRING 2009 ONLINE COURSES
S574 Information Inquiry for Teachers
Instructor: Annette Lamb
http://virtualinquiry.com
S603 Electronic Materials for Children and Young Adults
Instructor: Annette Lamb
http://eduscapes.com/earth/
S532 Information Architecture for the Web
Instructor: Larry Johnson
http://eduscapes.com/arch/
S621 Audio and Video Sources and Collections
Instructor: Larry Johnson
http://eduscapes.com/seeds/
Contact either one of us for more information or to answer specific questions.
Update: Friday May 30
We've reached the end of May already!
DUE
Your Tremor 7 reply is due today, Friday May 30.
Tremor 8: Creativity is due today, Friday May 30.
Work on Database Project. It's due Monday June 2.
Work on Tremor 9. It's due Wednesday June 4.
READINGS
No new readings this week. Work on your Database Project.
PROJECT 3 - WEBQUEST
It's time for your third project. It won't be due for a while, but it's a good idea to get started early so you have some time to think and explore.
A WebQuest is an inquiry-based approach to information exploration or learning. It should be child centered. In other words, it should be written FOR the child and/or young adult audience, NOT for the teacher or adult. However, you may want to create an "adult" section at the end that contains notes or resources for the teacher, parent, or other adult.
You may wonder about the relationship between a Pathfinder and a WebQuest. A pathfinder can easily become the "RESOURCES" section of a WebQuest. A WebQuest provides the CONTEXT for an inquiry-based activity involving a motivating scenario and/or task, steps or processes to address the problem, web-based resources, guidance and ideas for young people, and an evaluation or reflection.
Although WebQuest began in education with topics such as social issues, literature-web resources connections, and history/science topics, they DO NOT need to be education-centered.
Those of you interested in public library work might want to do something that relates to a library promotion or activity for children or young adults. You can "tweak" the requirements to fit your needs. For example, rather than "evaluation" you might have "things to consider" or "reflective questions". Public library WebQuests sometimes focus on topics such as career exploration, finding a job, or other work or leisure activities such as gardening or cooking. Also think about WebQuests related to nonprofits or clubs such as a 4H project, gaming, sports, science fair, art fair, or nature project.
You should explore lots of examples before jumping into the development of a WebQuest. As you begin thinking about your Webquest Project, BE SURE to go to
WebQuests and Web 2.0 at http://www.eduscapes.com/sessions/decade/index.htm
Dive into WebQuests: Reading, Writing, and Web 2.0 at http://eduscapes.com/sessions/webquest/
Teacher Tap: WebQuests at http://eduscapes.com/tap/topic4.htm
Internet Expeditions at http://eduscapes.com/sessions/travel/
For the "big picture" go to http://webquest.org
For lots of examples, go to http://webquest.org/search/
I'm happy to e-discuss your project idea if you have questions.
WEBSITE UPDATES
Please let me know if you find dead links on the course pages. I try to keep things up-to-date. It's easier when I know what needs to be fixed. Thanks to those of you who have reported linkrot.
PORTAPORTAL
A couple people asked about the Portaportal online tool. If you provide the username, people can enter as a GUEST from the first page without your password. Also, each page has a URL, so you can go directly such as http://guest.portaportal.com/eduscapes
Update: Wednesday May 28
I hope you all had a great Memorial Day Weekend!
If you haven't been reading the General Discussion thread in our class Forums, I encourage you to check it out. There are some great discussions going on this semester.
DUE
Work on your Database Project. It's due on Monday June 2.
Tremor 7 is due today, Wednesday May 28.
READINGS
We're moving into an exploration of creativity tools for young people. Students love to make things. Think of ways to support their inventive thinking.
Read Treehouse: Chpt 7, 8, 9, 11, 12
Read Creativity Resources on CD and DVDs - http://eduscapes.com/earth/creativity/creativity.html
Read Creativity Resources on the Web - http://eduscapes.com/earth/creativity/creativity1.html
PATHFINDERS DEBRIEFING
I enjoyed your pathfinders. Overall everyone did an excellent job. You should all have received your grade and feedback through email.
Through interesting text and motivating graphics, many of you did a great job appealing to the audience of this course, children and young adults. Way to go! A few people were confused about the audience for the pathfinder. Since this course is about electronic materials for CHILDREN AND YOUNG ADULTS, young people should be your audience for ALL the projects this semester. Although you may have a section for adults or leaders, the materials themselves such as the websites, databases, and resources should be aimed at kids.
A few people lost points for lack of depth related to selection criteria or extension activities. For the final couple projects, be sure to read the evaluation criteria carefully, this is how I award points for the projects.
REFLECTIONS ON PATHFINDERS
Keep in mind that a pathfinder is not a substitute for assistance in searching or teaching information skills. Instead, it's a tool to provide young people with a starting point for projects. Searching independently can be very time consuming. In many cases, a teacher would rather have students spend their time synthesizing information rather than conducting searches. In addition, particularly for young children locating materials at an appropriate reading level can be frustrating.
Also keep in mind that the creation of pathfinders is becoming increasingly important in the job of a teacher librarian or children's/ya librarian. Although we've concentrated on electronic pathfinders, keep in mind that pathfinders can include a wide range of materials including maps, kits, DVDs, music, books, and reference materials. Some even include email addresses of experts and local contact information. Keeping pathfinders up-to-date is a challenge, but it's worth the time.
IMAGES AND COPYRIGHT
A number of people used images in their projects. Be careful when re-using images you find on the web. Although you are using the images for educational purposes, you still need to provide specific citations unless the images are in the public domain or from a subscription service that you have permission to use. A credits note at the bottom of the page is fine. A few people indicated you used "Google Images." Google doesn't own these images, it's simply a search engine to identify images on the web. You need to cite each individual image that you use.
When I'm looking for images, I go to Wikimedia Commons for public domain sources... it's part of Wikipedia.
http://commons.wikimedia.org/wiki/Main_Page
Update: Memorial Day Weekend
It's Memorial Day Weekend.
Enjoy the holiday. No assignments due Monday.
By the way, you are all doing a GREAT JOB staying on top of this class. I know it's going very fast and that you'll be happy to have your life back when the course is over. I'm watching the Indy 500 and finishing up a round of Tremor grading. I feel like my life consists of grading Tremors and Projects!
GRADING
Grades for Tremors 1-6 have been posted.
TREMOR 6 DEBRIEFING
As a couple people pointed out, the end of interactive CDs is nearly here. However particularly if you live in a rural area, keep in mind that not everyone has access to the Internet at home. Think about ways to promote this older technology among those who might not have access to other e-book or web book options.
As a reminder, an e-book is generally self-contained. In other words, you download it to your computer to read as a PDF, you download it to a device such as a Kindle, or you read it online in a specialized website using online software that provides tools such as arrows for moving, highlighters, bookmarks or other reading assistance. They generally have the "look and feel" of a book with a page-like interface.
The children's books online can take many different forms. They may simply be a web page with text, pictures, and/or audio. Some of these have lots of animation, music, and other features not typically found in a traditional book. They may or may not have the "look and feel" of a book.
I have thousands of books in my personal library and love visiting school and public libraries, so books will likely always be my first choice. However if I'm driving, an audiobook makes sense. If I want to explore a nonfiction topic that might contain audio or video clips, historical photos, or charts and graphs, I really like the idea of an online book. Or, if I'm reading an interactive story like a "choose your own adventure", the technology makes sense to me.
I enjoyed your thoughts of e-books. Many people pointed out that it's hard to cuddle up with a computer. However I love to cuddle up with mine. It's nice and warm on my lap in the winter. I also like the ability to enlarge the font on my laptop... my old eyes can no longer read paperbacks. Also, a number of people pointed out that the free websites they explored didn't have the great features described in the articles. The features available in Web 2.0 such as tagging, commenting, audio, images, etc. could greatly enhance these low-level, text-based e-books. Also, keep in mind the "generational differences" that some of you pointed out. What might lead to "tired eyes" for us might be "cool" to the next generation.
Also remember that being able to read off the screen is a 21st century skill. Just as some students have trouble scanning down the page on paper, many children have trouble finding their place when the screen scrolls. Students need experience and practice with this skill. Reading fiction is good practice because people tend to read rather than skim works of fiction.
An increasing number of commercial e-book services for young people are now available. Many of these such as Tumblebooks and Scholastic BookFlix provide a trial subscription you might want to consider.
Tumblebooks - http://tumblebooks.com/
Scholastic BookFlix - http://teacher.scholastic.com/products/bookflixfreetrial/
Finally, a couple people pointed out that when you read a book online, it's easy to get distracted by email, ads, and the other resources the computer offers. I love being able to open a paper-based book and focus on nothing but the words on the page.
In the end, I spend so much time in my work life using technology that my preference is laying on a warm rock under a pine tree reading a hardback book made of paper.
DATABASE ASSIGNMENT CLARIFICATION
Be sure to review the Database section of the course.
Review the assignment page - http://eduscapes.com/earth/course/database.html
Review the evaluation page - http://eduscapes.com/earth/course/evaluation.html#3
Your job is to create a Database Guide that young people can use to learn to use the database. Your materials should take students through the database and provide LOTS of sample searches, tips and strategies for using the database, and sample searches. Remember, your audience is YOUNG PEOPLE so think about their needs and interests.
Your project should also include a SEPARATE resource for adults/teachers and/or students focusing on a PARTICULAR assignment or project. This part of the assignment is pretty flexible and might include a assignment handout for students, an evaluation checklist, a lesson plan, along with whatever you think a teacher and students would need to be successful in applying the database within an assignment or project. This can be designed for a school or children/ya public library setting.
Finally, you need to include ADDITIONAL ideas for other ways the database could be used beyond the assignment that you describe in detail. Discuss different ways young people could use the database for a variety of projects or activities. In other words, ideas for use.
Remember, this is NOT just a tremor assignment. Outstanding projects should be substantial.
Update: Friday May 23
We've been having really strange weather here in Utah. Earlier in the week we had 90 degree weather and today it's in the 30s with thunder snow.
DUE
Tremor 6 reply is due today, Friday May 23.
The Pathfinder Project is due today, Friday May 23.
Work on Tremor 7: Instructional. It's due Wednesday May 28.
You'll also need to get started with your Database Project. It will be due Monday June 2.
READINGS
We're moving into the use of electronic materials in teaching and learning. I know that not everyone in the class is a teacher, but everyone working with children and young adults needs to think about promoting life long learning and information inquiry.
Read Treehouse: Chpt 13
Read Learning Resources on CD and DVDs - http://eduscapes.com/earth/instructional/learning1.html
Read Learning Resources on the Web - http://eduscapes.com/earth/instructional/learning2.html
TREMOR 5 DEBRIEFING
Access to primary resources and real-world data are two examples of how web-based resources have changed the way young people do research. Before digital documents became common place, it was impossible to access many of the documents available in our world's libraries and museums. Consider going back and browsing some of the wonderful online sources reviewed by your classmates.
From pets and kids to grandparents and vacations, I can tell many of you had a blast creating e-scrapbooks and comics. These creative activities can really bring inquiry and learning alive for people of all ages. If you didn't get a chance to try Comic Life for this assignment, think about using it for a future Tremor such as Tremor 8 or one of your projects. It's lots of fun!
Comic Life is my personal favorite. I think it's well worth the small cost.
Keep in mind that you can export Comic Life as a HTML document but the images that must all be uploaded and made available to the public if you're using Oncourse. You can also export as a JPG and a couple other ways. If you upload the original Comic Life files, end users will need to have the application to view your comic.
DATABASE GUIDE PROJECT
It's time to begin thinking about your Database Guide project.
Read the directions at http://eduscapes.com/earth/course/database.html
Read the criteria for evaluation at http://eduscapes.com/earth/course/evaluation.html#3
Keep in mind that the value of databases for young people is the quality of information and ease of access based on the structured, searchable organization system. Unlike a traditional website where simple links are used to move among pages, databases use a query system to retrieve the desired records (pages). Databases have a very precise organizational system that allows keyword searches and other kinds of specific queries. Unfortunately, not all databases are well-designed making some difficult to use.
Consider exploring something new and different. Consider a database you've heard about, but not used.
Special Note!!!!
You can use any electronic database, it doesn't necessarily need to be a part of Inspire. It could be something your public or school library subscribes to for this assignment such as Opposing Viewpoints, Facts on File, or SIRS.
Keep in mind that it's okay to focus on one aspect of a database or resource area. For example, you'll find Primary Search, Middle Search Plus, any more in the Kids section of Inspire. It contains many different resources. You could just focus on a particular type of information, assignment, or information inquiry.
If you choose the Teen section of Inspire it looks like there's only one "search area" because it goes directly to a MAS Ultra search, but if you click CHOOSE DATABASES, you'll see a specific list that includes Newspaper Source, Knight Ridder Collection, Regional Business News, Military & Government Collection, and many more. Choose one of these specific areas.
Also, consider that you could use an area within a database. Some have many subsections. Remember many of the "adult" databases can be used with YOUNG PEOPLE depending on the topic and course. Be creative! Think about the information and learning needs of young people.
Finally, remember that you can use a web-based database such as a collection at a digital library or museum. It should be a large collection that contains advanced search options. If you take this approach, please run it past me first to be sure it will work for this assignment.
The Butterflies and Moths of North America is an example. http://www.butterfliesandmoths.org/
It contains ways to browse by taxonomic groups, map search, image search, and image gallery.
Some examples can be found at http://escrapbooking.com/escraps/digitalcollections/
Share your database idea with your Cohort Guide. If possible, do not overlap topics with other students. I'd like to have no more than 2 people doing the same database.
If you're unsure about your selection, feel free to email me with your options. I'm happy to help.
Update: Wednesday May 21
You'll be happy to hear that there are no new readings. It's time to work on your Pathfinder Project.
DUE
Tremor 6: Fiction is due today, Wednesday May 21.
Remember to post your reply for Tremor 5.
Your pathfinder is due this Friday May 23.
TREMOR 4 DEBRIEFING
Tremor 4 grades have been posted. You're all doing an excellent job creating postings and thoughtful replies. Thanks for going back and making additional comments to enhance the discussions and also answering classmate questions. I can tell everyone is learning!
No one chose to review software for children... interesting. I'm finding that most educational software for young people is now available online. This has interesting implications for school and public libraries. The days of circulating Reader Rabbit on CD may soon be over.
Starters - I enjoyed all of your "starters"... these "mini-pathfinders" are a wonderful way to provide a quick-start for student projects. They're also a great way to do a little research for a pathfinder without the investment of time needed for a really quality, inclusive pathfinder.
A couple people pointed out the importance of quality descriptions. It's helpful to let people know what to expect when they use one of the resources you list. Particularly for young people, it's nice to include information about readability, images, depth of content, and specific subtopics that might be addressed.
Virtual Field Trips - A number of people expressed their frustrations with virtual field trips. In many cases they aren't any more than a poor pathfinder. Seek out trips that actually provide a virtual experience including video or photographs. My favorites are those that provide a clickable map or allow you to "walk around" a real or virtual place.
I also really enjoy the project-based adventures. For example, I follow the Hummingbird Migration every year at Journey North! It's a great project for families at http://www.learner.org/jnorth/humm/index.html
Beyond School Starters - I was happy to see that a number of people focused on 4-H topics. Some of you even commented on the importance of 4-H to rural communities and in life. While growing up, I spent lots of time in the library working on my 4-H projects. 4-H is BIG in Iowa! I think we often overlook the many opportunities that libraries have to reach out to the community. Those 4-H demonstrations gave me the confidence to speak before people and eventually become a teacher.
TIME FOR REFLECTION
Recently, we've been exploring both fact and fiction that can be found on the web. In the past, only a few scholars were able to share their ideas with the world. Today anyone with access to the Internet can post information or misinformation around the world in seconds. It's essential that students and teachers understand how information is gathered, organized, and published.
A student asked the following question and it got me writing (and then rambling).
"I am interested in your thoughts about students using Wikipedia as a reference source for research. What are your reasons for your opinion?"
This is a great question and it would be nice if there were a simple answer. I don't have one, but I do have some things for people to consider. Everyone has an opinion on this topic. Here's mine.
ADDRESSING THE QUESTION...
1 - I consider wikipedia in the same reference category of information as other encyclopedia. In other words, it's a SECOND or THIRD level source. I use any encyclopedia (print, electronic, digital) as a starting point for background information. Then, I use the references in the article to begin searching for the key people, authors, and primary source materials.
2 - I think it's fine to cite wikipedia in the same way that you'd cite World Book or any other reference resource. In other words, it would be appropriate in some cases, but not others. I would use wikipedia as a source of information as long as it is ONE of MANY resources that may provide help with the "big picture", background information, and alternative perspectives. In other words, it's not a question of citing information. It's a question of whether you are taking the information as FACT or as ONE of MANY sources that may contain bias. In other words, I'm more interested in HOW the student is using the information in their report. If the student is citing population data, they may find the information in wikipedia. However they should NOT cite wikipedia for this information. They should locate the link at the bottom of the wiki page that will take them to the US Census data and double-check the number at the official government website. The Census bureau should be the citation. On the other hand, if the student is defining the characteristics of podcasting, wikipedia may be one of a number of articles cited as possible definitions. This would be noted in the student's paper such as "the definition of podcasting is evolving and includes..." that there are many opinions and that wikipedia provides a perspective based on collaborative input.
2 - I think that it's important that students understand how a wikipedia is put together and revised. Just like understanding the use of references at the end of a scholarly article, they need to look for and use the more primary sources cited in the wikipedia articles rather than relying on the information in the wikipedia article. Most wikipedia articles contain references and links at the bottom of the page as well as external resources. In most cases you can go directly to this resource with a simple link. This type of reference checking is difficult or impossible in print encyclopedia where many of the resources are not easily available for evaluation.
3 - One reason that I think it's IMPORTANT to use wikipedia is that it provides an alternative to corporate publishing. In other words, it can take months or years to get some materials published in a print form. Lesser known works may never get printed. Some people working with timely topics may not wish to publishing in a form such as paper that is not easily revised. Others like the collaborative power of the online environment where people can build on the ideas started by others. Many like the idea that wiki is self-correcting and allows alternative perspectives. Here are some examples:
Your print and many electronic materials say that Pluto is a planet. As of Aug 2006, wikipedia had the correct information. Pluto is not a planet.
For any major event such as sporting events, elections, etc., wikipedia will provide the updated information immediately.
For major scientific discoveries, wikipedia will begin reporting as soon as the research can be cited.
If I want the latest commonly agreed upon definition of new technology terms, I go to wikipedia. Wikipedia has some lesser known topics that aren't well documented in other places. This particularly true of basic information about people and places.
4 - Print materials rarely come with warning notices. Wikipedia does a great job informing users about concerns about quality. For example, warning notices often appear at the top of an article stating "this is a rapidly changing topic" or "this is a controversial topic" or "this article can only be editing by established wiki writers". This is very helpful for young people.
5 - I like to use the HISTORY feature in wikipedia to see how an article has evolved and how it has been edited. You can also determine the mix of authors and the changing ideas as the article was written. This provides insights into the quality and usefulness of the information.
THE BIGGER ISSUE...
A - Think about the purpose of citations in a student report or any communication. They are intended to help the reader judge the value of the information being presented. Because wikipedia is constantly changing, there's a good chance that the information cited may change by the time the reader accesses this reference. As such, wikipedia serves as a poor resource in terms of providing a concrete source. On the other hand, wikipedia could also be viewed as an excellent source because although a written report may become dated, the wikipedia citations will continue to evolve.
B - I have a bigger question. A quote and citation don't help me understand the context in which the information is being used. Why are students doing reports in the first place? What value comes from copying and citing information from various sources? I'm much more interested in the conclusions that students draw as they use a report to communicate the solution to a problem or propose a plan of action to address an issue. I'd like to see students writing about the quality of the information they find as well as the resources. Then synthesizing this information and sharing their perspective regarding the results. In other words, I want students to be good consumer of information as well as creators of innovative ideas and solutions.
SOOOO...
Back to our original discussion. It's not enough to simply provide students with access to electronic resources. As librarians, we need to help guide young people in effective use of information. It's also our responsibility to work with parents and teachers to help them understand how and why information is communicated, then help them become responsible users of information.
Time for me to get off the bandwagon and back to grading!
Update: Monday May 19
The Summer 1 is flying!
I know that my updates can sometimes get long. However think of them this way. Instead of spending 30 minutes of a "live" class going over projects, reading, and debriefing discussions, you simply need to read this e-update for the essentials.
TREMOR 3 DEBRIEFING
Many of you expressed frustrations with trying to access databases. I agree. With passwords, awkward interfaces, and limited graphics, some librarians skip databases and go straight for Google... so let's practical. Databases are great for some applications and not for others. For instance, if you want to access periodicals, use a database. If you want quality, pre-selected materials from well-known sources, use databases. If you're looking for specific topics such as opposing views or novel resources, use databases.
One advantage of databases as well as pathfinders is that they sometimes provide access to the "hidden web." In other words, Google only provides access to some of the resources available on the web.
Another concern that many of you expressed relates to age-appropriateness. Unfortunately, even many of the databases created for "kids" are not design for younger readers and often lack visual support. In addition at the middle school level, young people don't want an interface that looks to childish.
Young people can waste a lot of time wandering around databases (just like they do with the Internet) looking for useful information. Be sure to advertise specific databases that might be useful to young people. A poster highlighting the use of Opposing Viewpoints to explore social issues is a great way to draw young people into resources. When you know that a teacher is doing a unit that would work well with a particular database, spring into action with a collaborative project.
Keep in mind that there are no rules about electronic databases and web links. Remember, databases are websites themselves. The KEY is the criteria that the electronic database company uses for evaluating and selecting articles. For instance, a company that posts articles of National Geographic magazine might also post web links to the National Geographic website. Both the magazine and website have the same high-quality articles. You'll rarely see personal websites referenced on electronic databases, but you might find resources from government resources such as Library of Congress or publishers such as PBS television.
Finally, a few people identified "Inspire" or "Gale Group" as a database. These are services that include databases, NOT databases themselves. Keep in mind that an electronic database is a collection of information organized so that a computer can quickly access requested data. Like a traditional file cabinet, databases are organized by fields, records, and files. An online encyclopedia is organized as a database with specific topical articles that can be found using a topic search. An electronic newspaper service is made available by topic, article, author, date, etc, so it's another example of a database.
DUE
Tremor 4 reply is due today, Monday May 19.
Tremor 5 Primary Sources is due today, Monday May 19.
Work on Tremor 6. It's due May 21.
Work on Pathfinder project. It's due Friday May 23.
READINGS
Over the past decade an increasing number of fiction materials have appeared on the web. From comics to popular novels, you'll find lots to read. The major problem with e-books and works of fiction is that many people still prefer to read on paper. Whether it's frustrations with screen resolution, glare, or seating comfort, some people complain that reading on the screen is a pain. However young people (digital natives) are finding that they like the availability of e-books on a variety of devices including computers, hand-held devices, and cell phones. Over the next several years, we'll continue to see new innovations and options as standards are developed and people of all ages embrace e-books in varied formats. Amazon's Kindle is a great example of how e-books are evolving. Also, look for non-traditional ways of viewing traditional media. For example, I see e-ink and e-paper on the horizon.
Read Fiction Resources - http://eduscapes.com/earth/informational/fiction.html
Read E-Books, E-paper, and E-ink - http://eduscapes.com/earth/informational/epaper.html
Read Electronic Books - http://eduscapes.com/tap/topic93.htm
GOOGLE TIP
As long as we're talking about fiction reading, here's a children's/ya book tip. Last week someone asked me how to quickly find the reading level of a book. There are a number of a "sales" sites that list them, but here's a super quick approach. Do a Google search for the title of the book and add RL for reading level. A school district website somewhere will probably have it on a list, particularly if it's a AR (Accelerated Reader) book. So if you go to Google and do a search for Hatchet RL, up comes Reading Level 5.7 meaning the book is between fifth and sixth grade level. The listing may also have an AR which stands for the Accelerated Reader points.
I searched Google for Sarah Plain and Tall RL and it came up with 3.9
You can usually find it by just scanning through the Google results without having to actually go to the website. It's not perfect, but it is fast. ;-)
As long as we're talking about Google. Be sure to try Google Books. Many book excerpts as well as a few full texts are now available. Go to Google Books at http://books.google.com/
PATHFINDER PROJECT
Your pathfinder project is due soon, so I thought I'd provide a few suggestions and ideas. If you need help or have questions, be sure to email me. I'm happy to help!
Go to http://eduscapes.com/earth/course/pathfinder.html for information about the specific requirements.
Go to http://eduscapes.com/earth/course/evaluation.html#2 for the specific points assignments.
TIPS FOR YOUR PATHFINDER
Be sure to do a search in Google (or other favorite search tools) for your topic and the word pathfinder such as "tornado pathfinder" there's a chance you can find ideas in a pathfinder developed by someone else. You can also try "tornado links" and you may find a website links page to get you started. Also, check my 42explore page for ideas at http://42explore.com
WRITING STYLE
Your pathfinder should be well-organized and well-written, but also keep in mind your audience isn't me (your instructor). Your audiences are children and/or young adults and their adult guides, NOT just other librarians or teachers. Words like "the patrons will" don't fit... phrases like... "The American Revolution was a fascinating time... you might want to consider... " are more appropriate for 13 year olds.
Also, keep in mind that you need to proof read your project carefully. It should be your BEST professional work.
PATHFINDERS and URLs
I've had a number of questions about whether to state the URL in a pathfinder or just provide an active link. It's okay to not state the URL. However if you don't include the URL be sure to clearly state the origin of the website such as National Geographic, National Archives, etc. There are two reasons people like to state the URL. One is that it allows people to see the domain name and determine if it's an edu, gov, org, com, etc. Another reason is allow people to print the page and see the addresses on a printed version. Neither are critical issues, but something to think about.
POSTING
If you have very few technology skills and are running short on time, it's okay to just upload your Word or Web page to the Oncourse Workspace. If it's outstanding, I'll re-post it on my website as a Word document.
Many have asked about posting their project on the web. One option is to use the web space allocated to all students through the university system through Oncourse (MyWorkspace) or the university computing services. You may also want to use your own service provided. If you have a cable modem or DSL, they probably provide free web server space for you.
Or, here's a place you can go for posting ideas and free web space - http://eduscapes.com/arch/code/posting1.htm
I highly recommend the freebie service Google Pages - http://pages.google.com
I wiki is another great choice since they are so easy to update. For instance, use http://wikispaces.com for a unique pathfinder.
WORD DIRECTIONS
Some people are creating their pathfinder in Microsoft Word. If you want to make it in Word, you can still include hyperlinks and even links within the page.
Hyperlinks in Word. Paste the URL into Word and press the space bar, it will become hot. Or, use the Hyperlink option under the Insert menu.
Links with the Page in Word. Let's say you want to create a list at the top of your document that will jump down to particular parts of your pathfinder. For example, you list websites, databases, software, and books. You can create links that will jump down on the page.
To do this you need to set up words or pictures that are "anchors" and mark where you want to go in the document. To do this, click where you want the "anchor", go to the Insert menu and choose Bookmark. Give it a name such as "top" "books" "videos" etc.
Then, you need to make your little menu of key words and hyperlinks to them.
Go to the insert menu and choose Hyperlink. Click on the document tab and notice the option to "link to anchor" choose Browse and a list of your anchors/bookmarks will appear.
CLASS PROJECT POSTING
Check out the projects completed by others. Keep in mind that they've been done over the years and some of the requirements may have changed. I'm creating links to class student projects on the Shake 'Em Up page at http://eduscapes.com/earth/course/shake.html
FUN WEEKEND
We had a fun weekend of town cleanup and enjoyed the Gifford House Centennial in Capitol Reef National Park. If you want to see our comics, go to http://eduscapes.com/lamb
Update: Friday May 16
Everyone is doing a great job keeping up with assignments. I know it can be stressful with assignments so close together. However I hope you're enjoying the readings and assignments.
DUE
Tremor 3 replies are due today, Friday May 16.
Tremor 4: Nonfiction is due today, Friday May 16.
You should be working on Tremor 5: Primary Sources. It's due Monday May 19.
ASSIGNMENT
This time we'll be focusing on primary sources. These "real world" materials can add interest and authenticity to student projects and bring history to life. I feel strongly that one of the primary uses of the Internet for libraries is the ability to share primary resources that would otherwise not be available to the general public. Just think of all the wonderful resources that would be available if every family, community, church, town, and school shared their rich histories found in locally produced photographs, sounds, graphics, documents, and more?
Read Primary Resources - http://eduscapes.com/earth/informational/primary.html
Read E-scrapbooking - http://escrapbooking.com/
Explore the entire e-scrapbooking website!
Be sure to check out the PROJECTS section at http://escrapbooking.com/projects/index.htm
Also, check out an example of combining primary resources with information inquiry
http://escrapbooking.com/louise
Skim Primary Resources and Real-World Data - http://eduscapes.com/tap/topic88.htm
TREMOR 2 DEBRIEFING
Many of you will be building pathfinder collections for your library. As libraries continue to build their virtual presence, pathfinders can provide a rich, core of resources to bring young people back to your library website again and again.
Hopefully, this assignment helped you see the wide range of pathfinders available. As many of you pointed out, the key to an effective pathfinder is meeting the individual needs of young people. What will appeal to children and teens? What will provide the foundation for an exploration of a topic for school or leisure? I was happy to see so many of you point out the importance of an engaging introduction, help with search strategies, project suggestions, and the other elements of a pathfinder that really separate it from a bibliography or hotlist of websites.
Many of you had wonderful suggestions for enhancing pathfinders. Consider emailing the author of the pathfinder and providing the suggestions. This can be a great help to people who don't have time to update their pathfinders on their own. In many cases, the authors provide their email address at the bottom of their web page.
TREMORS
As I'm explored the Tremor 3 assignments, I noticed that some of you chose well-known databases while others explored lesser-known options. As you consider future tremors and projects, try not to rely on those materials you've used in the past. This is your opportunity to explore and try out new ideas and resources.
PROJECTS
If you check the schedule, you'll notice that the Pathfinder and Database projects have due dates close together. It's strongly recommended that you get your Pathfinder done early and get started on the Database project.
PATHFINDERS IN THE "REAL WORLD"
Pathfinder development is an essential activity of today's school library media specialist as well as children's/ya public librarians.
While fads come and go, there are some topics like holidays, sports, hobbies, nature, and others that young people revisit from year to year. In the same way, teachers tend to revisit the same topics each year as they address standards. Rather than creating lists of websites, software, databases, books, etc. every year, build pathfinders that can be updated as needed. These pathfinders may start as short lists of resources. As you collaborate with the teachers in your building or discuss interests with parents and young people, these pathfinders can be refined to include activities, troubleshooting tips, hands-on projects, etc.
Children's/YA Librarians are bombarded with questions and requests. Keep track of the most common needs and begin developing pathfinders to address these needs. As you work with individuals and small groups keep track of the most common problems, questions, and needs. These can then be incorporated into your pathfinder.
In the long run, spending time working on pathfinders will actually save you time!
PATHFINDER PROJECTS
Your pathfinders should be exemplary. In other words, it should be the best possible example of what a pathfinder can be.
As I reflect on project submissions from past semesters, I've found a common concern. Most students do an excellent job creating an "annotated list of resources". However it's also essential that to turn your "resource list" into a "pathfinder" by adding a BRIDGE between the user and the information.
You need am attractive, motivating introduction to the topic, reasons why people might be interested in this topic, definitions of key words, strategies for learning more or applying the information found, warnings about evaluation or other issues, ways the resources can be used, project ideas .... in other words, GUIDANCE in using the resources you suggest.
Rather than just providing a LIST.... provide a PATH to these resources.
Quite a few people in past semesters have lost points for lack of depth related to selection criteria or extension activities. Help end users developed a PASSION for your topic through effective, efficient, and appealing information and resources.
Have fun working on your pathfinder!
VIDEO FUN
Since we're talking about primary sources, how about a blast from the past? Check out these video reminders of how far we've come with digital photography... or have we?
http://www.youtube.com/watch?v=qBWVWjdNWC0&NR=1
Kodak commercial from the Sixties
NEW RESEARCH
Check out a new research project on Google.
Pioneering research shows ‘Google Generation’ is a myth
http://www.bl.uk/news/2008/pressrelease20080116.html
Update: Wednesday May 14
Howdy everyone -
READINGS
It's time to explore the range of nonfiction resources available on the Internet as well as on CD and DVD.
Read Treehouses: Chpts 3, 4, 5
Read
Nonfiction Resources -
http://eduscapes.com/earth/informational/nonfiction.html
Electronic Materials on CD & DVD -
http://eduscapes.com/earth/informational/nonfiction1.html
Skim the Teacher Tap resources in the following websites:
Content-Rich Websites - http://eduscapes.com/tap/topic85.htm
Virtual Field Trips & Digital Libraries and Museums - http://eduscapes.com/tap/topic35.htm
Classroom Pages - http://eduscapes.com/tap/topic60.htm
School Pages - http://eduscapes.com/tap/topic13.htm
School Library Pages - http://www.eduscapes.com/arch/evaluate/archschool.html
Public Library - http://www.eduscapes.com/arch/evaluate/archlibrary.html
Project Pages - http://eduscapes.com/tap/topic75.htm
School Newspaper and Magazine Pages - http://eduscapes.com/tap/topic97.htm
Work on Tremor 4: Nonfiction - http://eduscapes.com/earth/course/process.html#4
ASSIGNMENTS
I've graded your Tremor 1 postings and replies. You can find your grades and any comments in the Oncourse Gradebook.
You should be posting your Tremor 2 reply by today Wednesday May 14.
Your Tremor 3 posting is due today Wednesday May 14.
TREMOR 1 DEBRIEFING
After the discussion has ended on each tremor, I like to go back and do a little debriefing.
I just wanted to let everyone know that your Tremor activities are looking great. I am particularly impressed with your replies. I'm really happy to see the way that you're going back and rechecking the postings and often replying to the replies to your original postings. GREAT! It makes the conversations much more rich.
It was interesting to see the observations of people with experience in schools and public libraries. The first assignment was intended to get you thinking about the role of technology in the lives of young people. It's nice to see that we have many perspectives on these topics and issues. It's also clear that it's essential that school and public librarians embrace technology and provide leadership in effective applications.
The discussions of social technology were particularly interesting. I heard many people talking about age and comfort with technology. As a person that's "half a century" old, I've been "into" technology since I used "punched cards" in my mainframe computer programming class in high school back in the 70s. I've always enjoyed technology including the latest trend... social technology. I find that people's use of technology often reflects their interests off computer. In other words, my favorite social network is LibraryThing because I love books. My favorite software is Comic Life because I love photography and writing travel logs. I've never been a "social" person (I was a brainy band book nerd), so although I use Facebook, Second Life, and Twitter they aren't my personal favorites... so when thinking about the use of technology consider both the interests of young people in general, as well as individual differences of both adults and young people.
So each person has unique preferences... My personal, preferred method of communication is email rather than social networks, chats, phone, or texting because asynchronous communication doesn't disrupt my work and allows more time for thought and reflection.
The bottom line... What technology provides is choices. I love choices. :-)
A number of people referenced the article by Will Sherman titled "Are librarians totally obsolete? 33 reasons why libraries and librarians are still extremely important?" For those who missed it, you can find it at IUPUI
SEARCHING EDUSCAPES
If you're having a hard time locating a concept in the readings, consider using the search tool in eduscapes at http://www.eduscapes.com/search.htm
For example, you can look up a word such as pathfinder. Be sure to click the eduscapes.com logo to conduct this search.
ACCESSING ARTICLES and DATABASES AT IUPUI LIBRARY
The links to online articles through the IUPUI databases can be a problem for some student users. I've updated a few links that were causing trouble.
Use the following as a backup to search for class articles. It will allow you to enter the title of a journal, then you can find the particular issue. It will still require your username and password, but it should be easier:
http://sfx.ulib.iupui.edu/sfx_local/a-z/default
Some people get into the databases, but are faced with screens for additional passwords. You may need a CPN to get further. Learn more about setting up a VPN at http://kb.iu.edu/data/ajrq.html
DATABASES AT IUPUI
To get into the databases at IUPUI, you'll need to use your IUPUI username and password.
Find databases by subject
http://www.ulib.iupui.edu/view/databases/subject
Find databases by name
http://www.ulib.iupui.edu/view/databases/abc/A
Any of the links to IUPUI (above), you need to use your iu or iupui username and password.
Examples
Go to http://www.ulib.iupui.edu/view/databases/abc/E and choose EBSCO Animals
Go to http://www.ulib.iupui.edu/view/databases/abc/M and choose Middle Search Plus.
INSPIRE
If you have trouble using the IUPUI databases, I'd suggest using INSPIRE. It's available to all Indiana residents.
Go to http://inspire.net and go to Inspire Kids or Students for the youth resources.
Have a great week!
Update: Monday May 12
I hope you're having a great time so far! Be sure to read this email carefully, it's full of important course information. However, let's start with some fun.
MAKING IT REAL
As you explore resources for children and young adults, think about the technology experiences of today's kids. Let's use the life of my nephew Alex as an example. I've been tracking his technology skills since his birth in 2004. Go to http://eduscapes.com/lamb/alexcomp.html
TREMOR 1 and 2
I've enjoyed reading your Tremor 1 assignments. They're looking great! I was particularly happy to see how many of you challenged the articles that you were reading. In graduate school I think "deep thinking" is important. What's beyond the surface of what you're reading? What are the larger issues and implications of technology and young people?
Your Tremor 1 REPLY is due by today Monday May 12. Thanks to those of you who have already been involved with posting comments for your peers. I'll be grading these on Tuesday May 13 after all the replies are in. After Tuesday, you'll be able to find your grades and comments under the Gradebook option. If you can't see your grades, let me know.
Tremor 2: Pathfinder is due today Monday May 12. Again, you have a couple days to post a reply, but I'd suggest jumping right in rather than waiting to post a reply.
You should be working on Tremor 3: Databases.
TREMOR POSTINGS
When you provide the name of a specific website in a posting be sure to include the URL (web address) and use the link tool in the message editor to make it active. This way, your classmates can explore the resource you're describing. As you work on future postings, please be sure to provide a complete citation and if possible a web link so others can enjoy the material you cite.
As you work on your Tremors, notice that some directions in the website are in green. These are the things that should be included in your posting. Read them carefully.
TREMOR REPLIES
A few people have asked about criteria for the Tremor Replies. There's no specific criteria other than contributing to the discussion in some way that goes beyond "way to go" or "I agree." The key is ADDING to the discussion. These are all possibilities:
* act on a suggestion given by another classmate. For example, after reading a posting or comment from a peer, you might decide to add an example, suggest a website address or other resource, answer a question, or clarify an idea.
* provide feedback to others such as a specific comment or idea along with an example, expansion, or suggestion. In other words, "way to go Susie" is a good start, but won't get you a point. You could even start with "that's crap Susie", however the key is providing positive, constructive criticism or helpful and encouraging advice. Healthy debate is fine, but let's discourage mean-spirited comments.
* state an opinion and provide supportive evidence or arguments. This can be fun because it can really get a discussion going.
* add an insight. If you've had an encounter with the topic being discussed, it would be valuable to hear your thoughts and "real world" experiences.
BE SURE TO READ THE READINGS
Let's talk about what you're learning. The first few tremors focus on the wide range of electronic materials available for children and young adults. Rather than picking the "easiest" assignment, make selections that will complement your library and technology skills. In other words, I've provided a wide range of options so that everyone can learn new, relevant skills.
Some people are trying to jump over the readings and getting into working on assignments and projects. Be sure you complete ALL the readings associated with each tremor before starting to think about your assignments and projects. For example, before you create a pathfinder, you need to do all the readings associated with pathfinders and explore lots of examples! These readings will also be helpful in some of the specific requirements associated with the pathfinder project.
READ
This week we're going to begin our exploration of electronic databases. With the popularity of Google, many people overlook these wonderful, high-quality resources designed specifically for young people. If you live in Indiana, you've got a wealth of resources at your fingertips through Inspire (http://www.inspire.net/). Be sure to check out Kids Inspire at http://www.inspirekids.net/
These databases can also be accessed through the IUPUI library.
Electronic Databases and Reference Materials
http://eduscapes.com/earth/informational/database1.html
Electronic Databases Defined
http://eduscapes.com/earth/informational/database3.html
Electronic Database and References
http://eduscapes.com/earth/informational/database2.html
Reference Materials on CD & DVD
http://eduscapes.com/earth/informational/database4.html
I'm still in the process of updating the Teacher Tap pages, so you may find a few dead links.
Online Reference Materials
http://eduscapes.com/tap/topic9.htm
Daily Resources
http://eduscapes.com/tap/topic90.htm
Online News Sources
http://eduscapes.com/tap/topic27.htm
Visual Resources: Photos and Clip Art
http://eduscapes.com/tap/topic20.htm
Skim Multimedia Seeds
http://www.eduscapes.com/seeds/
COURSEQUEST and PROJECTS
The purpose of the CourseQuest is to provide a "big picture" for the entire course. In other words, rather than seeing the readings, tremors, and three projects as "just busy work", I want you to see these three projects (the pathfinder, the database guide, the WebQuest) as building blocks toward the ultimate goal of the course which is to be able to defend the use of electronic materials in a library setting. Your three projects should be "exemplary models demonstrating the positive impact of electronic materials for children and young adults".
PATHFINDER PROJECT
You should be thinking about your pathfinder project. If you have questions or need suggestions, please let me know.
Go to http://eduscapes.com/earth/course/pathfinder.html for information about the specific requirements.
Go to http://eduscapes.com/earth/course/evaluation.html#2 for the criteria that will be used in grading this assignment.
As you consider your Pathfinder Project, think about something that will be fun, but also serve as a good, professional example you can show potential employers.
You should share your pathfinder idea in your cohort group. You're not required to reply to your classmates. However if you have ideas or suggestions, I'm sure your peers would appreciate ideas!
PROJECT TOPICS
Your Pathfinder, Database Guide, and WebQuest can be on the related topics or totally different topics. Remember, the project MUST be aimed at the children and young adult audience.
WORK TIME
I encourage everyone to set aside a time to complete course activities. Instead of driving to class and sitting at a table, you need to walk into your home office, close the door, and sit in from of the computer.... no television (unless you use it as background noise), no kids (unless you're nursing), or no pets (unless you can convince your cat to sit quietly on your lap). In the calendar I indicate SUGGESTED ACTIVITIES and DUE DATES. Consider using the suggested dates rather than waiting until the deadline.
PBS
Recently, PBS highlighted a new Frontline program about Teens in the age of social networks.
http://www.pbs.org/wgbh/pages/frontline/kidsonline/
Also, check out my article on Intellectual Freedom for Youth: Social Technology and Social Networks at PBS
http://www.pbs.org/teachers/librarymedia/aasl/lamb.pdf
http://www.pbs.org/teachers/librarymedia/aasl/index.html
Update: Friday May 9
We made it through the first couple days of class!
ONCOURSE
If you're going to be making postings, you'll need to go to Oncourse. However if you just want to access the readings I'd go straight to the course website at http://eduscapes.com/earth so the materials won't be within the Oncourse frames making it easier to read and use.
READINGS
This week's readings relate to the selection, creation, and use of pathfinders. Many of the web pages that call themselves pathfinders are really just resource lists. REMEMBER, a pathfinder is MUCH MORE than a list of books, videos, or websites. It's intended to be a PERSONAL ASSISTANT that guides a particular audience (in this case children and young adults) through the resources available on a topic.
A good pathfinder ALSO helps young patrons become self sufficient by providing ideas for conducting their own searches, key words, definitions, background information, project ideas, and other resources that will bring a particular topic ALIVE!
Read Pathfinders, Subject Guides, & Thematic Resources
http://eduscapes.com/earth/informational/path1.html
Read Pathfinders Defined
http://eduscapes.com/earth/informational/path2.html
Read Designing Pathfinders for Children and Young Adults
http://eduscapes.com/earth/informational/path4.html
Read Pathfinder Links
http://eduscapes.com/earth/informational/path3.html
Read Web Subject Guides and Thematic Resources for Children and Young Adults
http://eduscapes.com/earth/informational/theme1.html
Work on Tremor 2: Pathfinders
INTRODUCTIONS
I know the Introductions area got pretty overloaded with messages. It's the only time in the semester when all the postings will be in the same place. We have 40 students in the class, so that's LOTS of postings. :-)
I enjoyed reading everyone's introductions. We have a wide variety of people represented. Some of you have experience with teaching and libraries, others of you are beginners. There will be many opportunities for you to learn from each other. Remember, questioning is the way we all learn. I'm happy to help. Or, email a classmate. The MESSAGES area in Oncourse is a fun way to send a personal message to a classmate. You can also forward these messages to your personal email.
I think it's fun to see where we share interests. Like many of you, I like hiking, reading, and all kinds of music. I often have Home & Garden Channel or the Food Channel on the TV in the background when I'm working.. it's muted and I have music playing. We try to eat local, organic food, we exercise at least 30-60 minutes every day (usually Yoga), and we're both feeling great. We spend most of our time working, but when we want to take a short break I like to read nonfiction and fiction (Like many of you, I love all the YA books such as the Twilight series), sketch or watercolor paint nature, and paint small, flat river rocks... strange, but true. Finally, we're building a house this summer on the property we recently bought in Utah - http://eduscapes.com/teasdale so we're spending lots of time with the chainsaw thinning and pruning Utah Jupiter and Pinyon Pine trees.
Check out our latest comic adventures at http://eduscapes.com/lamb
PORTALS
In the Introduction Yourself activity, I asked you to explore portals. I know that some people are going back to add their 3 favorite portals, so you might want to skip the Introductions again.
Keep in mind that the word "portal" has evolved over the past decade as website technology, tools, and resources have changed. At first, people defined portals as any website with good links. The ability to "customize" and "personalize" is very recent and wasn't included in the definition of a portal until recently. Every website you choose may not completing fit the definition of a portal. Just as you use selection criteria for choosing books, think about your criteria for selecting the best web starting points.
My 2 cents about starting points... Like most of you, "Google" is still my favorite search engine. However, I find that not all webmasters register their websites with Google. Having a nice list of education and library portals or locating a good source for pathfinders can come in very handy. I suggest you keep a personal list of your favorite web resources as you work your way through the course.
TREMOR
The Tremor 1 (http://eduscapes.com/earth/course/process.html#1) posting is due today, Friday May 9.
When you're ready to post your Tremor Assignment, go to the FORUM area of Oncourse. Scroll down past the General Discussions and Cohort Group Areas to find the Tremors. Select 1.1, 1.2 or 1.3. Write your posting.
It's a good idea to write in a simple text editor such as Notepad (Windows) or Text Edit (Mac) then paste into the forum area. You may have to play with the formatting a little if you use Microsoft Word. It's also okay to post your assignment as a Word attachment.
The Tremor 1 REPLY is due by Monday May 12 at midnight. Read through the work of your peers, then reply to AT LEAST one of their messages with a quality reply. See guidelines for quality replies on the REQUIREMENTS page of the Course Materials section of the website. You can reply in any of the options under Tremor 1.
In most cases I like to grade all the Tremor posting and replies at once. It's difficult to go back later and grade the replies out of context, so I'll generally grade after all the replies are in. If I have questions, comments, or concerns, I'll write you a note in the GRADEBOOK comments area. Otherwise when you go to the GRADEBOOK you should see a 2 for the Posting and a 1 for the Reply for your Tremor assignment.
I'll be posting the grades for Tremor 1 on Tuesday or Wednesday.
LURKING ABOUT
I'll be lurking around the forums throughout the semester. Occasionally, I'll add a comment. I try to stay out of conversations because some people "clam-up" when the "teacher" starts talking. If I have a particular comment about your posting, I'll put a little note on your Gradebook page.
I particularly enjoyed the comments by those of you who have had my online courses before. I think you'll find that this is the least stressful of the courses I teach. :-)
ONCOURSE WEB HOSTING
OncourseCL has a web hosting feature. When you first open Oncourse, choose My Workspace. Choose Resources from the left sidebar. Click ADD. You can upload FILES of any kind including web pages.
If you want the world to see your files, you'll need to make sure you check "Display to nonmembers". The URL will look something like https://oncourse.iu.edu/access/content/user/anlamb/annette.html
For more help, use the Help option on the sidebar in Oncourse.
FREE WEB HOSTING
I'll be talking more later about sharing your projects. They will be posted online anywhere you wish. If you don't know HTML, don't worry just do your writing in Microsoft Word and upload the file.
However I strongly suggest learning to use Google Pages at http://pages.google.com
You might also want to consider Google Docs at http://docs.google.com
A few people have expressed an interest in other free web hosting services. A list is available through the following link. - http://eduscapes.com/arch/code/posting1.htm
CONFUSED?
At the beginning of the semester, some people get stressed because they "don't get it." It takes time to understand how all the course materials go together.
Be sure to start with the Shake Em Up CourseQuest at http://eduscapes.com/earth/course/courseguide.html
To see sample projects go to http://eduscapes.com/earth/course/shake.html
Read through the CourseQuest carefully. It ties all the materials together and provides the process activities and the products for the course. Oncourse is simply used as a place to share ideas (cohort groups) and share activities (Tremor forums).
FINAL NOTE
You don't have time to procrastinate. My regular class email messages will either be very encouraging or very annoying. Hopefully they'll help you "de-stress" and stay on target. If you stay focused, you'll learn a lot. Be sure to have fun along the way!
Update: Go!... May 7
Welcome to the first day of class (Wednesday May 7)!
THE CALENDAR AND DUE DATES
Be sure to check the Course Calendar to see what's due in terms of readings and assignments.
If you run into trouble with the due dates, just email me (ahead of time) a quick note along with a juicy excuse (any excuse will do). I'll give you 2 extra days without penalty.
The only FIRM DEADLINE is the last week of classes.
READINGS
At first, people are overwhelmed by all of the readings and links. You don't need to read everything... it's not possible. Instead use the icons and directions for guidance. Notice that it will tell you to explore, skim, or read the pages.
An EYE icon is used to identify essential readings. For more information on this idea of what to read versus what to skim, go to the bottom of the Requirements page - http://eduscapes.com/earth/course/require.html#7
Remember, there is a textbook for this course - Building Treehouses for Learning, 4th Edition.
Keep in mind that the course reading assignments can be found in two places: the course calendar and the CourseQuest pages.
We'll start with exploring the wealth of electronic materials available for children and young adults. Unfortunately, you may run into a few bad links. I try to keep them up-to-date, but I don't have control over the content of the external links you'll be exploring.
Here are your first set of readings that will be useful in addressing your first assignments:
Treehouse book: Introduction, Chpts 1, 2
Read Electronic Materials - http://eduscapes.com/earth/introduction/index.html
Read Portals, Search Tools, and Starting Points - http://eduscapes.com/earth/informational/portals1.html
Read Educational Portals & Starting Points - http://eduscapes.com/tap/topic21.htm
Read Library Portals for Kids - http://eduscapes.com/earth/informational/libportal1.html
Read Library Portals - http://eduscapes.com/earth/informational/libportal.html
Read Search Tools for Kids - http://eduscapes.com/tap/topic33.htm
DUE
The Introduce Yourself activity is due Wednesday May 7. However it's okay if it takes a couple extra days if you're accessing Oncourse for the first time. In the Introduction Yourself activity, I asked you to explore portals. This Portal Activity is meant as an ice-breaker to help you get to know the other members of the class. If you forgot this part, you can go back and add it. I will not be grading this activity.
Your Tremor 1 posting is due Friday May 9.
These assignments are posted in the FORUM area in Oncourse.
Remember, you have a a couple days after the due date to post a reply. Please don't wait until the last minute, or you'll miss out on the fun of the discussion. Be sure to check back a couple times because someone might post a question for you or you might find that you can provide assistance for a classmate.
TREMOR 1
Remember, you DO NOT need to do all of the options listed under Tremor 1. Just choose one of the options. Also, it's okay to reply in a different tremor than your posting. You can post as many replies as you wish, but be sure at least one is an IN-DEPTH reply.
Let's go!
Update: Get Set... May 4
Classes start on Wednesday, so you can really get started any time. From now on, my emails will generally provide an overview of the required readings and assignments as well as suggestions and tips. Although I know these emails can get long, please read them. They will really help direct your activities for the next few days. If you don't "get it" after reading these descriptions and exploring the materials, please email me. I'm happy to answer your questions!
I'll be sending out e-mail messages regularly throughout the semester. Once class gets rolling, I'll try to keep them short. Remember, they're on the class email archives page which is also the class start-up page in Oncourse.
COURSEQUEST
A CourseQuest will be used to guide you through the course. All of the course readings, discussions, and projects will be completed within the context of a CourseQuest using the "Shake Em Up" earthquake theme. Be sure to read through the Introduction, Task, and Process pages to get an overview of the course. The Process page contains the Tremor Topics that contain the course readings and activities.
http://eduscapes.com/earth/course/courseguide.html
DISCUSSION AREA - INTRODUCE YOURSELF ASSIGNMENT
Your first assignment is to enter Oncourse. Update your Oncourse Profile. Consider adding a photograph of yourself.
Also, go to the FORUM section and find the Introduce Yourself discussion under the GENERAL DISCUSSION. In addition to a personal introduction, the assignment also asks you to share some of your favorite portals and website starting points. A complete description of this assignment can be found on the Course Requirement page at http://eduscapes.com/earth/course/require.html#introduce
You'll also note that the FORUM area contains a list of COHORT groups. These are areas where you'll be getting to know each other and sharing your 4 class projects. It's okay to switch cohort groups during the semester.
TREMOR ASSIGNMENTS
As you move through the Course Guide, you'll notice the Tremor activities. You're free to post these activities in Oncourse whenever you wish. It's a good idea to get ahead in case you get busy in other courses or at work! Generally you have 3-4 choices for posting your activity. You ONLY need to complete ONE of these assignments for EACH Tremor. Look for the matching Tremor activity in the FORUM area of Oncourse such as Tremor 1.1. You'll also need to respond to another student's posting for each activity. You do not need to reply in the same Tremor in which you posted. For example, you might post your assignment in Tremor 1.1, but you might reply in Tremor 1.3.
Don't worry if you don't have experience as a teacher or librarian. Do your best making use of the readings and your life experiences to address the Tremors.
Your POSTING for the Tremor 1 assignment is due on Friday May 9. If you wish, you can take a couple extra days to make your REPLY (due Monday May 12).
Tremor 1: Electronic Materials - http://eduscapes.com/earth/course/process.html#1
Next, you will be working on:
Work on Tremor 2: Pathfinders (due Monday May 12) - http://eduscapes.com/earth/course/process.html#2
FONTS
If the fonts are too small to read in the the course materials or Oncourse, remember that you can enlarge the font in your browser.
In Firefox, go to the View menu and choose Text. In Explorer, choose Page and Zoom.
EMAIL UPDATES
The periodic emails will keep you up-to-date on things you should be doing for class and due dates. I'll also throw in some personal stuff to keep it interesting. I lead a pretty unique, strange, and interesting life. Feel free to share your life with me too. It makes some students feel more "connected".
I've already sent out a couple preliminary class email. Let me know if you missed it. Or, check out the class email archives at http://eduscapes.com/earth/course/archives.html
You can use my personal email for class interactions or Oncourse. My personal email is on almost "24/7" so I'll usually get back to you immediately.
If you need me right away, check AOL. My AOL Buddy Name is eduscapes and I'm happy to IM (Instant Message) with you if I'm already online. You can download the AOL IM software for free at http://aim.aol.com I also have a web cam, so if you want to use AOL for a live video or audio chat, we can do that too! If you're a Second Life user, I'm Annette Olmstead.
NO SYNCHRONOUS MEETINGS
There are no required face-to-face or scheduled chat sessions for this course. Many students enjoy taking an online course because they don't have to be in a particular place at a particular time. HOWEVER, this means that you're responsible for making your own personal schedule in order to meet the course requirements on time.