Mastery of search engine anatomy would help with the role of the developing information literacy with colleagues and students. First, colleagues would create web pages and add links according to what each search engine uses to prioritize relevance rankings, such as using a theme, using two words in the title, not having any images in the first ten lines because the spiders or web crawlers cannot read images. Also, when colleagues and students are familiar with Boolean logic, searches are narrowed down even more to include relevant results. Knowing the difference between a Directory and a Search Engine is beneficial for specific searches; for example, an elementary class is better off to use the DMOZ Directory for looking up information about a specific topic, such as owls. Because search engines do not use the same formulae for relevance ranking, one may look up a topic on more than one search engine and find relevant results from each search engine maximizing research. Teaching how to Keyword search is important--See "The Spider's Apprentice" posted by Brooke--. Showing students the different search engines using one topic would be a good lesson for students to see the results.
Searches using more than one search engine will give even more relevant results than just using Google, for instance. Also, I learned that because each search engine is in such a competitive business that they will use unique features to appeal to its clientele. For instance, phrases enclosed in double quotes is a feature in Yahoo! Search. Boolean logic is used in most search engines. Yahoo! Search allows easy access to synonyms, dictionaries, and encyclopedias; however, Google users have access to Google Books, Google Scholar, Google Images, and a whole lot more.
Since most of the class has not heard of the DMOZ Directory before taking this class and now each of us teaches others to search more than one search engine, we have opened up the doors to more effective searching techniques and a broader range of material that might have otherwise been skipped over.
I liked the idea of the Dublin Core Metadata Initiative of standardizing metadata of Internet resources. As several people in the class noted, I was not aware of the term "metadata" before either. Standardizing Internet resources seems like an insurmountable task; however, it is an excellent organization tool which will improve relevant search results. As more and more relevant hits are missed because of currency of updates and irrelevant information, etc. a more structured system of description and organization is needed. It seems like a very complex task with so many unanswered questions. The simplest user friendly specific version is the answer because if the task is more work than it is worth, people will not use it. Appendix 1: Dublin Core Metadata schema chart has enough information that a query of any of these elements will bring up a relevant result.
I almost shut down reading all of this technical information; however, I reread the readings in this lesson to get a better grasp of the terms. This is a very interesting lesson; one could get lost just clicking on more and more informational links--just amazing. I feel a little frustrated with DMOZ. I tried to search in DMOZ, but was not very successful. I am not sure why, but I will keep trying, so that I can offer more than one choice of search engines and directories to teachers and students. I asked my English 12 students if they have used DMOZ for research before and they have not. The students are working on an author research assignment. I would like to take advantage of the DMOZ Directory to see if this is a relevant search tool for this assignment. Since Google provides approximately 80% of relevant results, I want to offer more places for research. I also use NovelList Plus and Biography databases, biographies and encyclopedias. Google is so easy to use that most students rely on this search engine so much.
I watched Social Networking just before this lesson. What a fascinating movie. I have to admit that I was surprised that it won the Golden Globe award for Best Picture though.
I found Alice Kedves April Fool's Day 2002 joke about the Google's PigeonRank hilarious; I always wondered how search results were accessed so fast!
Ben Koning's discussion post about how spiders crawl through the web was very informative. Colleen Nikon posted an excellent link with so much useful information that I plan to use as a teaching tool in my library classes. This site separates the information into very understandable categories to help make sense of the web.
Sunday, January 23, 2011
Sunday, January 16, 2011
Lesson 2 - Reflection - Changes in the Area of Digital Media
It is very easy to feel overwhelmed with the amount of information available at our fingertips! At first, I found learning about and using digital media very frustrating; however, I fully support learning about new digital technology and keeping ahead of the game. I don't know how many times I have heard that libraries will be a thing of the past. I feel that this is not true at all and that schools will need the services of a teacher-librarian more than ever just to make sense of all the information that is out there. Before I got a position as a teacher-librarian, I did not know very much about technology at all. I learned everything as I went along making my first year in the library a huge learning curve. Thanks to the library courses I am learning how to Blog and soon how to Skype, both important skills in the world of technology.
When I first started in the library in September 2009, there wasn't a full class set of computers in the library and there was only 17 laptops in a mobile lab cart. Some of the computers that were in the library computer lab didn't work. Nothing is more frustrating to students than a computer that doesn't work properly. I put in a request to get a class set of computers in the library and ordered 32 Netbooks for the mobile cart, so that students in a class had sufficient access to information. I am also a member on the Tech committee which allows me to have a say and a vote for ordering tech requests. We also ordered Tablets for the Science and Math teachers and we ordered LCD projectors for each teacher in the school. For the English department, I also ordered Follett Playaways using a Raise a Reader grant for visually impaired, struggling, or reluctant readers. I ordered MP3 players so students and teachers can download books that we don't have in Playaway format. I also bought a Sony e-reader because I read that California and Ontario download textbooks and I wanted to see if it was feasible for our library. It is important to have enough equipment and the tech support for keeping the equipment running smoothly.
In order to provide support for teachers and students, collaboration is a key element. I collaborated with a Planning 10 teacher designing a lesson to get students using the catalogue to look up books about a specific topic one day; then the next day, I demonstrated how to access the databases that our school subscribes to; and finally on the third day, I gave a lesson to students how to evaluate Internet sites and what sites are better for research according to suffixes, such as gov. edu. I followed this process with most of the teachers who brought their classes in after that if they had time for a three day research project. I also attended work shops offered through our District Resource Centre so that I could teach the use of databases more efficiently. As someone else pointed out in their Blog, it is surprising that a number of teachers are not familiar with how to access the catalogue or the databases. For this reason, I set up workshops to show teachers, administrators, and parents from the PAC committee how to access the databases and best help young people with their research. I have also added useful links to our library web page for teachers and students about Copy Right and How to do a Bibliography. Probably the most frustrating is when a teacher allows students to use Wikipedia without an explanation about how to critically analyze information, or allows students to cut and paste without referencing their sources.
Students cannot access Facebook or Hotmail at our school. We are just hooking up a Colubris in the library and the Common Room (where students each their lunch); however, we haven't set guidelines up to when and how students will have access. (Please post suggestions to my Blog!). I look after barcoding equipment, entering tech tickets for equipment that is not working, and going to teacher's classes when they have a problem with equipment. I sign out equipment to keep track of it using the Sirsi Dynix Work Flows system. When teachers ask for a TV and a VCR/DVD, I suggest that they try the LCD projector; I tell them that I will come to their class and show them how to set it up. Since I am in the early stages of being a teacher-librarian, I still have a lot to learn, but I believe in being pro-active and supporting change.
Added Notes: I now know the difference between e-readers and e-texts. E-readers would be an excellent way to store the classics, so that they are not taking up room on the shelf; however, a student asked for Wuthering heights today--after she read Pride and Prejudice; nothing like curling up with a book and a blanket. E-texts offer many enhanced features to add to the texts, such as links that will provide more information. I asked my Math teachers if they were interested in getting the e-texts because of the three new streams Math 11 coming into effect next Fall; however, they want to order the textbooks.
After reading Joyce's comments about digital access, I feel sorry for the students who go to that library; I am happy to say that I allow students to drop-in and use the computers if they are not all being used by a class.
I love the idea about students checking out the Internet through Google and that it is about time that teachers design lessons that incorporate the students' digital world into the classroom.
When I first started in the library in September 2009, there wasn't a full class set of computers in the library and there was only 17 laptops in a mobile lab cart. Some of the computers that were in the library computer lab didn't work. Nothing is more frustrating to students than a computer that doesn't work properly. I put in a request to get a class set of computers in the library and ordered 32 Netbooks for the mobile cart, so that students in a class had sufficient access to information. I am also a member on the Tech committee which allows me to have a say and a vote for ordering tech requests. We also ordered Tablets for the Science and Math teachers and we ordered LCD projectors for each teacher in the school. For the English department, I also ordered Follett Playaways using a Raise a Reader grant for visually impaired, struggling, or reluctant readers. I ordered MP3 players so students and teachers can download books that we don't have in Playaway format. I also bought a Sony e-reader because I read that California and Ontario download textbooks and I wanted to see if it was feasible for our library. It is important to have enough equipment and the tech support for keeping the equipment running smoothly.
In order to provide support for teachers and students, collaboration is a key element. I collaborated with a Planning 10 teacher designing a lesson to get students using the catalogue to look up books about a specific topic one day; then the next day, I demonstrated how to access the databases that our school subscribes to; and finally on the third day, I gave a lesson to students how to evaluate Internet sites and what sites are better for research according to suffixes, such as gov. edu. I followed this process with most of the teachers who brought their classes in after that if they had time for a three day research project. I also attended work shops offered through our District Resource Centre so that I could teach the use of databases more efficiently. As someone else pointed out in their Blog, it is surprising that a number of teachers are not familiar with how to access the catalogue or the databases. For this reason, I set up workshops to show teachers, administrators, and parents from the PAC committee how to access the databases and best help young people with their research. I have also added useful links to our library web page for teachers and students about Copy Right and How to do a Bibliography. Probably the most frustrating is when a teacher allows students to use Wikipedia without an explanation about how to critically analyze information, or allows students to cut and paste without referencing their sources.
Students cannot access Facebook or Hotmail at our school. We are just hooking up a Colubris in the library and the Common Room (where students each their lunch); however, we haven't set guidelines up to when and how students will have access. (Please post suggestions to my Blog!). I look after barcoding equipment, entering tech tickets for equipment that is not working, and going to teacher's classes when they have a problem with equipment. I sign out equipment to keep track of it using the Sirsi Dynix Work Flows system. When teachers ask for a TV and a VCR/DVD, I suggest that they try the LCD projector; I tell them that I will come to their class and show them how to set it up. Since I am in the early stages of being a teacher-librarian, I still have a lot to learn, but I believe in being pro-active and supporting change.
Added Notes: I now know the difference between e-readers and e-texts. E-readers would be an excellent way to store the classics, so that they are not taking up room on the shelf; however, a student asked for Wuthering heights today--after she read Pride and Prejudice; nothing like curling up with a book and a blanket. E-texts offer many enhanced features to add to the texts, such as links that will provide more information. I asked my Math teachers if they were interested in getting the e-texts because of the three new streams Math 11 coming into effect next Fall; however, they want to order the textbooks.
After reading Joyce's comments about digital access, I feel sorry for the students who go to that library; I am happy to say that I allow students to drop-in and use the computers if they are not all being used by a class.
I love the idea about students checking out the Internet through Google and that it is about time that teachers design lessons that incorporate the students' digital world into the classroom.
Sunday, January 9, 2011
Reflection - Questions and Notes
I have a question about the organization of the fiction section by genre. The library's fiction section is arranged by genre. This was done before I took over. When it comes to finding a book, sometimes I spend more time than I should because of a blurring or blending of the genre boundaries. A colleague was contemplating arranging her fiction section by genre and I suggested that maybe it would be better to keep the books according to the Dewey Decimal system; however, she could label the spines and keep the books where they are.
Another question I have is about the purchasing of non-fiction books. I have a large non-fiction section compared to the fiction section. A colleague was informing other teacher-librarians that she is not going to waste her money on purchasing non-fiction books when the Internet is so much better and she can focus on purchasing fiction books. So according to our textbook, Achieving Information Literacy, should the percentage of non-fiction books to fiction books be smaller?
The Dewey Decimal system descriptions looked interesting. I want to check out as many as I can. I starred a couple that I would considering using during library orientations. My thoughts were wondering how can one fit in everything that the students need to know. It is like information overload to show them too much at one time, so how much will they retain.
In one of the discussion posts a person asked the question about how others in the class arrange their graphic novels. My graphic novels are arranged by alphabetical order in series. For example, the Chibi Vampire series comes before the Nana series, then comes the Tsubasa series. It is important that the students access the graphic novels as easily and as quickly as possible because they are so popular. The students have to walk by the classic novels to get to the graphic novels, so the students notice the timeless great reads, as well.
In another discussion post, the person offered a great idea that I am considering: Putting a star on the teachers' favourite reads.
Another question I have is about the purchasing of non-fiction books. I have a large non-fiction section compared to the fiction section. A colleague was informing other teacher-librarians that she is not going to waste her money on purchasing non-fiction books when the Internet is so much better and she can focus on purchasing fiction books. So according to our textbook, Achieving Information Literacy, should the percentage of non-fiction books to fiction books be smaller?
The Dewey Decimal system descriptions looked interesting. I want to check out as many as I can. I starred a couple that I would considering using during library orientations. My thoughts were wondering how can one fit in everything that the students need to know. It is like information overload to show them too much at one time, so how much will they retain.
In one of the discussion posts a person asked the question about how others in the class arrange their graphic novels. My graphic novels are arranged by alphabetical order in series. For example, the Chibi Vampire series comes before the Nana series, then comes the Tsubasa series. It is important that the students access the graphic novels as easily and as quickly as possible because they are so popular. The students have to walk by the classic novels to get to the graphic novels, so the students notice the timeless great reads, as well.
In another discussion post, the person offered a great idea that I am considering: Putting a star on the teachers' favourite reads.
Reflection - Quick notes or Questions
I have a few questions about organization, such as what is the best way to organize the fiction books? and With the advancement of technology and the access to so much information on computers, should a teacher-librarian purchase a lot of non-fiction resources? I have a large section of non-fiction books compared to fiction; however, I visited a colleague's library and she asks, "Why waste so much money on non-fiction books when the Internet is so much better and then she can buy more fiction books?" A few colleagues have asked me about arranging books by genre and I suggested it might be a good idea to put the genre labels on the books, but leave them in the Dewey Decimal organization. My books are arranged by genre. My students love the genre arrangement, but when it comes to finding a book, sometimes I cannot find it in a timely fashion because of the blurring or blending of genres.
I do not remember reading about marketing startegies, so I will need to refresh my memory.
I have no idea how to make a digital library, so I can't wait to learn how to do that.
I will check out the Dewey Decimal links; the description of each site looks interesting. I starred a couple that I would like to try while doing a library orientation. The question Ihave is how do you find enough time to show this to students with everything else one is supposed to cover?
When I read the discussion posts, I liked the idea of having the teachers indicate favourite reads using a star.
A few people in this class asked how others arranged their graphic novels. My graphic novels are arranged along one shelf starting from the wall. They are put in alphabetical order in series. For example, Chibi Vampire series, then the Nana series, then the Tsubasa series, etc. I have the Classic genre at the end of the shelf, so students have to pass the timeless great reads first. The graphic novels are so popular that it is important for easy and quick access for students.
I do not remember reading about marketing startegies, so I will need to refresh my memory.
I have no idea how to make a digital library, so I can't wait to learn how to do that.
I will check out the Dewey Decimal links; the description of each site looks interesting. I starred a couple that I would like to try while doing a library orientation. The question Ihave is how do you find enough time to show this to students with everything else one is supposed to cover?
When I read the discussion posts, I liked the idea of having the teachers indicate favourite reads using a star.
A few people in this class asked how others arranged their graphic novels. My graphic novels are arranged along one shelf starting from the wall. They are put in alphabetical order in series. For example, Chibi Vampire series, then the Nana series, then the Tsubasa series, etc. I have the Classic genre at the end of the shelf, so students have to pass the timeless great reads first. The graphic novels are so popular that it is important for easy and quick access for students.
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