Having a sophisticated understanding of the workings of search engines could be helpful as an end user as well as web creator.
By mastering the workings of a search engine a teacher librarian would be able to explain to the students and colleagues the ranking of web pages in their search lists. We would be better able to assist students in understanding how the data can be manipulated and essentially forced upon the information seeker. I don't believe any of the students really think about why a particular web page shows up at the top of their list. In fact, I believed it was only based on previous number of visitors to the site. That is how I justified why Wikipedia sites seem to always end up a the top of the list. I am still not sure if I completely understand the ranking system, however it is worth more exploring.
Students or colleagues who are potential site creators could also benefit from understanding the workings of search engines. It is the ultimate desire for a web page designer to have their site visited even if it is not for profit. By understanding how sites are ranked could help them be more likely to gets hits on their site.
The 'anatomy of a search engine' sounds like a very dry topic. I am wondering how I would approach this topic with my students and I am wondering how other teacher librarians would approach this topic with students.
Sunday 22 January 2012
Friday 13 January 2012
Lesson 2 - Reflection - Support for digital media
The beauty of the teacher-librarians position is the opportunity to see all of the various uses of digital media. In the elementary school the primary users are the intermediate students.
Promoting effective use of internet resources is one of the key ways I provide ongoing support for digital media. I provide mini-lessons for the grade 6/7 classes regarding what to look for in a credible website. I discuss working smarter not harder. By paying attention to the URL's in the initial search result list a student can eliminate looking at useless webpages. I explain the clues in the URL's that can indicate the origin and potential credibility of a website.
Our district has a number of site licences for online encyclopedias and research resources. I have spent a number of lessons promoting and encouraging their use. However, despite my efforts I do not believe students use them to their greatest potential. Rather, I believe the student continue to randomly search the web. I should do a promo talk for our teachers as well as the parents to make them more aware of the readily accessible resources. The online resources are available for home use as well with a district password. Perhaps the sites might see more action from my students.
This year we brought in the District Helping Teaching for Info. Tech. to come and provide an educational talk for our Gr. 6/7's regarding the potential risks of Facebook. Several students have Facebook accounts despite the recommended age restrictions. Consequently, I believe it is really important for them to be aware of the potential risks.
I have recently acquired a Twitter account. I am learning and navigating my way through this amazing networking tool. Some staff are curious about the benefits of the tool. Most just see Twitter as something stars use rather than a beneficial tool. I currently follow a number of reviewing journals and find them extremely useful. I share how I am using Twitter which seems to peak some interest.
I believe it is increasingly important to provide support in the digital realm. However, it is challenging to stay in the know and be a support person. I think it is important to be open to all of the new media and not only be a support but a model of life long learning. We need to model that even if we don't know all the answers we can work together to find the answer and learn from the challenge of finding the answer.
I have re
Promoting effective use of internet resources is one of the key ways I provide ongoing support for digital media. I provide mini-lessons for the grade 6/7 classes regarding what to look for in a credible website. I discuss working smarter not harder. By paying attention to the URL's in the initial search result list a student can eliminate looking at useless webpages. I explain the clues in the URL's that can indicate the origin and potential credibility of a website.
Our district has a number of site licences for online encyclopedias and research resources. I have spent a number of lessons promoting and encouraging their use. However, despite my efforts I do not believe students use them to their greatest potential. Rather, I believe the student continue to randomly search the web. I should do a promo talk for our teachers as well as the parents to make them more aware of the readily accessible resources. The online resources are available for home use as well with a district password. Perhaps the sites might see more action from my students.
This year we brought in the District Helping Teaching for Info. Tech. to come and provide an educational talk for our Gr. 6/7's regarding the potential risks of Facebook. Several students have Facebook accounts despite the recommended age restrictions. Consequently, I believe it is really important for them to be aware of the potential risks.
I have recently acquired a Twitter account. I am learning and navigating my way through this amazing networking tool. Some staff are curious about the benefits of the tool. Most just see Twitter as something stars use rather than a beneficial tool. I currently follow a number of reviewing journals and find them extremely useful. I share how I am using Twitter which seems to peak some interest.
I believe it is increasingly important to provide support in the digital realm. However, it is challenging to stay in the know and be a support person. I think it is important to be open to all of the new media and not only be a support but a model of life long learning. We need to model that even if we don't know all the answers we can work together to find the answer and learn from the challenge of finding the answer.
I have re
Saturday 7 January 2012
Lesson 1 Reflection - Commitment to Organization
After reviewing the two competencies within the CASL webpage as well as the entire document I am once again overwhelmed by the expectation of a teacher librarian is expected to be capable of. I always feel inadequate after reading descriptions like these. Although I realize I fulfill much of the criteria and I do find areas where I am lacking. I can only strive for greater attainment.
The majority of the underlying expectations of the role definitely do require a level of organizational knowledge and commitment to good organization. Often I think how grateful I am for my extensive background knowledge of the organizational systems for libraries. I often wonder how new t-l's manage to figure the systems out particularly those who have not taken any of the courses.
In the introduction of the CASL webpage one of the points states there is a significant body of research claiming that a t-l can have a positive impact and contribute to the overall development of information literacy if several key criteria are met. One of the key criteria states that the 'district insist on flexible scheduling and the teacher librarian is not a prep. teacher. In our district the primary function is to provide prep. relief. Consequently, leaving very little time for collaborative work focusing on information literacy development. This presents a challenge in attempting to fill any of the other expectations. Never the less, this is why an efficient and organized space is of utmost importance to capitalize on the little time left after all the prep. is covered.
The majority of the underlying expectations of the role definitely do require a level of organizational knowledge and commitment to good organization. Often I think how grateful I am for my extensive background knowledge of the organizational systems for libraries. I often wonder how new t-l's manage to figure the systems out particularly those who have not taken any of the courses.
In the introduction of the CASL webpage one of the points states there is a significant body of research claiming that a t-l can have a positive impact and contribute to the overall development of information literacy if several key criteria are met. One of the key criteria states that the 'district insist on flexible scheduling and the teacher librarian is not a prep. teacher. In our district the primary function is to provide prep. relief. Consequently, leaving very little time for collaborative work focusing on information literacy development. This presents a challenge in attempting to fill any of the other expectations. Never the less, this is why an efficient and organized space is of utmost importance to capitalize on the little time left after all the prep. is covered.
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