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| About the Editor | viii | |
| Introduction | ix | |
| Chapter 1 | Drawing the Plans: Library Media Specialist as Architect | 1 |
| Overview | 1 | |
| From School Librarian to "Information TeAchnician" | 2 | |
| Taking the Internet Challenge: Using Technology in Context | 6 | |
| Managing a Constantly Changing Array of Machines, Programs and Processes | 9 | |
| The Sound of the Other Shoe Dropping | 11 | |
| Information Power Prepares Library Media Programs for a New Age | 12 | |
| I Think I Can, I Think I Can | 14 | |
| Reflections on Information Power: Building Partnerships for Learning. What is a Librarian to Do? | 17 | |
| Help! Why Isn't the Smiley Face Smiling? | 18 | |
| 5 Issues in Planning for Library Technology | 19 | |
| Integrating Technology Into Schools: Eight Ways to Promote Success | 20 | |
| Implementing School Technology: Calling on Teachers | 22 | |
| Copyright Laws & Software | 24 | |
| How Much, How Many and When? Copyright and Multimedia? | 25 | |
| Technostress: What Is It? Can You Learn to Live with It? | 27 | |
| Technology & Stress: Are They Inseparable? | 29 | |
| A Fractured Technology Fairy Tale | 31 | |
| Building Arks for the New Technology | 32 | |
| Organizing the Planning Team | 36 | |
| Scheduling the Computer | 39 | |
| Librarians Are From Venus, Technologists Are From Mars | 41 | |
| A World of Change in 12 Short Years | 43 | |
| Evaluating School Library Information Services in the Digital Age | 45 | |
| Know-How to Help Kids Know Now | 47 | |
| 105 Things Parent Volunteers Can Do-Other Than Raising Funds | 50 | |
| Braving the Waters, or How To Get Your Computing "Feet" Wet | 53 | |
| Crystal Ball Gazing into Library Land | 55 | |
| The Right Filter for the Wrong Addresses: Regulating Net Access | 57 | |
| Caveat Emptor: Looking the Internet Gift Horse in the Mouth (Searching) | 60 | |
| Another Look at Acceptable Use Policies | 62 | |
| Chapter 2 | Gathering the Tools: Library Media Specialist as General Contractor | 65 |
| Overview | 65 | |
| Ergonomics: The Forgotten Variable | 67 | |
| Educational Applications for Digital Cameras | 70 | |
| Author! Author! Implications for Collection Development | 73 | |
| Selecting and Evaluating Software | 75 | |
| How to Write a Winning Grant Proposal | 76 | |
| Proposal Writing for Technology Money: Part I | 78 | |
| Proposal Writing for Technology Money: Part II | 81 | |
| Think Money in the Bank for Your School | 83 | |
| Moving Beyond Sneaker Net | 85 | |
| How to Choose the Network Layout That's Right for You | 88 | |
| Growing Your LAN Piece by Piece | 90 | |
| Now that You Have the Technology, How Do You Keep It Up and Running? | 92 | |
| Networkese: Jargon You Need to Know | 94 | |
| Hardware Troubleshooting | 96 | |
| How to Minimize the Dangers of Macro Viruses | 97 | |
| Chapter 3 | Sound Footings: The Library Media Specialist Builds the Foundation | 99 |
| Overview | 99 | |
| Fantasy and Fact in Computer Training | 101 | |
| Teacher Training Is Key | 102 | |
| Ten Tips for Attracting Teachers to Technology Workshops | 102 | |
| Stage a Well-Designed Saturday Session and They Will Come! | 104 | |
| Singing the Praises of On-site Training | 106 | |
| A Model for Teacher-Directed Technology Training | 108 | |
| Integrating Technology from the Classroom Up | 111 | |
| Boolean Burritos: How the Faculty Ate Up Keyword Searching | 113 | |
| Web Page Evaluation: Views from the Field | 115 | |
| The CODE 77 Rubrics: Part 1 | 118 | |
| Rubrics for Restructuring (Continuation of the CODE 77 Rubrics) | 121 | |
| Workshops for Teacher Partners in Technology Integration | 124 | |
| Partnering with Teachers for Internet Incorporation | 127 | |
| The Upgrade: Easing Into Technology Integration | 130 | |
| Professional Development They Will Cheer For! | 131 | |
| Philadelphia Library Power: Collaboration Form | 134 | |
| Ten Terrific Tips for Elementary Teachers | 136 | |
| What's in a Name? | 137 | |
| Matching Teaching and Learning Styles | 140 | |
| Teaching Ethical Technology Behaviors | 143 | |
| Chapter 4 | Building the Structure: The Library Media Specialist as Carpenter | 145 |
| Overview | 145 | |
| How to Teach the 'Net | 146 | |
| Perfect Partners: Technology and Integrated Instruction | 148 | |
| Harnessing Internet Resources for the Student Research | 150 | |
| Turn on to Reading Through Technology | 152 | |
| The Purpose of Information and Technology Assignments: Process or Product? | 154 | |
| Putting Computer Skills in Their Place | 156 | |
| A Research Project Filled with Real World Technology | 157 | |
| The Changing Face of Student Research | 160 | |
| Empowering Young Women Through Technology | 161 | |
| Why Students Should Use Multimedia | 165 | |
| Guidelines for Effective Multimedia Design | 167 | |
| Authentic Assessment of Information Literacy Through Electronic Products | 169 | |
| Yes, They Put on Quite a Show, but What Did They Learn? | 172 | |
| Getting What You Ask For | 175 | |
| Tailoring the Internet to Primary Classrooms | 176 | |
| Quick! May I Go on the Internet? | 178 | |
| Traveling Down the Highway: Stations on the Way to Information Literacy | 179 | |
| What Do They Really Need to Know? Adventures in Curriculum Writing | 181 | |
| Making the Most of E-Mail | 185 | |
| Adventures In E-Mail Land | 187 | |
| Chapter 5 | Inspections: The Library Media Specialist as Building Inspector | 189 |
| Overview | 189 | |
| The ABC's of Web Site Evaluation | 190 | |
| 6 Steps to Simplifying Student Searches | 192 | |
| Boning Up on Boolean Searching | 194 | |
| The Honeymoon is Over: Leading the Way to Lasting Search Habits | 195 | |
| It Must Be True. I Found It on the Internet! | 198 | |
| Easy to Find but Not Necessarily True | 201 | |
| Seduced and Abandoned on the Web | 202 | |
| Producing Information Consumers: Critical Evaluation and Critical Thinking | 206 | |
| How to Use Soda Pop, The Blair Witch Project, and Other Methods to Help Students Learn to Evaluate Web Information Critically | 208 | |
| Webliographies: Much More Than Just a Bibliography | 210 | |
| Chapter 6 | The Open House: Library Media Specialist as Host/Hostess | 213 |
| Overview | 213 | |
| Getting the Year off to a Good Start! | 215 | |
| Don't Forget PR! | 217 | |
| Technology: A Goldmine for Positive PR | 218 | |
| Library Home Pages: A New Knowledge Environment | 219 | |
| Parent Internet Driving School: Using Technology to Increase Parent Involvement in Schools | 222 | |
| Techno-Parenting | 224 | |
| Guerrilla Librarianship: Hold the Camouflage! | 225 | |
| Making Friends in High Places | 227 | |
| Successful Public Relations Efforts: Using the Departmental Meeting as a Resource | 229 | |
| Build Library Support With T.L.C. | 231 | |
| Extra! Library Newsletters | 232 | |
| Two for the Road | 234 | |
| "Media" Starts With "Me": A Guide for Publicizing Library and School Accomplishments | 237 | |
| Parent-Friendly Web Pages | 240 | |
| Advocacy Building Influence at the Grass Roots Level: Closing the School Year with Positive Public Relations | 243 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Arnold Hernandez
reviewed Technology Connection Building a Successful School Library Media Program on September 07, 2014
Technology Connection Building a Successful School Library Media Program
This book had a few amazing nuggets of information. Prior to reading, I vaguely knew who Francis Bacon was - that he was considered the founder of the scientific method and that many atheist's believe he is one of their own. These concepts are only half true. First, Bacon didn't really create the scientific method. He borrowed it, rather surprisingly, from the magic tradition. He believed that the current natural philosophy being taught in universities across Europe was false because it came to its beliefs first and then tried to seek evidence for its claims. Bacon instead wanted to follow the magic tradition of searching for the natural properties of things and only then trying to forma coherent theory of their workings. Indeed, while Bacon did subscribe to a specific worldview, he never tried to promote this, instead believing that each individual should look at the evidence and draw their own conclusions, through rational investigation, rather than subscribing to any one dogma.
Another interesting element was that he believed that advances in natural philosophy should be used for the good of humankind. Rather than the wispy knowledge of ancient philosophers or the nit-picking of logicians, Bacon understood that the natural world could be utilised to improve the lot of humankind.
Overall, an interesting book. It seems like the image of Bacon has been corrupted. He was clearly a man of God and would have been shocked that science is often held up as a defender of atheism.
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Add Technology Connection Building a Successful School Library Media Program, Organized compilation of recent articles from LIBRAY TALK, BOOK REPORT, and Technology Connection. Arranged to increase support for funding, training, curriculum integration, Internet evaluation, and public relations. Get important tips, tricks, and techn, Technology Connection Building a Successful School Library Media Program to the inventory that you are selling on WonderClubX
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Add Technology Connection Building a Successful School Library Media Program, Organized compilation of recent articles from LIBRAY TALK, BOOK REPORT, and Technology Connection. Arranged to increase support for funding, training, curriculum integration, Internet evaluation, and public relations. Get important tips, tricks, and techn, Technology Connection Building a Successful School Library Media Program to your collection on WonderClub |