Lung cancer_Your Library Goes Virtual Why When How by wulinqing

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									    Web Building & Publishing Basics
   Context (Students)
   Factors Related to Teaching & Learning
   Technical Aspects of the Web
   Web Design
   Policies
   Youths aged 13 to 24 spend more time on the Internet
    than watching TV 1
   For 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 teacher 2
   87% of all youth between the ages of 12 and 17 use the
    Internet. 3
   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 else’s
       house 3
         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…”
                    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.
   ...implications...
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, 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
  library’s 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. Referring to the
  works cited section of the school library web site, he
  soon has his references listed in complete MLA
 Factors Related to
Teaching & Learning
   Present material in an alternative manner to
   Help my students stay organized and informed
    about the class and school.
   To communicate better with the community
   To augment my everyday curriculum
   Offer a public outlet for students to publish their
    creative output – when appropriate
   Act as window into the classroom so that
    everyone knows what the students are
           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
   Add other technologies to enhance the
    curriculum – e.g. online practice tests
    or other interactive practice
A “ton” of Academic
     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.

     Other Online Instructional Resources
   Online Library Catalog
   Subscription Databases         Website collections
   Reference Collec
   Local Links
       Libraries
       Local government           Professional collection
   Ebooks                           •Eduscapes
       Project Gutenberg            •Library of Congress
                     Learning Page
       International Children’s     •National Digital
        Digital Library              Science Library
       Follett eBooks
       NetLibrary subject sets
         Learning and Teaching
Information literacy          Reading
skills instruction:             Book lists
                                AR lists
 Search tools and their
                                Book reviews
  effective usage               Online book
 Research process               clubs/Blogs
  guides                      Ask-a-Librarian
 Citations and ethical         Email
  use of information            Chat
  Other types of information to
consider for your teacher web site.
          School Administration
   Program mission and      Hours/Policies/
    goals                     Procedures
   Information about        Impact studies
    upcoming events          Parents’ Page
   Information about        Link to school and
    past library events       division pages
   Staff                    Forms
   Contact information
    Examples of teacher-built Web sites:
    Avon Lake, OH –English          Bellevue, KY –
     teacher                          Business teacher
    Indianapolis, IN - Science
     teacher                         Brentwood, CA –
    Wilmington, VT – Social          school sponsored
     Studies teacher                  teacher pages
    Weston,MA – Math                Sunnyvale, CA –
     teacher                          school sponsored
    Gautier, MS – Spanish            teacher pages
    Cedar Heights, WA –             Nashua, NH – Earth
     English teacher                  Science teacher
Technical Aspect of The Web
             The Web

Upload Web
                   Browse the Web
All Web pages reside inside some
designated folder of a Web server
until someone calls for them
externally using a browser.

                      Web Server
       Two choices in building a Web site:
1.    Attach your site to your school’s already-
      existing Web site.
     - This means – if you are not the school’s Web master
         – going through whomever currently is.
2.    Build an external site and maintain it
     - This means finding, using and possibly paying for
         those resources yourself.
FYI: Professional sites where teachers
 build and maintain free Web pages:

      Google Educator Tools – Page Creator
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
      Background does not interrupt the text
      Text is big enough to read, but not too big
    What constitutes a good Web
Navigation: answers the questions

    Where am I now?
    How did I get here?
    Where can I go?
   What constitutes a good Web
    Link colors are clear, both before and after
     being visited
    Links colors are consistent throughout the
    Links are instantly clear to the visitor
   What constitutes a good Web
    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 policies should you know
Policies with regard to teacher Websites:
 no child’s name or personal info

 no clear pictures of their faces

 no adult personal info

 adhere to your own school’s acceptable use
            FYI: Copyright issues
The Creative Commons (CC) is a non-profit
     organization devoted to expanding the range of
     creative work available for others legally to build
     upon and share. The organization has released
     several copyright licenses known as Creative
     Commons licenses. These licenses, depending on the
     one chosen, restrict only certain rights (or none) of
     the work.
         Rule of Thumb:

When in doubt:
 Get permission (preferably in
 writing/e-mail) from the owner of
 the copyrighted work…
2.   The Digital Disconnect: The Widening Gap Between Internet Savvy Students and
     Their Schools. Pew Internet & American Life Project, August 2002
3.   Teens, Technology, and School. Pew Internet & American Life Project, August

4.   Net Generation Students and Libraries.                   Educating the Net
     Generation, 2005

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