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in title, tags, annotations or urlE-Book Sales Rise in Children's and Young Adult Categories - NYTimes.com - 28 views
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now that e-readers are cheaper and more plentiful, they have gone mass market, reaching consumers across age and demographic groups, and enticing some members of the younger generation to pick them up for the first time.
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Kids are drawn to the devices, and there’s a definite desire by parents to move books into this format,” Ms. Vila said. “Now you’re finding people who are saying: ‘Let’s use the platform. Let’s use it as a way for kids to learn.’
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I didn’t buy it until I knew that the teachers in middle school were allowing kids to read their books on their e-readers
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"Ever since the holidays, publishers have noticed that some unusual titles have spiked in e-book sales. The "Chronicles of Narnia" series. "Hush, Hush." The "Dork Diaries" series. At HarperCollins, for example, e-books made up 25 percent of all young-adult sales in January, up from about 6 percent a year before - a boom in sales that quickly got the attention of publishers there. "
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Interesting to read how children are now increasingly choosing to buy eBooks and a role for schools.
MDE - School Librarians - 53 views
Effects of electronic outlining on students' argumentative writing performance - de Smet - 2011 - Journal of Computer Assisted Learning - Wiley Online Library - 1 views
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This study examined the effect of electronic outlining on the quality of students' writing products and how outlining affects perceived mental effort during the writing task. Additionally, it was studied how students appropriate and appreciate an outline tool and whether they need explicit instruction in order to engage in planning. To answer these questions, the writing products and self-report data from 34 tenth-grade students of a Dutch pre-university school were analysed. Students wrote two similar argumentative texts with or without an outline tool. Results show that electronic outlining improves the quality of students' argumentative texts and decreases mental effort. Answers to a retrospective questionnaire showed that a short instruction on the outline tool was sufficient for students to understand its working and that most students experienced the tool as beneficial. Finally, results indicate that without specific instruction on text planning, students hardly devote any time to this important aspect of writing.
connected classroom - 49 views
Hi Patricia, I would be interested. I am a MS librarian at the American International School in Johannesburg, South Africa. The only problem is time. Maybe we could share info another way: facebook...
About the Ninja Program | Ninja Program - 60 views
KML Interactive Sampler - 63 views
How Teens Do Research in the Digital World | Pew Research Center's Internet & American Life Project - 105 views
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Overview Three-quarters of AP and NWP teachers say that the internet and digital search tools have had a “mostly positive” impact on their students’ research habits, but 87% say these technologies are creating an “easily distracted generation with short attention spans” and 64% say today’s digital technologies “do more to distract students than to help them academically.”
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Overall, the vast majority of these teachers say a top priority in today’s classrooms should be teaching students how to “judge the quality of online information.”
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The internet and digital technologies are significantly impacting how students conduct research: 77% of these teachers say the overall impact is “mostly positive,” but they sound many cautionary notes
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School Library Monthly - Student Inquiry and Web 2.0 - 54 views
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"The Stripling Inquiry Model has six phases; however, it's not a linear process but rather a recursive one in which the learner might revisit a previous stage to ask additional questions or organize information, as the need arises. Each phase involves critical thinking skills that empower young people to learn on their own and develop the thinking skills to be independent, lifelong learners. The phases are as follows: Connect: observe, experience, connect a subject to self and previous knowledge Wonder: predict, develop questions and hypotheses Investigate: find and evaluate information to answer questions, test hypotheses Construct: draw conclusions, arrive at new understandings Express: apply understandings to a new context, share learning with others Reflect: examine one's own learning and ask new questions (Stripling 2003, 8). Technology and, in particular, Web 2.0 tools and services can be used throughout the inquiry process to support the appropriate thinking skills. The key is to focus on student learning, not the Web 2.0 technology. The focus is on the phase(s) of inquiry at which students are concentrating and deciding which technology tool can best support the thinking processes and instructional strategies of that phase of inquiry. This increases the effectiveness of both the learning experience and the use of technology. An outline of the inquiry phases aligned with Web 2.0 technology tools and instructional strategies can be seen in Figure 2."
EBSCOhost: Effects of trait and state anxiety on the performance of elementary school ... - 36 views
Copyright - Playing with Media - 56 views
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Attribution, in the form of a thorough “Works Cited” section of a document or project, does NOT guarantee full copyright compliance in the United States. Judges ruling on intellectual property cases never write, “The defendant created a great bibliography, so I find find him not guilty of these charges.”
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We would never accept the following entry in a written, student bibliography in a research paper: "I found this information in the school library."
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We should not accept student media projects which include similar, non-specific attribution statements like “Images from Google” or “Images from Flickr.”
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