1. What was your biggest discovery?
I was happy to learn more about Ancestry Library. I also enjoyed learning more about the Common Core by trying fit a resource with a stategy.
2. How will you promote or use the resources with your patrons, colleagues or students?
I feel more comfortable showing my teachers and students how to use the resources.
Tuesday, March 26, 2013
Thursday, March 21, 2013
Lesson 9 -- History and Genealogy Resources—Ancestry Library, Heritage Quest and Sanborn Maps
History and Genealogy Resources - Ancestry Library, Heritage Quest and Sanborn Maps.
Advanced Challenge
1. Searching for "ship" and "titanic" in the picture section of Ancestry, gave me photos of the Olympic and Republic which were sister ships to the Titanic. The Magestic may also be a sister, but it said it's sister was Teutonic, which may be a typo. It's also possible there was a Teutonic which means I need to do some more research on all those ships.
2. My search for news about the Hindenburg were completely unsuccessful. As a Genealogist, I wouldn't use Ancestry.com or Ancestry Library to find information about a particular event. It's much easier to discover information about people who were somehow involved with an event. For example, both of my great-great grandfathers served in the Civil War for the Grand Army of the Republic. With Ancestry I could find out where they fought and when they fought. I found out that both of them fought the Battle of Vicksburg but on different days. I also found out that one of my great-great grandfathers was in Company F, 8th Infantry Regiment Wisconsin and they took an eagle named "Ole Abe" into battle with them for every fight. The eagle survived and became very famous. On Ancestry.com I have found pictures of the eagle. If the student knew someone who was connected to the Hindenburg, then I would use this resource.
3. A PERSI seach for Charles Mix, South Dakota came back with 29 results. Some of most promising were maps of the county from the early 1900's. Also a few family histories might be helpful as well. The best information was found searching the book section which resulted in the "History of Charles Mix County" and I could look through it. Great stuff!
Common Core Connections
C11-12RH/SS1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Heritage Quest and Sanborn Maps would help meet this standard by using them to find primary and secondary sources. With Ancestry Library and Heritage Quest students could use the Census data to try to understand how people lived before. For example, in the 1880 census, students may find a 14 year old girl who's occupation was"servant" and also find that she was not the daughter of that family.
They could research
1) what exactly was meant by "servant"
2) why were young people working outside their homes at the time?
3) what was a possible reason that they left home at a young age to work?
4) was it a common practice at the time?
3. A PERSI seach for Charles Mix, South Dakota came back with 29 results. Some of most promising were maps of the county from the early 1900's. Also a few family histories might be helpful as well. The best information was found searching the book section which resulted in the "History of Charles Mix County" and I could look through it. Great stuff!
Common Core Connections
C11-12RH/SS1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Heritage Quest and Sanborn Maps would help meet this standard by using them to find primary and secondary sources. With Ancestry Library and Heritage Quest students could use the Census data to try to understand how people lived before. For example, in the 1880 census, students may find a 14 year old girl who's occupation was"servant" and also find that she was not the daughter of that family.
They could research
1) what exactly was meant by "servant"
2) why were young people working outside their homes at the time?
3) what was a possible reason that they left home at a young age to work?
4) was it a common practice at the time?
Monday, March 18, 2013
ArchiveGrid and Camio
ArchiveGrid and CAMIO
Advanced Challenge1. Theodore Schultz's papers aer available from the Universtity of Iowa. Schultz was involved in the "oleomargarine controversy" at Iowa State between 1943and 1945. He resigned because of the controversy.
2. This was a little difficult. I could find pictures of French fashion in the Victorian Era. And I could find pictures of Charles Dickens. I got very few results when I searched "dress" "fashion" and "clothing" with Victorian Era or Charles Dickens or 1840-1900.
Common Core Connection
CC11-12/SS7
Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or or solve problems.
They could do a research project about the Civil War. One project might be about medical practices during the civil war. One requirement of the project would be to incorporate photos. One picture called "The Surgeon at Work at the Rear during an Engagement" is a good one that shows an example of how they practiced medicine during that time. Another project might be about the role of women during the Civil War and the students could use pictures like "Our Women and the War".
Monday, March 4, 2013
WorldCat and FirstSearch
Lesson 7 WorldCat and More FirstSearch Indexes
Advanced Challenge
1. I searched "Marting Luther" keyword. Then added not "Martin Luther King" and then selected junvenile as a subtype limiter. I would suggest Martin Luther by May McNeer and Lynd Ward. It's available at Augustana and USF. I would also suggest Martin Luther by Harry Emerson Fosdick and Steele Savage. It's available at Augustana.
2. At first I tried to use the drop down menus and serached for graphic novel as Material Type. And then I added classic as Subject. Nothing. Then I tried graphic novel keyword and classic literature as keyword and I got several hits. Some of the first ones were not exactly right, but then I opened The Christmas Carol: The Graphic Novel and saw "classic comics" in the publication field. So I searched keyword "graphic novel" and keyword "classic comics" and found what I was searching for. Actually I would add two titles; Romeo and Juliet: the graphic novel published by Lucent Books and Romeo and Juliet: the graphic novel Original Text Version published by Towcester: Classical Comics. The reason for the titles is that Shakespeare is best when you can compare the old and new English versions.
3. I searched Title "My Fair Lady" and "musical score" keyword and found several good results. When I tried using "musical score" with musical composition or musical composition phrase I got 0 results. I like keyword searches because they catch a broader range of things. I'd rather go through the first 5 or 10 titles and revise the keywords as I go.
Anyway, I chose My fair lady: vocal selection by Frederick Loewe, Alan Jay Lerner and Bernard Shaw. The accession number is OCLC: 22601829. Is there some reason I would care about the accession number?
Common Core Connections
World Cat/First Search
A student might use World Cat to find information about resources they need. It's the ultimate catalog. One of the standards (CC9-10RS/TS0; 2.4.1) is to determine how to act on information (accept, reject, modify).
A student could decide if they want to acquire a piece of information based on their World Cat search. But in the end, the actual information would need to be evaluated.
Advanced Challenge
1. I searched "Marting Luther" keyword. Then added not "Martin Luther King" and then selected junvenile as a subtype limiter. I would suggest Martin Luther by May McNeer and Lynd Ward. It's available at Augustana and USF. I would also suggest Martin Luther by Harry Emerson Fosdick and Steele Savage. It's available at Augustana.
2. At first I tried to use the drop down menus and serached for graphic novel as Material Type. And then I added classic as Subject. Nothing. Then I tried graphic novel keyword and classic literature as keyword and I got several hits. Some of the first ones were not exactly right, but then I opened The Christmas Carol: The Graphic Novel and saw "classic comics" in the publication field. So I searched keyword "graphic novel" and keyword "classic comics" and found what I was searching for. Actually I would add two titles; Romeo and Juliet: the graphic novel published by Lucent Books and Romeo and Juliet: the graphic novel Original Text Version published by Towcester: Classical Comics. The reason for the titles is that Shakespeare is best when you can compare the old and new English versions.
3. I searched Title "My Fair Lady" and "musical score" keyword and found several good results. When I tried using "musical score" with musical composition or musical composition phrase I got 0 results. I like keyword searches because they catch a broader range of things. I'd rather go through the first 5 or 10 titles and revise the keywords as I go.
Anyway, I chose My fair lady: vocal selection by Frederick Loewe, Alan Jay Lerner and Bernard Shaw. The accession number is OCLC: 22601829. Is there some reason I would care about the accession number?
Common Core Connections
World Cat/First Search
A student might use World Cat to find information about resources they need. It's the ultimate catalog. One of the standards (CC9-10RS/TS0; 2.4.1) is to determine how to act on information (accept, reject, modify).
A student could decide if they want to acquire a piece of information based on their World Cat search. But in the end, the actual information would need to be evaluated.
Friday, March 1, 2013
Ebooks on EbscoHost
1. I was very excited about the "Visual Search" feature on Ebooks on EbscoHost, but after playing around with it I lost my enthusiasm. I searched "dust bowl". The subject break down on the left hand side of the page was helpful in narrowing the results. It was a little confusing once I clicked on the result box to see the book but nothing happened. I learned I had to go over to the right hand side of the page, scroll down and click "more" in order to see the book. In addition, the information about the book that was in the green box, would have led me to believe that only an abstract of the book existed because it said "detailed record only". But after clicking on "more" I found that the entire book was there to see. Some of my patrons might like this feature, but the basic and advanced searches are better.
2. I searched "fairy tales" in the basic search box and found the Violet, Blue Yellow and Red books. Interestingly, the fairy color didn't always match the book. The Violet Fairy Book was orange! There were 25 titles by the author, Andrew Lange, in the Ebook collection. All his books except for the fairy books where in the public domain and part of Project Gutenburg. It looks like the fairy books are in the public domain, but the University of Virginia Library also has some rights to them.
Common Core Connections:
CC11-12WH/SS/S/TS4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
Students will research hiking trails in the United States. Specifically they will find out the history about the trail; who "discovered" it, when did it become a public resources? They will also find out the natural history of the trail; what are it's natural features (flora, fauna, geology, steep, rocky, sandy, etc.) Then the student will create a tourism pamphlet "selling" the trail as a great spot to visit.
This assignment can be done with the hiking books on E-books at Ebsco that are specific to a state. Hiking Georgia, Hiking Wisconsin, Hiking, Hiking Neveda, etc are some of the titles in Ebsco. The publication date on these books are a little old, but the information in them should be general enough to overlook that.
The publication dates of many of the books are troublesome. A book on technology from 2000 is unacceptable. Can they be weeded out?
2. I searched "fairy tales" in the basic search box and found the Violet, Blue Yellow and Red books. Interestingly, the fairy color didn't always match the book. The Violet Fairy Book was orange! There were 25 titles by the author, Andrew Lange, in the Ebook collection. All his books except for the fairy books where in the public domain and part of Project Gutenburg. It looks like the fairy books are in the public domain, but the University of Virginia Library also has some rights to them.
Common Core Connections:
CC11-12WH/SS/S/TS4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
Students will research hiking trails in the United States. Specifically they will find out the history about the trail; who "discovered" it, when did it become a public resources? They will also find out the natural history of the trail; what are it's natural features (flora, fauna, geology, steep, rocky, sandy, etc.) Then the student will create a tourism pamphlet "selling" the trail as a great spot to visit.
This assignment can be done with the hiking books on E-books at Ebsco that are specific to a state. Hiking Georgia, Hiking Wisconsin, Hiking, Hiking Neveda, etc are some of the titles in Ebsco. The publication date on these books are a little old, but the information in them should be general enough to overlook that.
The publication dates of many of the books are troublesome. A book on technology from 2000 is unacceptable. Can they be weeded out?
Tuesday, February 19, 2013
Lesson 5: Gale Virtual Reference Library
Advanced Challenge
From the GVRL main page I scrolled down and looked at the subjects on the left. Clicking on World and Nation I found several reference books. A helpful one was Junior Worldmark Encyclopedia of World Holidays, another one was Junior Worldmark Encyclopedia of Foods and Recipes of the World. In the Encyclopedia of Holidays there is an area called Calendar of Selected Holidays and person could look through the calendar and find spring holidays. Then going to the Index, I would look up the spring holidays and get the information about how it's celebrated. The Encyclopedia of Foods and Recipies also has information about food for major holidays.
2. I was very happy to see so many titles published in 2012. One of my favorites is "UXL American Decades 2000-2009". Another one I liked was "Gale E-Commerce Sourcebook, 2012." Topics, especially about technology, should be recently published. In the past I've found GVRL a little lacking in recently published material. I also believe that they should weed out many books over 5 years old.
Common Core Connections
I read Classroom Questions page(s): 310-314. Encylopedia of Education DAVID SADKER . Ed. James W. Guthrie . Vol. 1. 2nd ed. New York: Macmillan Reference USA, 2003" and Instructional Strategies page(s): 1178-1186. Encylopedia of Education RICHARD I. ARENDS and SHARON CASTLE . Ed. James W. Guthrie . Vol. 4. 2nd ed. New York: Macmillan Reference USA, 2002. "
Both articles discussed helping students achieve higher order thinking and problem solving skills. They had ideas and examples. The publication dates of those two articles concerned me a little bit. I would like to see newer education titles.
CC. 11-12. W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research. 1.1.6. Read , view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning.
Students will find information about progaganda during WWI and WWII. They will write an essay that
(1) compares progaganda from each war,
(2) explains why the various methods of producing and distributing propaga were used ( did radio change the way it was distributed? what about motion pictures? why were posters used?)
(3) explains the audience of the propaganda (soldiers to build morale, citizens to encourge rationing)
This task can be accomplished by searching "war propaganda" under the History subject tab. Two good sources that came up were World War I Reference Library and World War II Reference Library.
Advanced Challenge
From the GVRL main page I scrolled down and looked at the subjects on the left. Clicking on World and Nation I found several reference books. A helpful one was Junior Worldmark Encyclopedia of World Holidays, another one was Junior Worldmark Encyclopedia of Foods and Recipes of the World. In the Encyclopedia of Holidays there is an area called Calendar of Selected Holidays and person could look through the calendar and find spring holidays. Then going to the Index, I would look up the spring holidays and get the information about how it's celebrated. The Encyclopedia of Foods and Recipies also has information about food for major holidays.
2. I was very happy to see so many titles published in 2012. One of my favorites is "UXL American Decades 2000-2009". Another one I liked was "Gale E-Commerce Sourcebook, 2012." Topics, especially about technology, should be recently published. In the past I've found GVRL a little lacking in recently published material. I also believe that they should weed out many books over 5 years old.
Common Core Connections
I read Classroom Questions page(s): 310-314. Encylopedia of Education DAVID SADKER . Ed. James W. Guthrie . Vol. 1. 2nd ed. New York: Macmillan Reference USA, 2003" and Instructional Strategies page(s): 1178-1186. Encylopedia of Education RICHARD I. ARENDS and SHARON CASTLE . Ed. James W. Guthrie . Vol. 4. 2nd ed. New York: Macmillan Reference USA, 2002. "
Both articles discussed helping students achieve higher order thinking and problem solving skills. They had ideas and examples. The publication dates of those two articles concerned me a little bit. I would like to see newer education titles.
CC. 11-12. W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research. 1.1.6. Read , view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning.
Students will find information about progaganda during WWI and WWII. They will write an essay that
(1) compares progaganda from each war,
(2) explains why the various methods of producing and distributing propaga were used ( did radio change the way it was distributed? what about motion pictures? why were posters used?)
(3) explains the audience of the propaganda (soldiers to build morale, citizens to encourge rationing)
This task can be accomplished by searching "war propaganda" under the History subject tab. Two good sources that came up were World War I Reference Library and World War II Reference Library.
Thursday, February 14, 2013
Proquest
Advanced Challenge:
1. A full text search for Les Miserables resulted in 5359 results, many of which were about the movie and theatrical musicals. Selecting "literary criticismfrom" the subject list rsulted in 302 results. Again, it containied irrelevant things. Selecting "novels" as a subgroup under "literary criticism" brought the number down to 82, but there were some non-English articles so by selecting "English" under "language there were 79 results. Finally selecting "commentary" under "document type" resulted in 23 managable results.
2. Searching full text "hurricane Sandy AND libraries" brought up 668 results. By sorting them by date with newest first I discovered there were several with references to "Sandy Hook". So I added not "Sandy Hook" to my original search sorted them by date. There were fewer results but I couldn't find a way to get information only about the huriricane's impact on the libraries. I messed with subjects, document type, publication title and sources type, but couldn't get it narrowed down. I would be very interested to see what everyone else came up with.
Common Core Connections:
I don't think I would encourge my high school students to use ProQuest. It is a very cumbersome database that lacks intuitive searching. It seems very "librarian-like" which is to say, people who are not librarians do not think in terms of subject, publication title, document type, classification and tags. This is more suited to an academic setting and I would think the end-user would have to have a librarian right next to them during the whole search to help them. My patience was seriously tested with this database and I'm a librarian! I can't imagine what a high school student would make of this.
Advanced Challenge:
1. A full text search for Les Miserables resulted in 5359 results, many of which were about the movie and theatrical musicals. Selecting "literary criticismfrom" the subject list rsulted in 302 results. Again, it containied irrelevant things. Selecting "novels" as a subgroup under "literary criticism" brought the number down to 82, but there were some non-English articles so by selecting "English" under "language there were 79 results. Finally selecting "commentary" under "document type" resulted in 23 managable results.
2. Searching full text "hurricane Sandy AND libraries" brought up 668 results. By sorting them by date with newest first I discovered there were several with references to "Sandy Hook". So I added not "Sandy Hook" to my original search sorted them by date. There were fewer results but I couldn't find a way to get information only about the huriricane's impact on the libraries. I messed with subjects, document type, publication title and sources type, but couldn't get it narrowed down. I would be very interested to see what everyone else came up with.
Common Core Connections:
I don't think I would encourge my high school students to use ProQuest. It is a very cumbersome database that lacks intuitive searching. It seems very "librarian-like" which is to say, people who are not librarians do not think in terms of subject, publication title, document type, classification and tags. This is more suited to an academic setting and I would think the end-user would have to have a librarian right next to them during the whole search to help them. My patience was seriously tested with this database and I'm a librarian! I can't imagine what a high school student would make of this.
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