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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

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