Your Library Goes Virtual: Why? When? How?

Your Library Goes Virtual: Why? When? How?

Introduction to Teacher Websites Why might they be important or helpful to teachers? Born to be Wired: The Role of New Media for a Digital Generation, Yahoo study, June 2003 Key Finding: The Internet has become THE youth medium of choicetime spent with the Internet now exceeds the time spent with the television for the Millennial generation, youths

aged 13 to 24 The Digital Disconnect: The Widening Gap Between Internet Savvy Students and Their Schools Pew Internet & American Life Project, August 2002 Virtually all middle and high school students use the Internet heavily to do research to help them write papers or complete class work or homework assignmentsas virtual textbook and reference libraryFor the most part, students educational use of the Internet

occurs outside of the school day, outside of the school building, outside the direction of their teachers Teens, Technology, and School Pew Internet & American Life Project, August 2005 87% of all youth between the ages of 12 and 17 use the Internet. Of these 21 million online teens, 78% say they use the Internet at school 87% say they use the Internet from

home 75% say they use the Internet from someone elses house Net Generation Students and Libraries from Educating the Net Generation, 2005 Major Disconnect: Students dependence on Google or similar search engines for discovery of information resources rather than consultation of library Web pages,

catalogs, and databases Net Gen students clearly perceive the open space of the World Wide Web as their information universe. Scenario 1: Brandon realizes that his biology research project on genetics is due tomorrow. It is Sunday evening, 6:00 PM. No problem! He logs on to the Internet, opens his Web browser, does a quick Google search on genetics,

prints out information from a few dotcom sites, and he is good to go. What are the implications and what could or should the student have done? Scenario 2: Brandon realizes that his biology research project on genetics is due tomorrow. It is Sunday evening, 6:00 PM. No problem! He logs on to the Internet, opens his Web browser, goes to his school library web site, clicks on the pathfinder created collaboratively by his library media specialist and classroom teacher. Using their suggestions, he finds basic information in an encyclopedia through Grolier Online and journal articles and newsletters from the SIRS Knowledge Source and Infotrac Student

Edition. Through the librarys online catalog, he reads portions of a few Follett eBooks on genetics. To finish off his research, he visits a couple of the web sites suggested in the pathfinder. Works cited? Referring to the works cited section of the school library web site, he soon has his references listed in complete MLA format. Content for Teacher Web Sites

To develop web links to guide students academic work. Explore Noodle Tools Use Google advanced searches. Review WebQuests Use these resources to develop your websites. Information Access and Delivery Online Library Catalog

Reference Collection Subscription Databases Librarians Internet Index

Local Links Libraries Local government Information Access and Delivery Website collections

Nettrekker MarcoPolo WebFeet Professional collection Eduscapes Library of Congress Le arning Page National Digital Scienc e Library

Ebooks Project Gutenberg Bartleby.com International Childr ens Digital Library Follett eBooks NetLibrary subject sets

Learning and Teaching Information literacy skills instruction Search tools and th eir effective usage Research process guides Citations and ethic

al use of informatio n Reading Book lists AR lists Book reviews Online book clubs/Blog

s Ask-a-Librarian Email Chat Administration

Program mission a nd goals Information about upcoming events Information about past library events Staff Contact information

Hours/Policies/ Procedures Impact studies Parents Page Link to school and division pages Forms Paperless learning?

often possible to reduce paper usage significantly students once trained know where to access resources outside of class parents can remain fully informed makeup work is instantly available time saved NOT making endless copies of documents harnessing previous student experience with a familiar and popular technology Why use a class Website:

present material in an alternative manner to students help me and my students stay organized help me communicate better with the community

augment my everyday curriculum keep my students better informed of what we are doing in class offer a public outlet to my students to publish their creative output when appropriate act as window on my classroom so that everyone knows what I and my students are accomplishing Web-based class support:

Internet-based, available 24/7 Provide information to students and parents Post assignments/class notes Reduce paper Harness students prior knowledge of technology Add other technologies to enhance your curriculum e.g. online practice tests 10 Examples of teacherbuilt Web sites:

Avon Lake, OH Englis h teacher Indianapolis, IN Science teacher Wilmington, VT Soci al Studies teacher Weston,MA Math teacher Gautier, MS Spanish teacher Cedar Heights, WA English teacher commercial site

Bellevue, KY Business teacher commercial site Brentwood, CA school sponsored teacher pages Sunnyvale, CA school sponsored teacher pages Nashua, NH Earth Science teacher

FYI: Professional sites where teachers build and maintain free Web pages: http://www.inspiringteachers.com/ community/webpages.html http://teacherweb.com/ http://www.schoolrack.com/

http://www.think.com/en_us/ index.shtml http://www.yourhomework.com/ Google Educator Tools Page Creator Basics of the Web Internet How do Web pages work? All Web pages reside inside some designated folder of a Web server until someone calls for them externally using a browser. You have 2 choices in

building a Web site: 1. Attach your site to your schools already-existing Web site. - This means if you are not the schools Web master going through whomever currently is. 2. Build an external site and maintain it independently. - This means finding, using and possibly paying for those resources yourself. Web Design

Design Principles Repetition Proximity Contrast Alignment Good Web Design

Design consistent with school page? User-friendly? Easy to navigate? User-centered wording? Font readability? Effective use of graphics? Important information in upper left hand corner, across, left, and across? Universally accessible Run through Bobby/Watchfire What constitutes a good Web site? Text

Background does not interrupt the text Text is big enough to read, but not too big What constitutes a good Web site? Navigation: answers the questions Where am I now? How did I get here? Where can I go? What constitutes a good

Web site? Links Link colors are clear, both before and after being visited Links colors are consistent throughout the site Links are instantly clear to the visitor What constitutes a good Web site? Graphics Buttons are not big and obtrusive

Every graphic has an alt label Every graphic link has a matching text link Graphics and backgrounds use browser-safe colors Animated graphics turn off by themselves What constitutes a good Web site? General Design Pages download quickly (40-100k)

Good use of graphic elements (photos, subheads, pull quotes) to break up large areas of text Visitors know at a glance where they are in the site what level and in relation to the homepage. What policies should you know about? policies with regard to teacher Websites: no childs name or personal info no clear pictures of their faces no adult personal info adhere to your own schools

acceptable use policy FYI: Copyright issues http://creativecommons.org/about/ Rule of Thumb: When in doubt: Get permission (preferably in writing) from the owner of the copyrighted work

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