Guiding Question:
In a world booming with technological advancement in the form of text messaging, chat, web-based email and portal documents, we face the challenge of meeting our students wherever they are with such technology. How do we, then, support BHCC students in these areas of information tools and still give them control of their information searches?
Session Goals & Objectives:
By the end of this session, you will have been exposed to resources that would help you to better support our students with:
- Opening and using an innovative web based e-mail account, such as G-mail, and for more uses just emailing but also for group projects, storage and such. And additionally for accessing their BHCC email account.
- Understanding how to view and save PDF Files
- Organizing and utilizing MS Word features as a tool to support information handling.
The take home message with each of these sections is getting students to a place where they take control of their information handling. As Tutors, I know you already understand the significance of this when it comes to learning so why don’t we go ahead and check out our first scenario.
Scenario 1: Email
Debbie is sitting at a computer is a frustrated while checking her email account. Her professors keep sending the class assignments by email but she never gets them. She has had a friend print out the assignment from their email up until now. Her friend is out of town and Debbie needs to get the next assignment completed but is running out of time. She has no idea why she never gets her professor’s emails and is sure the professor has her correct email address. Debbie is on the verge of crying from frustration and comes to you for help.
How will you support Debbie? What is the information need?
You can either create an email account for the student, go through her email account and set-up folders for her or you can guide them to a learning object; thereby rendering information handling control back in their hands. Let’s check out a learning object for Gmail.
http://mail.google.com/support/bin/topic.py?topic=1519
Basic troubleshooting guide for the novice email user with specific instructions on how to filter SPAM emails and making sure those you want to receive emails from end up in your inbox.
For Debbie, we can show her how to her professor’s emails from now. But the bigger picture here, we can provide her with a wealth of resources for how her email system works. In this case since we are using Gmail, another learning object would be this:
http://www.google.com/mail/help/tour/start.html
Scenario 2: PDF
Patrick is having trouble typing into a document that a classmate forwarded to him. He walks up to you and tells you that he has clicked everywhere on the document and is not able to edit anything on there? You walk up to the computer and see it’s a PDF file.
How will you support Patrick with his question? What is the information need?
PDF’s
- What are they?
- Why would you use them?
- Acrobat: The Reader vs. the Writer
- The reader as an application
- EBSCO (a lot of articles on this database we provide come as PDF files. Our students will be exposed to a number of PDF files as a result.
You can try to explain to Patrick all of the ins and outs of a PDF. But is that efficient use of your time? Does this allow Patrick to have control over his information handling? You can refer Patrick to this learning object to better support his overall understanding of PDFs.
http://www.vtc.com/products/Adobe-Acrobat-7-tutorials.htm
Great step-by-step tutorials on how to view, save and print a PDF document.
Scenario 3: MS Word
Sophie and Linda are working on a paper together for class and have been typing for hours when they realized they hadn’t saved the paper. They hit the saved button but are not sure where on the computer the file is saved. They are nervous because it was not saved on a disk and they are afraid that they’ve lost the file.
How will you support Sophie and Linda with their question? And let’s say you have helped them discover the location of the file, what if they don’t have a disk but want to have a copy of the file for themselves? How would support them with that concern? What is the information need and what learning object(s) would you show them?
Your homework is to check out the link below and email me the learning object you would use.
http://www.vtc.com/products/word2003.htm
A tutorial that covers most user functions of Microsoft Word and makes them simple to understand.
Again, you must meet the student where they are and address that immediate need. But you also want them to walk away with additional resources for their development. You want them to have control over their information handling. In order for that to happen, they have to be equipped with the proper tools.
Glossary of Terms:
Bulk-Mail: Identical e-mail, typically solicited advertisement sent to large number of addresses.
Cookie: A small text file on your computer's hard drive that records the websites you visit
Spam: Unsolicited email or any email that you don't want. Spam email messages are sent out in large quantities from unknown sources and usually are unexpected by the user.
PDF: Portable Document Format
Alias: An assumed name
Guiding Question: What are subscription databases and why should you use them?
SESSION 5
Session goals and objectives: students will be able to
- Articulate the difference between the Internet and the World Wide Web.
- Describe the different methods search engines use when matching search terms.
- Articulate the difference between a subscription database and a World Wide Web site.
- Communicate their performance (they “how” and the “why”) effectively to others.
Learning outcomes: students will be able to
- Construct searches using appropriate commands for the database selected (e.g., AND/OR/NOT, truncation, phrase searching and proximity)
- Articulate the meaning of basic searching concepts and vocabulary not only in a way that demonstrates their understanding but also demonstrates their ability to pass that information on to others.
Today we’ll cover …
- Subscription databases vs. the World Wide Web
- The Internet vs. the World Wide Web
- What is a Web browser?
- What is a search engine?
- What does a search engine search?
- How does a search engine search?
Guiding Question: Which helps more, being given the fish or being taught how to fish?
SESSION 5
1. A student from ESL 095 has an assignment to write about an issue concerning her home country and her adopted country. She does not have the assignment sheet, and is working from memory. She is interested in the process of voting, or the response to crime, particularly vandalism & graffiti, or internet chatting. The tutor believes that his assignment requires consulting 3 sources, but isn’t sure. What resources should this student be guided to?
2. * A faculty member has told her students that the library can provide full text access to most newspapers, including the Wall Street Journal and the Toronto Star. A group of students are trying to find different articles from both of these publications. How can you help them? What should you notice in the process of assisting these students?*
3. A student is having trouble accessing full-text articles from off-campus. Where is the procedure should he be following? How can this problem be addressed most efficiently?
Session Goals and Objectives
- Students will select the most appropriate online databases for an identified information need. Tutors will understand the selection process and be able to foster selection skills.
- Students will construct and implement effectively-designed search strategies as based on the particular database in use. Tutors will comprehend and improve search strategies quickly and coherently
- Students will communicate their performance (the how and the why) effectively to others. Tutors will demonstrate the communication of both what is found and what is lacking in summarizing search results.
Session Outcomes
- Identify keywords, synonyms and related terms for the topics under investigation.
- Investigate the scope, content, and organization of any encountered database.
- Select controlled vocabulary specific to the database or field of study.
- Construct searches using appropriate commands for the database selected (e.g., Boolean operators, truncation, and proximity)
- Implement effective search strategies in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters
- Articulate the meaning of basic searching concepts and vocabulary not only in a way that demonstrates their understanding but also demonstrates their ability to pass that information on to others.
To choose a database …
What does it mean that we’ve chosen a database? We’re hoping you’ve gone through the steps of identifying your information need and selecting the best investigative method … think about the range of sources you went over last time. As always, we want to think about what the best source for our information will be - we may not know what the information needed is, but we should know what it looks like, what kind of information it is, and from there, where to find that kind of information. The information needed can come from many sources - personal interest, a professor's assignment, etc. Using the parameters of the information need, the database decision is made easier - and the database descriptions from the library should help the selection process. Inside a database more decisions are made based on the sort of information needed. The selection process has a dual function – you are simultaneously selecting what to include in your search, and what to exclude. Both of these functions have effects on search results.
We have two themes: time and control
We’re not just looking for information but instead for the quickest, best, and most efficient information. The resources we recommend are often more laborious – and have many more steps – than a simple search engine, however, the steps create efficiency, and improve the relevancy of what is found. Look at JSTOR’s basic search versus Advanced search. See the power of the selection process.To be effective, determine what you need
- Formulate an idea by defining it as a subject area, narrowing it to a topic and focusing it within a clear thesis statement. Think before searching!
- Don't waste time re-inventing the wheel. Look for a scholarly work or two that will anchor your search for information. Know how to use initial results to build a bridge to further resources
- Set your search activity parameters according to a stated application, the goal of an assignment, or a focal point on which to set your project outcomes. Know your goal before searching!
- Identify key concepts and terms that describe your information need. Keep track of your thinking, and make note of your strategy.
What do you already know? How far will you go on one particular topic? When is something too superficial, when are you working too hard? Too much information is just as much of a problem as too little. Do you need just a quick fact or something with great depth and detail? As you wade through piles of information, how can you make meaning out of it all?
Suggested quote: "Good grades, however, aren't handed out according to who can produce the biggest pile of paper. Instructors are usually more interested in finding the most appropriate information in terms of the assignment at hand."To be effective, we should understand what we’re using (learn our tools)
Indexes are pointers to articles using citations (a “record” for the article)
Online indexes do the same thing, they’re just easier to search.
Indexes that can also serve you up the article are often called databases.
Sometimes people call anything online that can be searched a database. Know what you’re dealing with. A Google search for "database" vs. "library database" vs. "library database"?Don’t just learn how to use one database, learn how to use databases
These things change all the time – it will look different next week!
Think about what’s going on behind the scenes – databases are very powerful but not necessarily all that smart. Don’t think like the database, but learn to see how the database thinks. Similarly, don’t think like the student you’re assisting, but learn to see how the student is thinking.What are some skills we can transfer from database to database?
Training ourselves to look at scope, content, and organization
Knowing the difference between keyword searching and specialized vocabulary
Even if you browse and are just looking around, pay attention to vocabulary and sources – every field (from nursing to web development to record producing) has its own vocabulary and experts.
Knowing the basic logic behind search strategies (Boolean operators, truncation, proximity)
Taking the time to investigate help files, limiters, and special features; this gives you a sense of what most databases do. Remember what Churchill said about giving in.
Don’t get caught up in looking for one special button, think in terms of the function you want to do and look around – try to find terms and pictures that relate to that concept. Be flexible between specific and general.
Finally, remember that electronic databases usually offer special features specific to their own source; don’t automatically transfer a search rule from one database or search engine to another without checking to see if and how it applies to the tool you are currently using.Why pay so much attention to the darn thing?
It can affect your search strategy – knowing more about your database can make your search quicker and more efficient.
Online sources (Web sites, databases, etc.) make serendipitous searching much easier and more attractive.
However, the quickest answer is not always the best, although it may be good enough for what you need. Know the costs and benefits of patience in specific situations.Why should we try to build an efficient, effective, targeted strategy?
Why not?Serendipitous searching?
Explore your Information Seeker Profile at http://www.noblenet.org/bhcc/ffi/infoprofile.htmYoutube - Databases: http://youtube.com/watch?v=nik3pyJwaYI
Which databases have been previously recommended for related classes? http://www.noblenet.org/bhcc/instruction.htm
Some great online tutorials
Cal State Tutorials http://www.lib.calpoly.edu/infocomp/modules/index.htmDuke Library Guide to Research http://www.lib.duke.edu/libguide/home.htm
University at Albany Libraries http://library.albany.edu/usered/eltools/eds2.htmlRutgers Library Instruction http://www.libraries.rutgers.edu/rul/libs/robeson_lib/instruction/Where librarians start for Web research
http://www.ipl.org
http://www.digital-librarian.com
http://www.lii.org
http://www.refdesk.comGuiding Question: How will these tools allow me guide the student to better use the information they have and gather and organize what they will need?
There are exciting web based tools emerging that allow you to gather, organize, reorganize and make sense of information. In this session you will explore how to show fellow students how these emerging technologies will allow them to cite sources, collect multiple sources in one place and organize web sites to suit their needs.
Recap from Session 5:Databases
- What were the big ideas were from Session 6
- Link what they learned to Citation Tools
Objectives
Peer tutors will be able to
- Identify web based resources to create citations and recognize their respective advantages and disadvantages.
- Discuss the concept of RSS feeds and identify uses for feed readers (aggregators).
- Identify the characteristics and uses of social book marking sites.
Interlude
What is web 2.0?
Video clip
http://youtube.com/watch?v=topeBoB-ApQScenarios
- Randy knows he will need to have a list of citations and wants to compile it as he is working, rather than waiting until he finishes the paper. The sources need to be in MLA format. As the peer tutor, what tools would you suggest to Randy?
- Randy is writing a research paper and is finding that many of his sources are websites. Randy works at several computers, including the library and his home computer. He needs a place to centralize and categorize his websites, so he doesn’t have to go searching for a website every time they he sits down to work. As the peer tutor, identify Randy’s information need and recommend a learning tool.
- Jolene is taking Eng 112 and has been told that she will need to write a weekly paper on current events. She needs to consult at least three newspapers and was encouraged to read the on-line version. Jolene would like to know if there is anyway to compile a list of newspapers in one place. What is Jolene’s Information Literacy need? As the peer tutor, what learning object would be helpful?
- Marie is putting together a list of books she may use for a research paper and would love a web based tool to compile the list. What is Marie’s information need? What learning object would you recommend?
Selected Learning Objects – in alphabetical order
Complete list can be found at http://del.icio.us/BHCCLibrary
- Bloglines (http://www.bloglines.com) – A web feed reader where web feeds are compiled.
- Del.icio.us (http://del.icio.us/) –
- A social book marking site that allows you to collect websites in one place and organize them by tagging each site with keywords. Essentially, social book marking site are portable book mark bars that can be shared with others.
- Duke University Library’s Citation Formats http://library.duke.edu/research/citing/
- Advantages: Librarian created web based resource; provides rules and examples for a variety of sources and standard citation styles.
- Google Reader (http://www.google.com) - A web feed reader where web feeds are compiled.
- Library Thing (http://www.librarything.com)
- Essentially, a social book marking site for books: you put in information and the software provides a catalog record (by searching Amazon and library catalogs)
- Noodle Tools http://www.noblenet.org/bhcc/databases.htm#noodletools
- A web based database that allows the user to create and save lists of citations.
Guiding Question: How do I respect the intellectual work of others?
Session Goals & Objectives:
Goal – Tutors will better understand the importance of respecting intellectual property and have resources to direct students for further information on this topic.
Objectives – After this session the information literacy tutors will:
- Know what intellectual property is and be able to obtain more information about intellectual property
- Understand that U.S. law governs the making of copies
- Know what plagiarism is and why it is a serious problem at educational institutions
- Know about the two major citation styles used in papers to identify the intellectual property of others.
- Know how to determine whether a source of information needs to be cited in a paper
Session Learning Outcomes: After this session, students will:
- Know where to obtain more information about intellectual property and the citing of sources
- Know how to determine whether an idea mentioned in a paper needs to be cited
- Know whether they are flagrantly violating United States Copyright Law
Guiding Question: How good is good enough? How much is enough?
Scenarios:
1. A student arrives with a returned paper draft in which the professor has asked for secondary sources. The student has read and written a response paper to a poem by Robert Frost. The student has consulted EBSCO’s Academic Search Premiere, and has printed out copies of the poem published in various magazines. He also has a website of a band which has used the poem in a song’s chorus. He needs just one more, and asks for your assistance.
2. * A student is writing a paper on homelessness in the city of Boston. She has a number of sources, which are properly being quoted, and which she’s drawing on extensively. One is an article from a newspaper which she found online with information on homeless activities in specific neighborhoods, another is a podcast of a sermon from her church with statistics about homelessness in the 1800s and today, as well as a homeless person in Boston’s blog. She asks the tutor about the citation of these resources, and whether there is more information online. What does the tutor do? *
3. A professor asks his students to look for online resources dealing with car repair. After using Google for 15 minutes, a student asks for your help. The student does not want books, and does not want car reviews or reviews of maintenance centers. He is looking particularly for authoritative materials on improving gas milage standards. Where and how should he look for these materials? What should he be cautious of?
Session goals and objectives: students will be able to
- Quickly recognize the type and category of information sources.
- Identify signs of quality and signs of concern in information sources, and understand the authority and appropriate uses of a specific source of information.
- Describe the life-cycle of information and publication in a variety of disciplines.
- Approach a research-based question with appropriate analysis to identify desired types of information sources to be used to answer it.
Learning outcomes: students will be able to
- Identify the level and relative age of information presented by a specific source.
- Provide sources either up or down the information life cycle on the same subject
- Evaluate and qualify information in response to needs, abilities, and previous work of student.
- Refer students to resources on the basis of an assessment which can be articulated.
- Handle difficult patrons and situations with calm, confidence, and comprehension when referring to a librarian.
Planning: where do I start?
- Our two themes will be authority & need
- Being effective starts with determining your needs.
- Assess the type of information needed.
- Identify the sources most likely to fulfill that need.
- Communicate the effective use of this source to allow the user to do the work.
Choosing: what are the key questions needed to select an appropriate resource?
- Is it more important to find things quickly, to find things precisely, or to find the most information or the best information?
- Primay, secondary, and tertiary literature – ok – but what about the authority of Ebsco, Infotrac, and so on? How do I know what kinds of information are in which sources?
- Where to go from a unique source of information – a text with no references, or a work without development (letters? A speech? Etc.?)
******************************************
How to voice a qualitative judgment without infringing the user’s right to evaluate?
Please think about:
- Listing what can be seen, but not what things mean (so "this is a peer-reviewed article", not “this is a good article”…)
- “In reading this, do you have questions you’d like to ask the author?”
- Is there enough information here to get _started_?
- Do you feel comfortable finding more information on your own?
- Ask questions – “Will your professor accept this? Does your assignment give you a sense of how to approach this?”
Additional Resources:
Evaluate Web Information Sources from UCLA: http://www.library.ucla.edu/libraries/college/help/critical/index.htm
Evaluate Web Information from UC Berkeley: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
Evaluate Scholarly Sources Tutorial from Louisiana State University: http://www.lib.lsu.edu/instruction/evaluation/evaluation00.html
Information Publication Types from New Mexico State University (Powerpoint) http://lib.nmsu.edu/instruction/toolkit/typesofinfo.ppt
Example Sites: Free Online Pregnancy Test - http://www.thepregnancytester.com/
Havidol - http://www.havidol.com/
Fakes or not?: "Hotheads." Discover 16.4 (Apr. 1995): 13. Academic Search Premier. EBSCO. BHCC Library, Boston, MA. 4 June 2007. http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,cpid&custid=bhc&db=aph&AN=9503213836&site=ehost-live&scope=site .
Fake scholarly source: http://en.wikipedia.org/wiki/Sokal_Affair
An evaluation exercise: http://www.information-literacy.net/2006/10/hoax-or-just-strange-web-evaluation.html
Quality-controlled online searching: Librarians' Index to the Internet: http://www.lii.org
Academic Index: http://www.academicindex.net/
Guiding Question – What is the information need relating to the range of sources available to students and how do I relate that need to a learning object?
Information Literacy Tutor Training
Part 3-Information Instruction Scenarios
1. A workshop session has just concluded. The class was an ESL note taking class. The assignment provided by the instructor is to find a news magazine and write a one paragraph summary of the cover article. What is the student’s information literacy need? What learning object(s) would you show them?
2. A student wants help on an assigned research paper from an ENG 112 class. There are several steps involved in developing the paper. These include finding a topic; developing a thesis; getting background information; and finding sources on opposing sides of the issue. What is the student’s information literacy need? What learning object(s) would you show them?
3. A student is looking for articles on a nursing paper. He wants to use electronic databases to find them. Based on what you know about electronic databases, what is the student’s information literacy need, and what learning object(s) would you show him?
Objective - Tutors will have the acquired knowledge about various sources available. In addition tutors will not only be able to distinguish qualities of sources but be able to recognize the importance of scope, authority, material format, accuracy, selection, and special features.
Goals –Tutors will:
- Understand the range in using electronic versus print resources
- Understand where to guide their students to the appropriate resources
- Distinguish a materials validity
Outline of Instruction - Range of Sources
1. Orientation to instruction
- Instruction on Range of Sources focused on three areas.
- What are the various sources.
- What are the various sources for.
- How are the various sources used.
- What are points areas of contrast between sources?
- Modes of access
- Technological class: Print, Digital Electronic, Analog Electronic, Broacast
- Primary media format
- Visual image, text, audio, mixed
- Source class: Primary, Secondary, Tertiary
- Item organization
- Textual: volume, chapter, article, definition, page
- Audio: disk/record/tape/digital file; track
- Static visual: individual page, slide, print, painting/sculpture
- Interface
- Print Textual: Index, Table of Contents, Cross reference
- GUI: Hyperlink, Search window, menu
- Text based digital: command line
- Mechanical: Audio Tape player, Phonograph Player, CD Player, VHS, DVD
- Source type
- Print: monograph, scholarly journal,newspaper, magazine article, almanac, atlas, encyclopedia, dictionary.
- Video: feature film, documentary, television recording.
- Audio: album, single, news broadcast recording.
- Point in flow of Information.
- Seconds/minutes (broadcast news story)
- Days (newspaper article)
- Weeks (magazines)
- Months (scholarly articles)
- Single years (monographs)
- Many years (established reference sources)
2. Considerations for assisting students in their assignments.
- Identify extent of assignment.
- Identify type of assignment
- Identify time constraints
- Identify student’s level of knowledge
3. Relevant information literacy performance indicators.
Accuracy
The quality of correctness as to fact and of precision as to detail in information resources and in the delivery of information services. In libraries, it is essential that the resources used by librarians to provide reference service be free of error. Accuracy is also an important criterion in judging the reliability of information provided on the Internet. The accuracy of a statement is verified by consulting other sources that provide the same information. The opposite of inaccuracy (the quality of being incorrect or mistaken).
Assessment
Quantitative and qualitative measurement of the degree to which a library's collections, services, and programs meet the needs of its users, usually undertaken with the aim of improving performance. Assessment is accomplished by various methods, including direct observation, analysis of feedback obtained through interviews, user surveys, testing, etc. When conducted by the library, rather than an outside agency, the process is known as self-assessment. See also: Measurement, Assessment, and Evaluation Section; outcomes assessment; and quality of service.
Critical thinking
In research and scholarship, the skill required to develop effective and efficient search strategies, assess the relevance and accuracy of information retrieved, evaluate the authority of the person(s) or organization producing information content, and analyze the assumptions, evidence, and logical arguments presented in relevant sources. Critical thinking is essential in evaluating information available online because the process of peer review that exists in print publishing has yet to be established in electronic publishing. For this reason, instruction librarians are focusing more attention on teaching critical thinking skills than in the past.
Intellectual Property, Plagiarism and Citing Sources
1. The contents of papers, newspapers, magazines, web pages, and any work in fixed format are intellectual property that are owned by a person or entity, whose ownership rights should be respected.
2. The two major issues you will encounter when assisting students:
- A student who makes multiple copies of another person’s intellectual property without seeking permission from the person
- Failing to identify another person’s intellectual property when it is used in a paper or work product.
3. Keep the motto “Do unto others as you would have them do unto you” in mind. Would you like other people to use your intellectual property without asking your permission, or without even identifying you as the owner?
Do the Intellectual Property, Plagiarism, and Citing Sources assignment here
1. You have just written a paper that included a passage from page 10 of the novel Animal Dreams by Barbara Kingsolver. Your copy of this novel was published in New York City by HarperPerennial in the year 1990.
2. How would an MLA citation for this book look like on your Work Cited page?
3. How would an APA citation for this book look like on your Work Cited page?
4. Read the following passage, relevant given our proximity to the Bunker Hill Monument, and answer the two questions below:
The British Government would not have lost the American Colonies if it hadn’t over-reacted to the Boston Tea Party by closing the port of Boston. Instead of viewing the Boston Tea Party as a purely symbolic gesture of displeasure, the British Government saw it as revolution, and escalated the conflict with the colonies.
Source: Jesse Gordon, Cockamamie Theories, page 12. Handwriting Friar Publishers. Boston. 2004.
4a. In a sentence of your own choosing, give a direct quote of the above passage, citing the quote appropriately. Specify whether you are using APA or MLA format, and provide a complete citation for the source as it would appear on a Works Cited Page. Print your sentence below.
4b. In a sentence of your own choosing, paraphrase the main idea of the above passage. Cite the source, either in the sentence itself or in a parenthetical reference. Print your sentence below.
Works Cited
The American Heritage Dictionary of the English Language. 4th ed. New York: Houghton Mifflin Co., 2000.
United States Copyright Office. U.S. Copyright Office – Copyright Basics (Circular 1). Dec. 2000. 19 April
2004. <http://www.copyright.gov/circs/circ1.html>
United States Patent and Trademark Office. General Information Concerning Patents. 16 Nov. 2003. 19 April 2004 <http://www.uspto.gov/web/offices/pac/doc/general/index.html>Opening Session: Why us? Why now?
Here’s the powerpoint (SessionOne071707) that outlines the answers to
Why Us? (BHCC, TASC, Library and Learning Commons, tutors and librarians etc.
Why Now? (summer 2007, late July/early August, session times, practice times etc.)
Here is the agenda and guiding questions of the Opening Session: TutorSessionKickoff.pdf
Task One: Approach the article about Tenacious, the sail boat lost off of the California coast, as if it is a scenario for our session
You can find the article on SF Gate, http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2007/02/10/BAGEVO2FS61.DTL&hw=tenacious&sn=001&sc=1000/
No trace of missing yachtsman on vast sea: even with army of volunteers and high-tech gadgets, search for sailor proves difficult / by Jim Doyle, Chronicle Staff Writer. San Francisco Chronicle, Saturday February 10, 2007.
Task Two: take a look at the following websites
- Amazon Mechanical Turk – “ human assisted technology “ http://www.mturk.com/mturk/welcome
- Google Earth "explore the world" http://earth.google.com
- Cha Cha a “people powered search” company http://www.chacha.com/
Task Three: If you were among Jim Gray’s tech- savvy colleagues from Sun, Google, Oracle, Amazon and Microsoft, how might you employ some of the tech tools at your command ?
Note your observations and send them to Diane in an e-mail: smith@noblenet.org
Task four: Look over the ETS information http://tinyurl.com/ekk46
Optional task: Hate long and intimidating web addresses? The above url is a tiny url.
Check out the tiny url site ( http://tinyurl.com/ ) to see how this…
…very easily becomes this…http://tinyurl.com/ekk46
Task five: Check the library hours and schedule a day and time to come up to the library and take the ETS IL Core test
e-mail Diane to schedule an appointment (again, an e-mail to Diane) smith@noblenet.org
Remember You play an important role in students' learning process
The copyright 101 video is at…
Finally, some important glossary terms
High context learning - Context in communication has first been described by E.T. Hall. It assumes, that during a communication not only the utterances are "transferred", but that every communication also has a "deeper meaning" (or implicitly stored information) which can not necessarily be derived from the utterances alone.
High context communication implies that a lot of "unspoken" meaning is transferred during the communication - the information may be implicitly contained in the utterances.
For example: In some cultures it is regarded to be impolite to deny a wish to someone. Hence instead of saying "no", other phrases are being used to describe an inconvenience etc. implying that the answer is no.
In this case, the "no" is implied in the answer - but not spoken. (Adapted from http://intermundo.net/glossary_term.pl?mid=5 )Learning Objects -
- Learning objects are a new way of thinking about learning content. Traditionally, content comes in a several hour chunk. Learning objects are much smaller units of learning, typically ranging from 2 minutes to 15 minutes.
- Are self-contained – each learning object can be taken independently
- Are reusable – a single learning object may be used in multiple contexts for multiple purposes
- Can be aggregated – learning objects can be grouped into larger collections of content, including traditional course structures
- Are tagged with metadata – every learning object has descriptive information allowing it to be easily found by a search. (Adapted from http://www.wisc-online.com/about.asp )
URL ( Uniform Resource Locator) -
The unique address identifying a resource accessible at a particular location on the Internet for routing purposes. The same resource, or different versions of it, may be available simultaneously at other Internet addresses.
Example: http://www.myuniversity.edu/library/hours.html
The first part of the URL designates the TCP/IP protocol used to access the resource. In the example given above, http:// indicates that the resource is accessible through the Hypertext Transfer Protocol. In most Web browsers, the default setting in the "Open" or "Location" field is http:// so there is no need to include the protocol when opening a Web document. The remaining parts of a URL are separated by either a full stop (dot) or a slash. URLs are case sensitive.
Mediator - A person or software program that functions between the end-user and an online bibliographic retrieval system to assist in database selection, establish telecommunication connections, formulate useful queries in correct syntax, and evaluate the relevance of information retrieved. Mediated searching is provided on request in most academic libraries by a public services librarian specially trained in online searching.
Disintermediation - Elimination of the mediator or "middleman." In the delivery of information services, the need for professional assistance is minimized in user-friendly systems designed to facilitate end-user searching.
Reintermediation - To provide value as a middleman (intermediary) in order to avoid disintermediation.
Quantum computing - A type of computing which uses the laws of quantum mechanics to, and the way that atoms can be in more than one state at once to do computational tasks.