Agosto, Denise E., and June Abbas. "Teens and Social Networking: How Public Libraries are Responding to the Latest Online Trend." Public Libraries 48.3 (2009): 32-7. Library Lit & Inf Full Text. Web. 3 Nov. 2010.
Agosto’s article examines the prevalence of social networking sites amongst teens and young adults and the motivation behind utilizing such sites. Further, the article focuses on public library response to the social networking trend. Interestingly, the article reports that while many public libraries have blocked access to these sites, citing a concern for teen safety and privacy, other libraries are joining in and creating pages for library publicity and access purposes. Thus, the article focuses on advocating the stance that public libraries embrace the trend and use it to expand services to young adults. The author claims social networking will allow libraries to expand services to young adults, better support teens’ healthy social development and facilitate the education of youth in safe online practices.
Brewer, Sally, and Peggy Milam.. "SLJ's Technology Survey 2006: New Technologies--Like Blogs and Wikis--Are Taking Their Place in the School Media Center." School Library Journal 52.6 (01 June 2006): 46. ERIC. EBSCO. 3 Nov. 2010
This statistic filled article presents the results of School Library Journal’s 2nd annual study of K-12 Librarians use and implementation of technology. The article reports that “media specialists remain on the forefront of 21st century learning as they forge new ground in their schools through the use of emerging technologies. Technical tools used by librarians (beyond desktop computers) range from cd/dvd players/burners to PDAs, flash media, digital cameras, interactive whiteboards, multimedia projectors and OPACs. The article also examines the battle between students’ automatic use of Google to subscriptions to authoritative resources and streaming video resources. Further, the article discusses and presents statistics related to technology budgets across a wide range of schools based upon location and student demographics. Additionally, the article examines the technological leadership role that media specialists must take in their schools and calls for library media specialists to become technical expert in IT and utilizing web-based technologies. Finally, the article contains charts and graphs to help the reader visual and easily compare the statistics.
Cunningham, Jeremy, and Lisa Gonzalez. "Collaboration: The Library Media Center and Educational Technology." Teacher Librarian 36.5 (2009): 33-5. Education Full Text. Web. 3 Nov. 2010.
In response to Farr’s article “Mad Magazine to Facebook: what have we learned?” authors Jeremy Cunningham and Lisa Gonzalez argue for collaboration between library media centers and IT teams to increase the implementation and integration of web-based technologies, cell phones, and other current technologies into the daily routine of the Library Media Center. The authors point out how access to web-based technologies is critical to “fulfilling our duty to prepare students for higher education and the 21st Century workplace.” Cunningham and Gonzales suggest uses of current web-based technologies to enhance the media center’s efficiency and communication skills with its patrons (students and teachers). Finally, the authors offer suggestions for creating an action plan to speed up implementation.
Hamilton, Buffy. "Young Adult Literature 2.0." Library Media Connection 28.3 (2009): 14-15. Education Full Text. Web. 6 Nov. 2010.
Hamilton’s article examines the connections created between YA authors and their readers using web 2.0 technologies and social media outlets such as MySpace, Twitter, Facebook, YouTube, blogs, and social catalogs such as GoodReads, Shelfari, and Library Thing. Hamilton argues that these online experiences can enhance and inspire teens’ “reading experiences while proving them with multiple opportunities to interact with their favorite YA authors and learn more about the craft of writing” as well. Teens can see what their favorite writers are writing and reading themselves, as well as feel connected with authors of their favorite books. Further, she argues that librarians can promote the use of social networking as a means to keep up with YA authors while promoting reading, questioning and information seeking skills with their patrons/pupils. Hamilton suggestions collaborating with teachers to create units of learning centered on web 2.0 skills. Finally, the author offers several links to websites, overviews of popular author blogs, social book catalogs and links to her own study of web 2.0 technologies.
Stiler, Gary M. "MP3 Players: Applications and Implications for the Use of Popular Technology in Secondary Schools." Education 128.1 (01 Sep. 2007): 20-33. ERIC. EBSCO. 3 Nov. 2010
While the majority of Stiler’s article focuses on the use of MP3 players in a regular high school classroom, the article does touch upon specific MP3 applications within a school library. For example, many school libraries are beginning to invest in audio books rather than hard copies. Further, libraries may also able to make available other important events through podcasting and downloads. The study advocated using the library media center as the “instructional center of the school” in relation to the use of MP3 devices. For example, the media center could serve as the “primary storage and distribution” sight for instructional materials and archived events that might include “audio files, multimedia files, oral history files, radio files, music, and voice collections.” The article discussed the use of the MP3 files as a means to provide and preserve school history and help students build and retain electronic projects, resumes and portfolios. The feasibility of MP3 based curriculum practices called into question the cost, availability to all students, teacher knowledge (or lack thereof), size equaling ease of theft and copyright issues. Overall, the paper seems to advocate embracing and making use of new MP3 technologies in the classroom as a means to enhance student learning and engagement.
No comments:
Post a Comment