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.