2. This presentation is more interesting to watch than the normal tutorial because the audience can see Phil Bradley talk as he is presenting. He may not be all that pretty, but he is visually interesting.
3. The content is focused and unusual enough to make an audience want to know what's next. I know just enough about Google search to know that I don't really know much about Google search, but these operators were ones I had never heard about before.
EBSCOhost also features the New Oxford American Dictionary, the Columbia Encyclopedia, and Teacher Resources that include Academic Search Premier, ERIC, Professional Development Collection, and Teacher Reference Center. I looked up UDL, a term that I had never heard of before the day before yesterday, and found 492 hits.
I teach numerous library skills using different historical events that help make research easier for elementary students. We have been working on learning about the Alamo using a scavenger hunt format along with a wonderful website that has a super FAQ page. The 4, 5, 6 graders are all doing the same thing, and it is amazing to me that my 4th graders are the most proficient! Anyway, several blogs have pointed me to the teaching history site I started out with! It is full of great resources for all ages and grades and should be a good addition to your collection of websites!
Have a great weekend! -- Kay Good K-12 LMS USD 240 Tescott 305 N. Minnesota Ave. Tescott, KS. 67484
One thing the librarians now know is that their students' research habits are worse than they thought.
At Illinois Wesleyan University, “The majority of students -- of all levels -- exhibited significant difficulties that ranged across nearly every aspect of the search process,” according to researchers there. They tended to overuse Google and misuse scholarly databases. They preferred simple database searches to other methods of discovery, but generally exhibited “a lack of understanding of search logic” that often foiled their attempts to find good sources.
However, the researchers did not place the onus solely on students. Librarians and professors are also partially to blame for the gulf that has opened between students and the library employees who are supposed to help them, the ERIAL researchers say. Librarians tend to overestimate the research skills of some of their students, which can result in interactions that leave students feeling intimidated and alienated, say the ERIAL researchers. Some professors make similar assumptions, and fail to require that their students visit with a librarian before embarking on research projects. And both professors and librarians are liable to project an idealistic view of the research process onto students who often are not willing or able to fulfill it.
“If we quietly hope to convert all students to the liberal ideals of higher education, we may miss opportunities to connect with a pragmatic student body,” wrote Mary Thill, a humanities librarian at Northeastern Illinois. “… By financial necessity, many of today’s students have limited time to devote to their research.” Showing students the pool and then shoving them into the deep end is more likely to foster despair than self-reliance, Thill wrote. “Now more than ever, academic librarians should seek to ‘save time for the reader.’ ”
Before they can do that, of course, they will have to actually get students to ask for help. That means understanding why students are not asking for help and knowing what kind of help they need, say the librarians.