The School Library and AV Materials
06 Oct 2011 Leave a Comment
in LIS 568
Part of this week’s reading was another chapter from the copyright textbook, specifically copyright law as it pertains to AV materials. I was reminded yet again that a handbook on copyright will be very important to have in my school library since copyright law is long and often confusing.
However, I was also reminded of a question that has had me thinking since I started the SLMS program. Most of the books I have read for the program, while very recently written, seem to be under the impression that most school libraries are in charge of not only AV materials, but AV equipment as well. I’ve found this with computers, too. Many books seem to imply that the librarian is in control of all the technology in the school and that computers are all located within the library. I have never been to a school where this is the case. The schools that I have attended and visited during the program have had a team of technology staff who are in charge of AV equipment and computers. Not only that, but most classrooms have their own televisions and DVD players. In these schools the librarian has nothing to do with what is shown in the classroom and whether it is legal or not. Perhaps teachers might borrow DVDs from the library, but they show them on their own equipment. Since the librarian is not providing the equipment, if I am understanding the copyright law correctly, they are not responsible for what the teacher does with copyrighted materials in their classroom.
29 Sep 2011 Leave a Comment
in LIS 568
With the exception of the textbook chapter this week’s readings all focused on the variety of search engines that are available. It was interesting for me to read about the various search engines because I am very much a Google person. Google has always been able to give me the information I need (with the exception of scholarly articles, which I find in library databases), so I use Google. I believe there is a reason that Google is so popular and that is because it works. When I was in undergrad I took a course on creativity and we watched a video on Google. Part of the video was devoted to Google’s strategy when it comes to their search algorithm. It’s kept top secret and changes all the time. That is how they are able to produce accurate and relevant results.
I think that since Google is so popular educators need to teach students how to search it properly. The skills mentioned in “The Google Game” are very important and can be used in all search engines, not just Google. However, it is difficult to remember all the strategies and Boolean operators, especially for students who have trouble with memorization (I certainly do). A great tool for librarians and teachers to give their students is a list of Boolean operators and basic search strategies for them to use while researching.
Blogs in the Library
21 Sep 2011 Leave a Comment
in LIS 568
This week we read chapter 3 of Will Richardson’s Blogs, Wikis, and Podcasts. The chapter was about how to start blogging in the classroom. I found the chapter interesting, although as someone who has been blogging for years I already knew a good portion of what Richardson was mentioning. I find the idea of using blogs in the library intriguing and I think blogs can be an excellent learning tool. However, I am not sure how practical it would be for a librarian to keep track of an entire school’s worth of student blogs. When I think of blogging in the classroom I think of a teacher using blogging for her class, and therefore keeping track of 20 or 25 student blogs. School librarians are in charge of many classes. I think if a librarian were to use blogs, they would have to do so with only one class. Or, the librarian could work with classroom teachers to start a blogging program that would then be overseen by the librarian but teachers would keep track of student blogs.
The Google Generation
14 Sep 2011 Leave a Comment
in LIS 568
One of the most intriguing parts of this week’s reading in my opinion was the information on the Google Generation. Technology is changing at such a rapid rate that even students who are only five years apart in grade have vastly different educational experiences. My youngest sister, who is 8 years behind me in school, is part of the Google Generation, according to the definition that was given in the reading. When I compare the role technology played in my schooling to the role it has and is currently playing in hers I am awed. When I was in elementary school we went to the computer lab once a week to learn to type and learn about computers. In our classrooms, we only used computers for playing Oregon Trail and Number Crunchers (each classroom had one or two old Apple computers). We hand wrote all of our papers.
When my sister was in elementary school every classroom had five or six brand new computers. They created PowerPoint presentations and were required to type all their assignments. When I was in high school I took a typing class and most of my fellow classmates did as well. Now, hardly anyone takes it because they all know how to type fast. All the classrooms in the high school have smart boards; none of them did when I was in high school. It’s only an 8 year difference, but our school experiences were so different based on the technology that was available.
Accessibility
10 Sep 2011 Leave a Comment
in LIS 568
This week’s readings were about accessibility in the library. I think accessibility is possibly one of the most important topics in the school library at this time. Most schools have at least some children with disabilities, whether they are physical or not. The educational system is supposed to provide an equal education for those of all abilities and schools need to make everything, including the library, accessible for those with disabilities. With the new technology available, this is easier than every before. Assistive devices are available to help those with limited mobility in their hands and arms to use computers. Audiobooks are available for those with visual disabilities. Computers in general are helpful for those with learning disabilities. Budget issues always arise when it comes to purchasing new technology, but school districts need to remember that it is their responsibility to provide an equal education for those with disabilities.
Introduction- Week 1
05 Sep 2011 Leave a Comment
in LIS 568
This past week’s readings were about a basic overview of copyright law as well as an introduction to the various ways people can contribute their own content to the Internet.
Copyright is a topic that I have learned about in various courses since I was an undergraduate student, when I took a computer science class on the topic. The chapter on copyright law was a good review, which I needed, because copyright law is very intricate and it is difficult to remember everything about it. It reminded me of the fact that copyright law affects everyone in this day and age, from artists to authors to people who work for Coca-Cola to kids who play video games. Most importantly, those in education are not exempt from it. The reading reminded me of what I learned in the management of school libraries course I took in my first semester. Copyright law is very important in the school library setting and we as librarians will be responsible for making sure our students (or patrons) are following the law.
The introductory chapter to “Blogs, Wikis, and Podcasts” was very interesting as well. As someone who is very involved with creating web content (I blog and publish my own writing on the web) and who uses multiple forms of social networking I am very interested in using web tools with students when I get a job in a school library. While many of the sites mentioned in the book (Twitter, YouTube, Flickr, LiveStream, blogging sites) are sites that I have used for years I have never used them in an educational setting. I am very interested to read about how the author suggests these sites be used in the classroom. Students are only becoming more and more web savvy and it is my belief that we as educators need to keep up with the technology and use it to our advantage in order to reach these students.
Summary
04 Nov 2010 Leave a Comment
Now that I have finished the 23 things, here are my thoughts on it.
I think a lot of the tools used in this tutorial are very basic and I found it rather monotonous to “learn” them again. Things such as creating a blog and watching a youtube video are things that I have done many times before. I think those are great exercises for people who know absolutely nothing about the Internet, though. I also think it would be useful to discuss the 23 things in class because it seems like this is completely separate from class when in reality it is one of our assignments.
I think the library specific tools such as LibraryThing were really good to learn how to use. Those were the things that I had never heard of before and the ones that will be most useful when I complete my MLS and get a job in a library.
I also think that it is important for whomever runs this program to keep better track of the tools in it and how well they are working. There were issues with many of the tools that were not discovered until we attempted to complete the task. The Internet is always changing and the tutorial needs to be kept up to date if it is going to be useful.
Overall, I think I learned quite a bit from the program. Even though I might not go back and use a lot of the tools learned, it is good to know that they are out there in case a patron would find one of them ueseful.
