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I taught a graduate course last spring for my school district. Almost all the teachers in the class were from my high school and most of them needed this as an elective for a master's program they're in, so I had a captive audience and tried to write the class assignments so they'd learn specifically about the resources we have available. I gave them several "worksheets" with different specific things to search for. The exam also had a practical section where they had to locate information using specific programs and print a bibliography or bookmark a site, etc. Here is an overview of what we covered. It's in the format required by the university that issued the credit. January 12--3 hours--Introduction to course requirements and assignments. Computer basics: DOS, Windows 3.1 and '95, memory and disk space software requirements, installing software, using copy and paste, saving, printing, and troubleshooting January 19--3 hours--Subject searching in online catalogs: Boolean logic, truncation, wild cards, specialized search features, preparing and printing bibliographies January 26--3 hours--Subject searching in databases: Demonstration and hands-on practice with various databases including SCOIS, InfoTrac, Magazine Article Summaries, SIRS Researcher, and Internet newspaper, magazine, and newsletter archives February 2--3 hours--Internet basics: Terminology, educational applications, using Netscape, demonstration of selected educational sites. Video from NASA: Global Quest: Internet in the Classroom and Global Quest II: Teaching with the Internet February 9--3 hours--Search strategies: Different search engines, directories, and meta search sites with techniques and suggestions on suitability for different kinds of searches February 16--3 hours--Search strategies: Hands-on activities demonstrating various search strategies, printing from Netscape and by copying text to a word processor, directed search activities February 23--3 hours--Evaluating a web page: Determining validity of content, quality of technical and design features, ease of site navigation, and appropriateness for educational purposes; demonstration of examples of both good and poor sites; explanation of form to be used for assignment on evaluation March 2--3 hours--Bookmarks: Setting and using bookmarks, creating folders and annotations, preparing curriculum-related folders, exporting and importing bookmarks March 9--3 hours--E-mail: Sending and receiving messages, etiquette, setting up mailboxes and nicknames, using educational listservs and newsgroups Website evaluations due March 16--3 hours--Mid-term exam; discussion of project requirements March 23--3 hours--Integrating resources into the curriculum: Examples of Internet lesson plans and sources for lesson plans, examples of telecollaborative projects and sources for projects, examples of units incorporating various electronic sources for both information and presentation March 30--3 hours--Other ways of accessing Internet information: Gopher, Telnet, FTP, Archie searches, downloading/installing helper applications for audio and video April 13--3 hours--Using Internet resources in multimedia presentations: Demonstration of presentation software, locating and saving graphics and audio, inserting graphics and audio into documents Article summaries due April 20--3 hours--Ethical and responsible use of resources: Copyright issues, Acceptable Use Policies, Web Page Policies, citations for electronic resources April 27--3 hours--Oral presentations of student projects Projects due *********************** Yes, our staff regularly does teaches inservice. Some years we have taught a compulsory portion of an inservice (a way to get the technophobes in the door) and some years it has been voluntary, and some years, we have had to resort to sneaky action to do it. Our courses and syllabi differ as the courses differ, and I'm always certain the latest is the best, so samples probably wouldn't help, but let me say that there are some common threads I have noticed: 1) make it as nonthreatening as you can [that includes keeping the students away so they can't see how "stupid" the faculty is] and giving them time to come back later for refresher tips. 2)give them something to take with them--bookmarks (the paper kind) with tips, instructions, etc. on them, brochures, how to instructions. 3) allow for them to learn differently (verbal, written, and kinesthetic (sp?). 4)begin with with a clear goal of what you want them to learn and what is realistic. Erica Thorsen, Library Media Specialist Pleasantville High School Pleasantville, New York 10570 et129@juno.com =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-= All postings to LM_NET are protected under copyright law. To quit LM_NET (or set-reset NOMAIL or DIGEST), send email to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL or 3) SET LM_NET DIGEST 3) SET LM_NET MAIL * Please allow for confirmation from Listserv For LM_NET Help & Archives see: http://ericir.syr.edu/lm_net/ =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=