Monday, April 13, 2015
Lesson 10 - Wrap Up
Basic, Advanced & Common Core Correlations Discovery Exercise
1. What was your biggest discovery?
Well, I think that all of the resources were pretty great. Not all of them translate well into lower grades, but there are quite a few that I would definitely like to share with the teachers in my school. I didn't realize ,until it was too late that I wouldn't be able to access these resources from home.
2. How will you promote or use the resources with your patrons, colleagues or students?
I have already talked to my director about presenting this information to our teachers at the beginning of next school year.
Lesson 9 -- History and Genealogy Resources—Ancestry Library, Heritage Quest and Sanborn Maps
Basic Challenge
1. Contrary to popular belief, you don't have to be dead to be listed in AncestryLibrary and can frequently find useful information in the U.S. Phone and Address Directories, 1993-2002. You may even find your marriage license. Search for your own name in AncestryLibrary and report the results.
Well, I tried a few different ways of searching for my name, but every time I clicked on the "Search" button, nothing happened. This has happened to me on multiple occasions with this database, and I have no clue why. I tried it on a few different computers and no luck.
2. In AncestryLibrary, search for a grandparent or great-grandparent and see if you can locate them in the census. Report your findings.
I tried searching my own name, husband, parents, etc and there seems to be a problem with the database, because it wouldn't search anything. This is a database I would love to use more, so this bummed me out.
3. In AncestryLibrary, type "South Dakota" in the location box and click Search. On the left side of the next screen is a link for Pictures. Click Pictures, see what's there, and look at one or more. Report your findings.
I wasn't able to type anything in to search, I was thwarted again, however, after much maneuvering I was able to find some documents on the USS South Dakota, on which my grandfather served. I was able to find the Muster Roll from 1943 and finally found his name listed: Jones, Harold "H"
I thought that even though I had a hard time using Ancestry, this was a win, because it connects me a little more with my family.
4. In HeritageQuest, there are over 28,000 family and local histories in their online historical books. Search for a place or browse the publications. Report back on something that interested you.
I tried to do a little research on my father's side of the family. I did find some interesting information on the history of Montana, where his family hails from. The books were presented in a kind of microfiche style, which I thought was very neat.
I had a lot more luck with this. I found some maps of Rapid City. I thought that these were very interesting because they showed how the city grew beginning with a map from 1885. I found a map from 1915, sheet 2, that showed a building that I work in now. It is now a restaurant with a bar downstairs and offices upstairs. From 1915, it showed that it was a: Garage, Heat: steam, Lights: electric, cement floor 1st, 2 rows wood posts 1st, Rooming HO 2nd. There was a boarding house originally on the second floor of the building, so I thought that was very interesting, and the owners have pictures of the building when it was originally an auto garage.
Common Core
In Lesson 9, spend some time exploring AncestryLibrary, HeritageQuest, and Sanborn Maps. Consider how you would use each resource to meet a Common Core standard.
In your blog post, name the standards and briefly and specifically describe the lesson(s) you will teach using the genealogy databases to help meet the standard. Either describe a lesson that uses all three of these resources or three separate lessons using one resource each.
5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
5.R.I.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
I think that I could come up with a project using these standards. I think that it would be very interesting to have the students make and present their own family tree. They could start by interviewing one of their parents about their family history. Then, they could use Ancestry and HeritageQuest to delve further and confirm facts. I think that if they were able to incorporate a map image from Sanborn Maps it would help them to relate to their town more. Also, hopefully Ancestry would work. :-)
Please let me know if you have any ideas on how to get Ancestry to work for me. I would really love to use this database.
Lesson 8—WorldCat, CAMIO and More
Basic Challenge
Part 1
1. We recommend using the Advanced Search screen for best search results. Click the “Advanced” tab on the toolbar 2nd to the top. In WorldCat, the right set of search boxes say “Keyword.” Click on the drop down menu to see other ways you can search.
2. Choose Title Phrase search, and click on the limiter (below the search boxes) “Books.” In the search box, type a book title. Note the number of results. How many libraries worldwide have item #1? Click the link. What is the top library?
I looked up a book that is very popular right now in our library The One and Only Ivan. This Newberry Medal winner has become very popular after it was featured in our book fair. There are 345 records. The first record is for the book. There are 3285 libraries that have the book. The Alexander Mitchell Library is the top result.
3. Click into result #1 and look at the full record. What is the call number (class descriptor)? To see what else the author of your chosen book has written, click on the author's name. To see what else is available on that subject, click on a subject. What other information do you see?
The call number is LC: pZ7.A6483; Dewey:[Fic]. I clicked on the author's name, Katherine Applegate, and the site listed 1,628 results. I'm not sure if that is how many books she has written or just everything that might fit the search criteria for Katherine or Applegate. I clicked on "Animal Welfare - Juvenile Fiction" and there were 2,232 results. This came up with quite a few fiction and nonfiction books on this topic.
Part 2
The OAIster (pronounced “oyster”) database is one of the few mostly full text databases in WorldCat. Choose OAIster from the dropdown menu next to “Search in database.” In the “Keyword” search box, type South Dakota. Select one of your results. Click on the link next to “Access.” Add to your Lesson 8 blog posting by writing about your findings and your impressions of this tool.
Part 3
1. In the search box, type “Sioux.” Click on an image and notice what information is given and how you can manipulate the image. Blog about your results.
I clicked on "Scalp Shirt" not knowing what I would get. I found that it is not actually made of scalps, but that the locks of hair were usually donated by family members and they represented a war exploit performed by the shirt's owner.
2. How would you and your community use this resource? What other observations can you make?
I think that this would be a good resource to show students examples of artwork and artifacts in conjunction with other lessons. I would definitely recommend this to our art teachers as a great tool for them to use. I'm not quite sure how 4th and 5th graders would use this resource, but I think that it would be very beneficial to middle and high school students, especially in art class.
3. CAMIO has a lot of potential for personalizing and presenting research. Do a search on a subject of your choice. Choose 3 or 4 favorites by checking the box to the left of the image number. Click "Save to Favorites"on the toolbar at the top of the results next to "Relevance" and "Display Options." Then click "Favorites" in the gray bar in the upper right of the screen. On the left sidebar, click to export to PowerPoint or Zip Archive File. This allows you to manipulate and use the images in a variety of ways. Try out these features and report your findings.
I found that the hardest part of this section was going through all of the options (thousands of them) and picking only a few. I think that this feature would be great for a middle or high school student doing reports on an era or artist. I think that this could also be used by teachers in elementary grades for examples from an era or time period.
Common Core
In Lesson 8 in WorldCat, choose “Advanced Search,” type “common core state standards” in the search box, with quotation marks around the phrase. Farther down on the screen, find “Limit Type to:” and click the box next to “Books.” Click “Search” and look through the results. Click on a few titles to see if one is of interest. Then click “Libraries that own this item worldwide” to see where the item is held. On your blog, report your experiences with this resource and how it may be useful to you in meeting Common Core standards.
There were 1,685 selections that came up. I looked at Embracing new paradigms in education. This text is available at 555 libraries worldwide, including the South Dakota School Of Mines in Rapid City, not far from Box Elder. I could also coordinate with colleagues around the world on ideas and curriculum if they were close to a library with the book that I chose.
In Lesson 8, spend some time exploring CAMIO and its features. Consider how you would use this resource to support the visual element in Common Core areas of “Integration of Knowledge & Ideas” and “Presentation of Knowledge & Ideas” for your grade level and content area. In your blog post, name the standard and briefly and specifically describe the lesson you will teach using CAMIO to help meet the standard.
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
CAMIO, although a great resource, is difficult to connect with a 4th & 5th grade library lesson. I think that SL.5.5 would be the standard that could be used. If students were doing a history project, there are some great images, paintings, sculptures, etc that could be used in a presentation.
Part 1
1. We recommend using the Advanced Search screen for best search results. Click the “Advanced” tab on the toolbar 2nd to the top. In WorldCat, the right set of search boxes say “Keyword.” Click on the drop down menu to see other ways you can search.
2. Choose Title Phrase search, and click on the limiter (below the search boxes) “Books.” In the search box, type a book title. Note the number of results. How many libraries worldwide have item #1? Click the link. What is the top library?
I looked up a book that is very popular right now in our library The One and Only Ivan. This Newberry Medal winner has become very popular after it was featured in our book fair. There are 345 records. The first record is for the book. There are 3285 libraries that have the book. The Alexander Mitchell Library is the top result.
3. Click into result #1 and look at the full record. What is the call number (class descriptor)? To see what else the author of your chosen book has written, click on the author's name. To see what else is available on that subject, click on a subject. What other information do you see?
The call number is LC: pZ7.A6483; Dewey:[Fic]. I clicked on the author's name, Katherine Applegate, and the site listed 1,628 results. I'm not sure if that is how many books she has written or just everything that might fit the search criteria for Katherine or Applegate. I clicked on "Animal Welfare - Juvenile Fiction" and there were 2,232 results. This came up with quite a few fiction and nonfiction books on this topic.
The OAIster (pronounced “oyster”) database is one of the few mostly full text databases in WorldCat. Choose OAIster from the dropdown menu next to “Search in database.” In the “Keyword” search box, type South Dakota. Select one of your results. Click on the link next to “Access.” Add to your Lesson 8 blog posting by writing about your findings and your impressions of this tool.
I selected Highmore - Taft Day at Train Depot to look at. The link pulled up a picture from the SD State Historical Society archives. It was an interesting image and a unique glimpse into SD history. The information under the picture includes a description, archivists notes, contributor, source, etc.
I like this tool, I think that for other topics there might be bigger variety of materials available.
1. In the search box, type “Sioux.” Click on an image and notice what information is given and how you can manipulate the image. Blog about your results.
I clicked on "Scalp Shirt" not knowing what I would get. I found that it is not actually made of scalps, but that the locks of hair were usually donated by family members and they represented a war exploit performed by the shirt's owner. 2. How would you and your community use this resource? What other observations can you make?
I think that this would be a good resource to show students examples of artwork and artifacts in conjunction with other lessons. I would definitely recommend this to our art teachers as a great tool for them to use. I'm not quite sure how 4th and 5th graders would use this resource, but I think that it would be very beneficial to middle and high school students, especially in art class.
3. CAMIO has a lot of potential for personalizing and presenting research. Do a search on a subject of your choice. Choose 3 or 4 favorites by checking the box to the left of the image number. Click "Save to Favorites"on the toolbar at the top of the results next to "Relevance" and "Display Options." Then click "Favorites" in the gray bar in the upper right of the screen. On the left sidebar, click to export to PowerPoint or Zip Archive File. This allows you to manipulate and use the images in a variety of ways. Try out these features and report your findings.
I found that the hardest part of this section was going through all of the options (thousands of them) and picking only a few. I think that this feature would be great for a middle or high school student doing reports on an era or artist. I think that this could also be used by teachers in elementary grades for examples from an era or time period.
Common Core
In Lesson 8 in WorldCat, choose “Advanced Search,” type “common core state standards” in the search box, with quotation marks around the phrase. Farther down on the screen, find “Limit Type to:” and click the box next to “Books.” Click “Search” and look through the results. Click on a few titles to see if one is of interest. Then click “Libraries that own this item worldwide” to see where the item is held. On your blog, report your experiences with this resource and how it may be useful to you in meeting Common Core standards.
There were 1,685 selections that came up. I looked at Embracing new paradigms in education. This text is available at 555 libraries worldwide, including the South Dakota School Of Mines in Rapid City, not far from Box Elder. I could also coordinate with colleagues around the world on ideas and curriculum if they were close to a library with the book that I chose.
In Lesson 8, spend some time exploring CAMIO and its features. Consider how you would use this resource to support the visual element in Common Core areas of “Integration of Knowledge & Ideas” and “Presentation of Knowledge & Ideas” for your grade level and content area. In your blog post, name the standard and briefly and specifically describe the lesson you will teach using CAMIO to help meet the standard.
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
CAMIO, although a great resource, is difficult to connect with a 4th & 5th grade library lesson. I think that SL.5.5 would be the standard that could be used. If students were doing a history project, there are some great images, paintings, sculptures, etc that could be used in a presentation.
Tuesday, April 7, 2015
Lesson 7 -- EBooks on EbscoHost (formerly NetLibrary)
Basic Challenge
1. Do a search for a topic that interests you. Note the default search is "Find all my search terms." You may want to change the search to one of the other options. Review your findings and observations. Well, I decided to look up a topic that many of my students are interested in and do reports on. I looked up "Volcanoes." Wow. Books on astronomy, plant migration, Hawaii, and more came up. I thought that they would have more information on such a broad, common topic. I settled on a book titled Geology by James Woodhead. It was a little difficult to navigate at first, but it had a lot of great information on different types of volcanoes, pictures, and references for more information. I think that this would definitely work as a source for my students.
I liked The Readers Companion to American History and also The Complete Idiot's Guide to the American Presidents. AP U.S. History also looked very useful, especially if you are studying for the AP exam. It included information on "What you need to know for the exam," "A comprehensive review of US history," and "Developing confidence by taking practice exams."
3. A class is doing projects on Western history. They have exhausted the library's print collection. In EBooks on EbscoHost, click "Advanced Search." In the "Select a Field" box, choose "PB Publisher." In the search box, type "Nebraska" or "Oklahoma." Report your findings.
I looked up "Nebraska" and found that there were 56 results and the first books to come through on the search were books on Native American tribes and peoples. I looked and found that all of the books were published by the University of Nebraska Press.
Common Core Challenge
In Lesson 7, spend some time exploring Ebooks on EbscoHost titles and topics. Consider how you would use this resource to meet a Common Core standard.
In your blog post, name the standard and briefly and specifically describe the lesson you will teach using Ebooks on EbscoHost to help meet the standard.
I clicked on the "eBooks" tab in the upper-left hand corner of the main screen. This took me to a page where I could just browse through some topics. As much as I wanted to look through the cookbooks, I clicked on "Children's and Young Adult Nonficiton."This gave me a list of 148 books to browse through. I was looking for books for a standard that I had not used yet in this challenge.
There were some books on "Children of Hawaii/Dominica/Tlingit" and I thought that this would work great as a compare and contrast for children in different cultures.
I had to stretch a little, but I found the standard (I don't think that I've used this one yet):
5.R.I.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
I thought that I could use this standard and also have the students compare their experiences and culture with those of the children in the books.
Lesson 6 -- Gale Virtual Reference Library
Basic Challenge
1. Getting to know the titles in GVRL is similar to getting to know the titles of your library's reference collection. Click "Title List" on the upper right to view all the titles available in the collection. Click a book title of interest to you and access an article via the table of contents. Notice with the multi-volume titles, you can select which volume you look at. Discuss the title you selected and how you may use it.
I chose to look at Endangered Species, 2004. Right now my students are working on a small animal research project in the library. They are required to have one print and one online resource for their project. I think that this book would be a good resource for students because it meets all of the criteria for good sources that we have already talked about in our library. It is from a trusted source, and it has information that students could use for their project. I also like that it includes pictures and information on habitat for each animal.
2. At the top of the home page, type a search term in the search box. Search for answers to the two questions posed at the beginning of the post: zinc or The Adventures of Huckleberry Finn if you can't think of something else. Review the results, selecting an article to see what kind of information you can find. Test the "Listen" feature. Discuss your results.
I first looked up Zeus and this search came up with quite a few options. I looked at UXL Encyclopedia of World Mythology, 2009. This is a multi volume collection with information on mythological beings from around the world. I think that this would be a great resource for any student tasked with a report or interested in mythology, as it presents not just the normal Greek and Roman gods, but a collection of gods and myths and fables. It includes information on witches, wizards, and even Robin Hood. This might be a good way to mix up our end of the year research papers.
The information on Zeus included an overview, major myths, keys and symbols, images, links to other information, and how to cite the information. I also like that there is a "Read, Write, Think, Discuss" section that asks readers to consider the information that they read and poses questions for the reader to consider and discuss.
I also looked up South Dakota because a lot of our students do reports on our state at the 4th and 5th grade level. The Dictionary of American History had a lot of great information on the state, although a little of it was a little heavy for this age level. I think that this would still be a great source for them.
I did like the listen feature. It made it really easy to follow when the words and sentences were highlighted. I think that our students would really benefit from that feature as it would help expand their vocabulary with a few of these more difficult selections.
3. Look at 2 or 3 other participants' blogs to see what they discovered. Comment if you like.
I looked at Potter County Library and Meade School Dist. blogs. It was interesting to see the information that they looked up and their take on the information provided.
Common Core Challenge
In Lesson 5, on the GVRL home page, click “Education” on the “Subjects” in the left sidebar. Then search all the Education titles at once. Here’s how: in the upper right, search within “Education” for one of the following topics: “critical thinking,” “problem solving,” or “creativity.” Read at least two articles on the topic and discuss how what you read aligns with Common Core. (Common Core State Standards information is found on this page and in the right-hand sidebar. Current SD School Library Content Standards are here.)
In your blog post, name the standard and briefly and specifically describe the lesson you will teach using GVRL to help meet the standard.
This was very difficult to relate to 4th &5th graders as most of the information that came up with any of the topics was very advanced. I settled on "creativity" and found a few articles on creative jobs, including "fashion designer"and "photographer", both from the Career Information Center.
The articles listed job facts, what they do, work environment, how to became a photographer of fashion designer, job outlook and similar occupations.
I think that my students could use this to complete standard 5.W.2 -
5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrasts, especially).
d.Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
In some classrooms they already write papers on jobs that they might want to pursue in the future, and this could add to their research on their desired career. It does give details, examples, quotations, and overall would be a very good resource.
1. Getting to know the titles in GVRL is similar to getting to know the titles of your library's reference collection. Click "Title List" on the upper right to view all the titles available in the collection. Click a book title of interest to you and access an article via the table of contents. Notice with the multi-volume titles, you can select which volume you look at. Discuss the title you selected and how you may use it.
I chose to look at Endangered Species, 2004. Right now my students are working on a small animal research project in the library. They are required to have one print and one online resource for their project. I think that this book would be a good resource for students because it meets all of the criteria for good sources that we have already talked about in our library. It is from a trusted source, and it has information that students could use for their project. I also like that it includes pictures and information on habitat for each animal.
2. At the top of the home page, type a search term in the search box. Search for answers to the two questions posed at the beginning of the post: zinc or The Adventures of Huckleberry Finn if you can't think of something else. Review the results, selecting an article to see what kind of information you can find. Test the "Listen" feature. Discuss your results.
I first looked up Zeus and this search came up with quite a few options. I looked at UXL Encyclopedia of World Mythology, 2009. This is a multi volume collection with information on mythological beings from around the world. I think that this would be a great resource for any student tasked with a report or interested in mythology, as it presents not just the normal Greek and Roman gods, but a collection of gods and myths and fables. It includes information on witches, wizards, and even Robin Hood. This might be a good way to mix up our end of the year research papers.
The information on Zeus included an overview, major myths, keys and symbols, images, links to other information, and how to cite the information. I also like that there is a "Read, Write, Think, Discuss" section that asks readers to consider the information that they read and poses questions for the reader to consider and discuss.
I also looked up South Dakota because a lot of our students do reports on our state at the 4th and 5th grade level. The Dictionary of American History had a lot of great information on the state, although a little of it was a little heavy for this age level. I think that this would still be a great source for them.
I did like the listen feature. It made it really easy to follow when the words and sentences were highlighted. I think that our students would really benefit from that feature as it would help expand their vocabulary with a few of these more difficult selections.
3. Look at 2 or 3 other participants' blogs to see what they discovered. Comment if you like.
I looked at Potter County Library and Meade School Dist. blogs. It was interesting to see the information that they looked up and their take on the information provided.
Common Core Challenge
In Lesson 5, on the GVRL home page, click “Education” on the “Subjects” in the left sidebar. Then search all the Education titles at once. Here’s how: in the upper right, search within “Education” for one of the following topics: “critical thinking,” “problem solving,” or “creativity.” Read at least two articles on the topic and discuss how what you read aligns with Common Core. (Common Core State Standards information is found on this page and in the right-hand sidebar. Current SD School Library Content Standards are here.)
In your blog post, name the standard and briefly and specifically describe the lesson you will teach using GVRL to help meet the standard.
This was very difficult to relate to 4th &5th graders as most of the information that came up with any of the topics was very advanced. I settled on "creativity" and found a few articles on creative jobs, including "fashion designer"and "photographer", both from the Career Information Center.
The articles listed job facts, what they do, work environment, how to became a photographer of fashion designer, job outlook and similar occupations.
I think that my students could use this to complete standard 5.W.2 -
5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrasts, especially).
d.Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
In some classrooms they already write papers on jobs that they might want to pursue in the future, and this could add to their research on their desired career. It does give details, examples, quotations, and overall would be a very good resource.
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