Librarians have transitioned from printed materials to online resources for school libraries. This includes periodical databases like Proquest, Gale, and EBSCO that provide full-text access replacing microfiche systems. Online materials like e-journals, e-books and e-magazines as well as research databases provide increased options, accessibility and collection size for school libraries compared to print. 21st century school libraries will continue operating with extensive online collections available anytime.
The document provides guidance on creating an accessible school library website. It discusses determining website purpose and content, design considerations, legal requirements, and maintenance. Key points include selecting a target audience, including general library information as well as school and community events, ensuring accessibility for people with disabilities, and keeping the site up-to-date. Resources are provided on website design, creation, and ADA compliance. Maintaining a quality website requires planning content and layout while meeting legal standards.
This document outlines how a school librarian can create various online materials to promote and enhance the library media center. It discusses creating reference assistance, request forms, and instructional support that can be accessed online. It also provides examples of content that can be included on the library website, such as descriptions of the space, equipment, and resources as well as calendars, news, and contact information. The document aims to establish an online presence that increases access to and involvement with the library media center.
1) Blogging in the classroom provides benefits such as improving student literacy, writing, and reading skills. It also allows for global connection and developing technology skills.
2) There are 5 steps to starting a class blog: choosing a platform, finding support, setting guidelines, introducing the blog to parents, and introducing it to students. Popular platforms include edublogs.org and blogger.com.
3) When setting up the blog, teachers should consider guidelines around using photos, blog access, student and parent identification, and comment approval and moderation. Obtaining parent permission is important before introducing the blog to students.
This document outlines key concepts from the book "Technology for the School Librarian: Theory and Practice" by William O. Scheeren and Sharon Smith. It discusses how technology has transformed libraries from physical spaces of books and cards to digital spaces providing online resources, interactivity, and opportunities for collaboration. Technologies like social networking, blogs, wikis and podcasts allow students and educators to connect, share information and learn in new ways. The library has become a media center utilizing video, audio and communication technologies to remain innovative and meet changing needs.
The document discusses how technology is changing the role of school librarians and education. It outlines how technologies like mobile devices, GPS, e-books, and cloud software can enable interactive instruction, inclusion for all students, and new innovations. The future of technologies may include improvements to mobile computing, social networking, streaming media, and custom search tools that will continue transforming education.
This document provides information on using the internet for learning. It discusses what the internet is, what it offers such as sharing information, communication, and e-learning. It outlines pros and cons such as freedom of publishing but also potential for misuse. It describes how to evaluate accuracy and find information using search engines, open educational resources, and collaboration tools like forums and blogs.
The document provides guidance on creating an accessible school library website. It discusses determining website purpose and content, design considerations, legal requirements, and maintenance. Key points include selecting a target audience, including general library information as well as school and community events, ensuring accessibility for people with disabilities, and keeping the site up-to-date. Resources are provided on website design, creation, and ADA compliance. Maintaining a quality website requires planning content and layout while meeting legal standards.
This document outlines how a school librarian can create various online materials to promote and enhance the library media center. It discusses creating reference assistance, request forms, and instructional support that can be accessed online. It also provides examples of content that can be included on the library website, such as descriptions of the space, equipment, and resources as well as calendars, news, and contact information. The document aims to establish an online presence that increases access to and involvement with the library media center.
1) Blogging in the classroom provides benefits such as improving student literacy, writing, and reading skills. It also allows for global connection and developing technology skills.
2) There are 5 steps to starting a class blog: choosing a platform, finding support, setting guidelines, introducing the blog to parents, and introducing it to students. Popular platforms include edublogs.org and blogger.com.
3) When setting up the blog, teachers should consider guidelines around using photos, blog access, student and parent identification, and comment approval and moderation. Obtaining parent permission is important before introducing the blog to students.
This document outlines key concepts from the book "Technology for the School Librarian: Theory and Practice" by William O. Scheeren and Sharon Smith. It discusses how technology has transformed libraries from physical spaces of books and cards to digital spaces providing online resources, interactivity, and opportunities for collaboration. Technologies like social networking, blogs, wikis and podcasts allow students and educators to connect, share information and learn in new ways. The library has become a media center utilizing video, audio and communication technologies to remain innovative and meet changing needs.
The document discusses how technology is changing the role of school librarians and education. It outlines how technologies like mobile devices, GPS, e-books, and cloud software can enable interactive instruction, inclusion for all students, and new innovations. The future of technologies may include improvements to mobile computing, social networking, streaming media, and custom search tools that will continue transforming education.
This document provides information on using the internet for learning. It discusses what the internet is, what it offers such as sharing information, communication, and e-learning. It outlines pros and cons such as freedom of publishing but also potential for misuse. It describes how to evaluate accuracy and find information using search engines, open educational resources, and collaboration tools like forums and blogs.
This document outlines 10 best uses of the internet in the classroom: Ask an Expert for answering questions, Collaborative Pieces for working with others globally, Electronic Portfolios for showcasing work, Keypals for penpals around the world, Lesson Plans, Online Learning tutorials, Concept Mapping tools, Research sites by subject, creating WebQuests, and Virtual Tours of places like farms. Each use provides a brief description and example website to explore the educational application of that internet resource.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
This document provides a summary of various free online resources for educators, including United Streaming for visual content, web quest examples in social studies and science, free digital gaming and math websites, and Google Earth and Wikis. It also discusses tools for digital storytelling like Photo Story 3 and Windows Movie Maker, as well as examples of student and teacher websites and blogs. Web 2.0 technologies that facilitate collaboration and sharing among users are highlighted.
Top 10 internet uses in teaching and learningdjames73583
The document outlines 10 top internet uses for teaching and learning: 1) Research using tools like Google Scholar and INFOMINE, 2) Blogging to share written thoughts, 3) Communicating between teachers, students, and parents, 4) Networking for students to interact and share ideas, 5) Accessing electronic books, 6) Listening to podcasts which are downloadable audio or video files, 7) Registering for classes online, 8) Taking online classes, 9) Submitting assignments via the internet, and 10) Posting and viewing grades online.
The document lists the top 10 internet uses which include blogging, shopping, social networking, news, maps, educational games, travel, research, email, and using Google search. It provides examples and websites for each use such as Facebook and Twitter for social networking, Amazon and eBay for shopping, and Google, Yahoo, and Hotmail for obtaining free email accounts.
The document discusses the use of Web 2.0 technologies by students and the potential for integrating these tools into higher education. It reports on a survey of 140 students that found high usage of social networking, chat, and mobile technologies. While usage varied, students showed interest in using these tools for educational purposes like communicating with lecturers and accessing course materials. The document recommends that higher education institutions explore developing relationships with students based on Web 2.0 skills and integrating these technologies.
This document discusses how libraries are using Web 2.0 technologies to enhance information literacy teaching. It describes several Web 2.0 tools like blogs, social bookmarking, podcasting, and social networking that libraries have adopted. It also examines some of the challenges and implications of using these tools, such as staff development needs and ensuring students develop discerning online research skills.
Web 1.0 refers to static websites without interactivity. Web 2.0 introduced dynamic content and user participation. Web 3.0 aims to have servers understand individual user preferences to deliver personalized content. Key concepts include folksonomy which allows user-generated categorization, the use of hashtags, convergence of technologies, and social media for user-generated sharing and discussion.
Social media tools have become widely used in education. They allow for more interactive learning experiences and collaboration between students and teachers. Wikis enable collaborative editing of content and recording of thought processes. Blogs encourage reflection and allow building of evidence over time. Microblogging tools like Twitter facilitate information sharing and reflection. Multimedia tools such as Flickr and YouTube support sharing of photos and videos. Digital curation tools help organize and share collections of resources. Social networking sites like Facebook, Google+, and LinkedIn connect users and enable collaboration, but require attention to privacy and safety issues. Overall, social media enhances learning when used appropriately and for the right audience, though information overload and distraction are potential limitations.
This document discusses how Web 2.0 tools like wikis, podcasting, and social networking can be used in school libraries. It explains that these tools allow for easy content creation, collaboration, and participation in knowledge sharing. Specific Web 2.0 applications mentioned include blogs, Twitter, wikis, podcasting, virtual conferencing, course management systems, and virtual sites with avatars. The document also provides examples of how these tools can be used and considerations for their implementation in libraries and classrooms.
Nelms Presentation Web 2.0 Tools For Classroom Instructionnealman
The document discusses how teachers can use Web 2.0 tools like blogs, wikis, podcasting, RSS feeds, social bookmarking, photosharing, and more to enhance classroom instruction. It provides examples of how each tool can be implemented, such as using blogs for class introductions or wikis for collaboration. The presentation emphasizes that these tools facilitate new pedagogies by allowing students to actively participate and create online content.
Web tools Information Literacy InstructionNAHEEM KT
The document discusses using web 2.0 tools to enhance information literacy (IL) instruction programs. It examines examples of applying tools like social networks, blogs, podcasts, wikis and screen casting in library IL programs. Traditional IL involved in-person instruction while modern approaches integrate electronic resources and computers. The document reviews various web 2.0 tools and technologies that can be used for communication, collaboration and social learning, and provides examples of libraries using tools like Facebook, blogs and online tutorials to teach IL concepts. It emphasizes the importance of librarians exploring new pedagogical approaches and tools to keep IL instruction relevant in a technology-driven environment.
The document discusses various ways that children can use the internet to learn, communicate, and explore different topics. It provides examples of websites related to traveling the world virtually, blogging, shopping online, social networking, learning new hobbies, keeping up with current events, emailing, reading ebooks, using library resources, and conducting research.
The document discusses teaching millennial students and integrating new literacies. It notes that millennial students think in a nonlinear, hypertext style due to growing up with the internet. It recommends teaching millennial students through high interaction, engaging them in the learning process using technology to increase customization, convenience and collaboration. It also discusses traditional literacies like books versus new literacies enabled by technologies like the internet, email, blogs, wikis and more. It argues educators should integrate new literacies to make school literacy more engaging and meaningful to students' digital lives.
These slides don't really communicate much of the talk and may look suspiciously familiar to the 8 Competencies. The slides don't stand alone. This talk was videotaped and as soon as I have a URL I can add it. Please comment on the blog at http://australianoctober.blogspot.com as I don't come back here often enough!
Designing Mobile Libraries for Research and InstructionStefanie Havelka
This document discusses how mobile information literacy is important for today's students. It suggests teaching students and faculty how to use mobile apps and websites to access and evaluate reliable information on the go. It provides examples of mobile databases and survey results on their use. It also outlines some challenges like limited mobile database availability and authentication, as well as ways to promote mobile resources like through signage, classes, and social media. The contact is Stefanie Havelka, Electronic Resources-Web Services Librarian at Lehman College.
This document discusses key concepts related to Web 2.0, cyberlearning, blogs, wikis, and pin boards. It defines Web 2.0 as allowing for more interaction between users and online content. Cyberlearning is defined as using technology to support learning. Blogs allow for personal commentary, wikis enable collaborative writing, and pin boards organize photos and information. The document provides examples of each and discusses how they could be used in a classroom, noting potential complications around inappropriate content, privacy, and ensuring accuracy of information.
This document discusses e-resources, web resources, and social networking. It begins by defining e-resources as electronic files that can be accessed via computer, such as e-books, e-journals, and databases. It then discusses different types of e-resources like online and offline resources. Next, it defines web resources as anything that can be obtained from the world wide web, including web pages, email, and information from databases. The document then explains social networking sites as online platforms that allow users to create profiles and interact with other users through features such as Facebook, LinkedIn, and Twitter. In less than 3 sentences, the document provides an overview of key topics related to technology resources and social media.
This document provides information about integrating technology into the 21st century classroom. It discusses how students are using technology more for schoolwork and research. It also lists various digital tools and online resources teachers can use, such as blogs, podcasts, webquests, and virtual field trips. Finally, it discusses professional development opportunities for teachers to learn how to effectively incorporate these technologies into lessons.
American Institute of Biological Sciences and Oxford Universi.docxaryan532920
The document discusses how the American Institute of Biological Sciences and Oxford University Press are collaborating with JSTOR to digitize and provide access to the journal BioScience. It then provides details about an article in BioScience that discusses how incorporating the World Wide Web into biology teaching can provide benefits like increased access to information but also challenges like content that changes over time. The article surveys current tools for creating and hosting web content and discusses examples of how the web can be used for teaching in the biological sciences.
This document outlines 10 best uses of the internet in the classroom: Ask an Expert for answering questions, Collaborative Pieces for working with others globally, Electronic Portfolios for showcasing work, Keypals for penpals around the world, Lesson Plans, Online Learning tutorials, Concept Mapping tools, Research sites by subject, creating WebQuests, and Virtual Tours of places like farms. Each use provides a brief description and example website to explore the educational application of that internet resource.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
This document provides a summary of various free online resources for educators, including United Streaming for visual content, web quest examples in social studies and science, free digital gaming and math websites, and Google Earth and Wikis. It also discusses tools for digital storytelling like Photo Story 3 and Windows Movie Maker, as well as examples of student and teacher websites and blogs. Web 2.0 technologies that facilitate collaboration and sharing among users are highlighted.
Top 10 internet uses in teaching and learningdjames73583
The document outlines 10 top internet uses for teaching and learning: 1) Research using tools like Google Scholar and INFOMINE, 2) Blogging to share written thoughts, 3) Communicating between teachers, students, and parents, 4) Networking for students to interact and share ideas, 5) Accessing electronic books, 6) Listening to podcasts which are downloadable audio or video files, 7) Registering for classes online, 8) Taking online classes, 9) Submitting assignments via the internet, and 10) Posting and viewing grades online.
The document lists the top 10 internet uses which include blogging, shopping, social networking, news, maps, educational games, travel, research, email, and using Google search. It provides examples and websites for each use such as Facebook and Twitter for social networking, Amazon and eBay for shopping, and Google, Yahoo, and Hotmail for obtaining free email accounts.
The document discusses the use of Web 2.0 technologies by students and the potential for integrating these tools into higher education. It reports on a survey of 140 students that found high usage of social networking, chat, and mobile technologies. While usage varied, students showed interest in using these tools for educational purposes like communicating with lecturers and accessing course materials. The document recommends that higher education institutions explore developing relationships with students based on Web 2.0 skills and integrating these technologies.
This document discusses how libraries are using Web 2.0 technologies to enhance information literacy teaching. It describes several Web 2.0 tools like blogs, social bookmarking, podcasting, and social networking that libraries have adopted. It also examines some of the challenges and implications of using these tools, such as staff development needs and ensuring students develop discerning online research skills.
Web 1.0 refers to static websites without interactivity. Web 2.0 introduced dynamic content and user participation. Web 3.0 aims to have servers understand individual user preferences to deliver personalized content. Key concepts include folksonomy which allows user-generated categorization, the use of hashtags, convergence of technologies, and social media for user-generated sharing and discussion.
Social media tools have become widely used in education. They allow for more interactive learning experiences and collaboration between students and teachers. Wikis enable collaborative editing of content and recording of thought processes. Blogs encourage reflection and allow building of evidence over time. Microblogging tools like Twitter facilitate information sharing and reflection. Multimedia tools such as Flickr and YouTube support sharing of photos and videos. Digital curation tools help organize and share collections of resources. Social networking sites like Facebook, Google+, and LinkedIn connect users and enable collaboration, but require attention to privacy and safety issues. Overall, social media enhances learning when used appropriately and for the right audience, though information overload and distraction are potential limitations.
This document discusses how Web 2.0 tools like wikis, podcasting, and social networking can be used in school libraries. It explains that these tools allow for easy content creation, collaboration, and participation in knowledge sharing. Specific Web 2.0 applications mentioned include blogs, Twitter, wikis, podcasting, virtual conferencing, course management systems, and virtual sites with avatars. The document also provides examples of how these tools can be used and considerations for their implementation in libraries and classrooms.
Nelms Presentation Web 2.0 Tools For Classroom Instructionnealman
The document discusses how teachers can use Web 2.0 tools like blogs, wikis, podcasting, RSS feeds, social bookmarking, photosharing, and more to enhance classroom instruction. It provides examples of how each tool can be implemented, such as using blogs for class introductions or wikis for collaboration. The presentation emphasizes that these tools facilitate new pedagogies by allowing students to actively participate and create online content.
Web tools Information Literacy InstructionNAHEEM KT
The document discusses using web 2.0 tools to enhance information literacy (IL) instruction programs. It examines examples of applying tools like social networks, blogs, podcasts, wikis and screen casting in library IL programs. Traditional IL involved in-person instruction while modern approaches integrate electronic resources and computers. The document reviews various web 2.0 tools and technologies that can be used for communication, collaboration and social learning, and provides examples of libraries using tools like Facebook, blogs and online tutorials to teach IL concepts. It emphasizes the importance of librarians exploring new pedagogical approaches and tools to keep IL instruction relevant in a technology-driven environment.
The document discusses various ways that children can use the internet to learn, communicate, and explore different topics. It provides examples of websites related to traveling the world virtually, blogging, shopping online, social networking, learning new hobbies, keeping up with current events, emailing, reading ebooks, using library resources, and conducting research.
The document discusses teaching millennial students and integrating new literacies. It notes that millennial students think in a nonlinear, hypertext style due to growing up with the internet. It recommends teaching millennial students through high interaction, engaging them in the learning process using technology to increase customization, convenience and collaboration. It also discusses traditional literacies like books versus new literacies enabled by technologies like the internet, email, blogs, wikis and more. It argues educators should integrate new literacies to make school literacy more engaging and meaningful to students' digital lives.
These slides don't really communicate much of the talk and may look suspiciously familiar to the 8 Competencies. The slides don't stand alone. This talk was videotaped and as soon as I have a URL I can add it. Please comment on the blog at http://australianoctober.blogspot.com as I don't come back here often enough!
Designing Mobile Libraries for Research and InstructionStefanie Havelka
This document discusses how mobile information literacy is important for today's students. It suggests teaching students and faculty how to use mobile apps and websites to access and evaluate reliable information on the go. It provides examples of mobile databases and survey results on their use. It also outlines some challenges like limited mobile database availability and authentication, as well as ways to promote mobile resources like through signage, classes, and social media. The contact is Stefanie Havelka, Electronic Resources-Web Services Librarian at Lehman College.
This document discusses key concepts related to Web 2.0, cyberlearning, blogs, wikis, and pin boards. It defines Web 2.0 as allowing for more interaction between users and online content. Cyberlearning is defined as using technology to support learning. Blogs allow for personal commentary, wikis enable collaborative writing, and pin boards organize photos and information. The document provides examples of each and discusses how they could be used in a classroom, noting potential complications around inappropriate content, privacy, and ensuring accuracy of information.
This document discusses e-resources, web resources, and social networking. It begins by defining e-resources as electronic files that can be accessed via computer, such as e-books, e-journals, and databases. It then discusses different types of e-resources like online and offline resources. Next, it defines web resources as anything that can be obtained from the world wide web, including web pages, email, and information from databases. The document then explains social networking sites as online platforms that allow users to create profiles and interact with other users through features such as Facebook, LinkedIn, and Twitter. In less than 3 sentences, the document provides an overview of key topics related to technology resources and social media.
This document provides information about integrating technology into the 21st century classroom. It discusses how students are using technology more for schoolwork and research. It also lists various digital tools and online resources teachers can use, such as blogs, podcasts, webquests, and virtual field trips. Finally, it discusses professional development opportunities for teachers to learn how to effectively incorporate these technologies into lessons.
American Institute of Biological Sciences and Oxford Universi.docxaryan532920
The document discusses how the American Institute of Biological Sciences and Oxford University Press are collaborating with JSTOR to digitize and provide access to the journal BioScience. It then provides details about an article in BioScience that discusses how incorporating the World Wide Web into biology teaching can provide benefits like increased access to information but also challenges like content that changes over time. The article surveys current tools for creating and hosting web content and discusses examples of how the web can be used for teaching in the biological sciences.
Using Vle And Web Tools Presentation June 27Phil Greaney
The document provides a summary of various online tools and resources that can be used to integrate virtual learning environments and the web into teaching. It discusses internal Open University tools like the VLE wiki and MyStuff as well as external tools for social bookmarking, creating timelines, and social networking. The document aims to raise questions and provide examples rather than prescribe specific tools, and includes links to resources for further exploration.
This study examined college students' online research behaviors through a survey of 282 students. The survey asked about students' internet usage patterns, how they find study information online, and how they evaluate credibility of sources. The results showed that students primarily use search engines like Google to find information for studying due to convenience. They prefer using the library database for academic projects because they perceive the information to be more vetted. However, students value efficiency over credibility and expertise when conducting research. The study recommends improving information literacy training for students to help them better evaluate sources and use library databases.
S.NoSalesforce Business Analyst roleComputer Systems Analysts.docxjeffsrosalyn
S.No
Salesforce Business Analyst role
Computer Systems Analysts
Match the roles and responsibilities
Which point of computer system analyst role match to
Salesforce analyst point?
Explain briefly how it is related in IT project in real time world
1
Responsible for gathering and Creating Custom Objects, Tabs, Custom Apps, Workflows,
Approval processes, Validate Rules, Page Layouts, Data Mapping, Data Export and Imports,
Application Support, Security Administration, Maintenance, and User Security Management, Creating Reports, Dashboards,
Apex Triggers, Apex classes, Data migration, SOQL, SOSL Queries.
Consult with managers to determine the role of IT systems in an organization
2
Responsible to build standard report templates, data validation, and issue research/resolution,
Strong analytical, reporting, Excel, and database skills, extensive knowledge of CRM software (experience administering and configuring Salesforce.com application and Oracle ERP applications).
Research emerging technologies to decide if installing them can increase the organization's efficiency and effectiveness
3
Work with various Salesforce.com objects like Accounts, Contacts, Leads, Opportunities, Reports, and created custom objects based on Business need.
Prepare an analysis of costs and benefits so that management can decide if IT systems and computing infrastructure upgrades are financially worthwhile
4
Work as a Sales Force Chatter APP with the organization and regularly participated in the meetings and chatter community.
Devise ways to add new functionality to existing computer systems
5
Create New Reports, New Dash Boards, and worked on Data Loader by uploading about close to a million records and experienced in cleansing and De-duplicating bulk loads.
Design and implement new systems by choosing and configuring hardware and software
6
Implement pick lists, dependent pick lists, lookups, master detail relationships, validation and formula fields to custom objects.
Oversee the installation and configuration of new systems to customize them for the organization
7
Generate Apex Classes using WSDL and wrote business logic layer for integration with external web services to the system for functional needs.
Conduct testing to ensure that the systems work as expected
8
Integrate and deploy custom integration solutions using Force.com Eclipse IDE Plug-in,
Force.com Explorer, Data Loader, Force.com Excel Connector, Migration Tool and process builder.
Train the systems' end users and write instruction manuals
9
Conduct Release Management tasks required to promote tested functionality from different sandboxes into production environment. Expeftise in Agile/Serum and Waterfall methodologies, SOftware Development Life Cycle (SPLC) processes.
10
Added custom fields and validations to new and existing objects and added custom functionality using custom controllers and custom extensions.
11
Deploy salesforce components from sandbox to production using Change Set and E.
The document discusses using Web 2.0 tools to cultivate information literacy in students through personal learning environments. It describes projects using tools like Google Custom Search, Pageflakes, and a library blog to provide resources to medical ethics and law students. While students found some tools useful, they did not significantly change work habits or build an online community. Moving forward, the library aims to better integrate resources and promote a culture change to develop information literacy as a core skill.
This document summarizes and compares two educational websites: The Educator's Reference Desk (ERD) and the Alberta Assessment Consortium (AAC). The ERD is found to have more credibility due to its inclusion of established databases like ERIC and GEM. It also has more extensive content in the form of lesson plans, guides, and archived questions. In contrast, the AAC content is limited to entries by its members. The ERD is also deemed more objective, user-friendly, and has better page design. It provides more links and lacks restrictions. Overall, the document concludes the ERD is the superior site for educational resources and materials.
Creating Subject Guides for the 21st Century Library by Buffy Hamilton Septem...Buffy Hamilton
The document discusses how subject guides for libraries need to shift to support 21st century learners navigating diverse information sources by incorporating tools like RSS feeds, social media, and multimedia content to make guides more dynamic and participatory. It provides guidance on designing subject guides, choosing platforms, and using guides to foster learning conversations rather than just listing resources. The subject guide of the future is envisioned as an organic space that cultivates networks, models organization strategies, and helps students develop information fluency skills.
How To Evaluate Web Based Information ResourcesPrasanna Iyer
The document discusses evaluating web-based information resources and improving information literacy. It provides criteria for evaluating resources, including credibility, user interface, content, search features, and access. As librarians, it is important to help users find expert information and evaluate quality. Improving information literacy involves collaborating with users to help them locate, evaluate, and effectively use information while understanding legal and ethical issues.
Websites of Interest to Classroom Teachersashtonbooher
This document lists websites of interest to classroom teachers, providing resources such as lesson plans, teaching strategies, and classroom activities. It includes sites run by the U.S. Department of Education, ThinkQuest which allows students to create educational websites and compete for prizes, and Knowledge Loom where educators can share ideas and learn from each other. Many of the sites listed provide free teaching tools, lessons, and resources to help teachers integrate technology into the classroom.
This document provides an overview of Web 2.0 technologies and how they can be used in school library settings. It discusses various collaborative tools like wikis, blogs, social networking sites and how they encourage participation and sharing over ownership. Specific applications are demonstrated, such as creating a wiki using PBWiki or a blog on Blogger. Stats on popular sites like YouTube, Facebook and Wikipedia show the widespread use of these technologies.
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
The document discusses guidelines for creating effective school library websites. It recommends that library websites provide basic information about the library, allow students to conduct research online, and be personalized for users. Websites should be professionally designed, up-to-date, easy to navigate, and encourage return visits from users. The document provides tips on website design, content, and maintenance to ensure usability.
Web 2.0 tools like blogs, wikis, social networking sites, tagging, and RSS feeds promote information fluency by allowing users to create, share, and collaborate on content. These tools make information more accessible and encourage lifelong learning. While useful, overdependence on these sources and lack of skills in evaluating digital information can also be problems if information literacy is not developed.
The document provides information on using information and communication technologies (ICT) in sociology. It discusses what research is and its relationship to the internet. It then outlines various ICT resources that can be used in sociology research, such as creating websites and blogs, online questionnaires, e-books, digital library software, e-journals, and academic social networking sites. Useful websites for sociology researchers are also listed, including databases, repositories, journals, and video resources.
The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how schools have created geography department websites and used tools like blogs to support students, share resources, and promote the subject. The document also explores setting up and using virtual learning environments, online learning communities, wikis, and podcasts to collaborate and interact online in geography education.
The document discusses the use of social networking and Web 2.0 tools in schools. It provides statistics on student use of blogs, social media, and online profiles from various surveys. It also discusses concerns about these tools from administrators and legal issues. Finally, it promotes using social media collaboratively for projects, sharing resources, and engaging students. Specific tools mentioned include wikis, RSS feeds, blogs, YouTube, SlideShare, and Google docs.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Online materials for the school library
1. Outline based on:
Technology for the School Librarian
Theory and Practice
By : William O. Scheeren
Sharon Smith
April 2013
2. Collection of information on one or more related topics.
http://www.librarynet.com.my/pls/angkasa/opac3.search_form?pc_product=OPAC
http://www.citruscollege.edu/library/pages/periodicals.aspx
www.docstoc.com
http://www.ariadne.ac.uk/issue2/engines
www.docstoc.com
http://paulstainthorp.com/tag/platform/
http://www.orbit-cms.com/
3. Librarians made the jump from printed
materials to an Online periodical database.
InfoTrac – system which provides a
bibliographic link to microfiche.
InfoTrac was rapidly replaced by three
full-text periodical databases:
Proquest, Gale, and EBSCO.
4. ADVANTAGES DISADVANTAGES
Ease of Searching
Full Text
Additional Services
Accessibility to multiple users
Space Savings
Cheaper and easier to update
Higher Initial Costs
Downtime
Browsing is harder
Loss of information
sources over time
Lose of access to some
resources
5. Prepare a Plan
Analyze the Needs
Analyze the Product
Link the Consortium for cost savings
Compare products to see how well they
will function in your Library
Promote the Product
Evaluate the Product
6. Scholarly journals or intellectuals magazines
that can be accessed via electronic
transmission, published on the web, and in
the form of an electronic document.
Some are fee-based some are free.
Often they provide website links to current
and past issues,
7. A digital version of a traditional print
book. It is a process that many thought
would do away with printed books.
But to read e-books you need and internet
connection and a computer or an e-reader
such as a Kindle which not everyone can
afford or has access to.
8. Pages that contain dynamic content
Pages not linked to any other pages
Private Web sites that require
registration and or a password
Pages only accessible through links
Pages created in file formats
9. GOOGLE SCHOLAR GOOGLE EARTH
Searches many sources in
one search
Locates papers, abstracts,
and citations
Locates entire papers,
either on the Web or in your
library
See what is being
published in your academic
areas of interest
Uses terrains or overlays
to better understand
historical sites
Uses 3-D models
Uses flyovers
Aids for creating your own
resources
10. OPAC’s -- Online Public Access Catalog
Databases -- Is collection of information on
one or more related topics
Periodicals -- Is and online search on
magazines
E- Journals -- Are research publications
that are available in full text
E- Books -- A digital version of traditional
books
11. Invisible Web -- that part of the internet that
cannot be accessed standard search
engines
Online Materials -- the sites you visit for the
information and resources
Resources -- different sites and or sources
used to complete the task
Full Text -- the complete article not a
shortened one
E- Magazines -- magazines that are online
12. http://olinuris.library.cornell.edu/ref/research/webcrit.html
A basic set of criteria (accuracy, authority, objectivity, currency, coverage) based on: Kapoun, Jim. "Teaching undergrads
WEB evaluation: A guide for library instruction." C&RL News (July/August 1998): 522-523.
http://lib.nmsu.edu/instruction/evalcrit.html
Susan E. Beck: discusses criteria of Accuracy, Authority, Objectivity, Currency, Coverage, with links to examples. The good,
the bad and the useless: evaluating Internet resources/ Judith Edwards. Ariadne 16 (July 1998).
http://infopeople.org/resources/internet/evaluatingchecklist
"Provides a starting point for evaluating the World Wide Web sites and other Internet information" - Authority/ Affiliation/
Currency/ Purpose/ Audience/ Compared to What?/ Conclusion.
http://www.cyberbee.com/guides_sites.html
Content Evaluation and Web Site Design/ Karen McLachlan. Framework for rating sites for instructional purposes.
http://www.childrenspartnership.org/publications/143-the-childrens-partnershipguidelines-for-content-creation-
and-evaluation-version-10-
As part of our research on how to evaluate online content to determine if it meets the needs of underserved Internet users,
The Children's Partnership has developed a comprehensive set of guidelines for creating and evaluating high-quality,
accessible Web sites.
http://www.lib.unc.edu/instruct/evaluate/?section=websites
Evaluating your sources. This site is designed to guide you in evaluating the information you find. Site includes link to a
user-friendly checklist for evaluating websites.
http://www.infoplease.com/homework/u4evalinfo.html
There is a wide variety of information available on the Web, making it one of the most powerful tools for doing research. But
unlike most other traditional forms of information, no one is required to check Web information before it is posted and made
public. As a result, the quality of information on the Web ranges from very high to very poor. It's up to you evaluate the
value of, the information you find on the Web to make sure if it seems trustworthy.
13. http://www.educationworld.com/a_lesson/lesson230.shtml
This site provides lessons in media literacy. These type lessons must be carefully taught, and the lessons on website
content evaluation can help. Also included on this site are additional resources with links.
http://landmark-project.com/evaluation/
The Internet is increasingly becoming the first and preferred source of information. The information on this site guides
librarians, teachers, or students on the steps to follow in order to evaluate a website to ensure content validity. Also included
is an evaluation checklist.
http://www.hopetillman.com/findqual.html
You need a systematic approach to evaluating the tools you use for searching and evaluating the document or result that
you receive from your search. Librarians, as information professionals, are in the best position to determine and expand the
relevance of existing criteria.
http://www.kidscomputerlab.org/index.php/research-skills/website-evaluation/
When looking for information on a website, there are several things you should know. You need to be able to figure out
which websites are okay to use for a resource and which are not. This website provides interactive resources for students in
evaluating the information found on websites. It covers website content, purpose, design, and authority.
http://www.quizrevolution.com/ch/a133374/go/evaluating_websites
This site features an interactive quiz with questions and responses related to website evaluation. It provides immediate
feedback to answers with should lead to further investigation of website quality.
http://exworthy.tripod.com/teachreswebeval.htm
This site offers a large selection of links for use in teaching students how to evaluate websites. It also includes hoax sites to
check student understanding of the evaluation process. These links can also be used by the librarian to evaluate websites
before use in student lessons.
http://www.chlive.org/coreilly/EvaluationWebquest.htm
This site features a webquest created for use in teaching students the importance of locating and using valid information on
the internet.
14. 1. Quizlet -- http://quizlet.com/
Quizlet is a free website providing learning tools for students, including flashcards, study and game modes. It was
created by high school sophomore Andrew Sutherland in 2005 and now contains over 400 million study sets. All of the
material is user-generated.
You start by creating your own study sets with terms and definitions. Next, you can add images, copy and paste
from another source, or use Quizlet's built-in auto-define feature to speed up the creating process. You can find over 15
million+ user-generated flashcard sets. Chances are you'll find something to study. You can track your progress with 6
powerful study and game modes. Quizlet provides audio choices in 18 languages from English and Spanish to Arabic and
Turkish. You can study your material anywhere with mobile apps for iPhone, Android, Windows, and more.
(information retrieved from http://quizlet.com/help/what-is-quizlet)
2. YouTube – http://youtube.com
When used correctly, YouTube can be a good, valuable internet source. It is an online public communications
site. It is a video-sharing website on which users can upload, view, and share videos. This source allows displaying a wide
variety of user-generated video content, including movie clips, TV clips, and music videos, as well as content such as video
blogging, short original videos, and educational videos. The videos are anything from beginner videos to more professional
videos.
(information retrieved from http://en.wikipedia.org/wiki/YouTube)
3. National Library of Virtual Manipulatives -- http://nlvm.usu.edu/en/nav/topic_t_1.html
Let's say you are learning about the relationship between fractions, percents and decimals. Your teacher could
have you draw graphs or do a series of problems that changes just one variable in the same equation. Or, he could give
you a "virtual manipulative" and let you experiment with equations to reach an understanding of the relationship.
The National Library of Virtual Manipulatives, run by a team at Utah State University, has been building its
database of these tools since 1999. This manipulative site enables students to play with the idea of numbers and what
numbers mean, and if values are changed and things are moved around, this is what happens.
(information retrieved from http://mashable.com/2010/11/22/technology-in-education/)
15. There are endless resources of online
materials for the school libraries. These
resources include e-Journals, e-Books,
e-Magazines, and online research sites.
Inevitably, 21st Century libraries will operate
in this way. Online materials provide
increased choices, 24 hour access, and
more options for resources. Librarians have
access to more materials to provide for her
students and teachers.