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" Beyond Google - AddThis Posted by Mr. Byrne at 2:12 PM Labels: Google, Internet search, teaching technology, Teaching With Technology, Technology Integration, web search, web search strategies 5 comments: SIS Media Specialist said... Geesh Richard, another great resource; like your posts are not enough. Many, many thanks. I have followed your blog for about a year and have learned SO MUCH. I understand you are from CT. Any chance we can get you to the joint annual CASL/CECA (Connecticut Association of School Librarians and Connecticut Educators Computer Association) conference next year? October 24, 2009 10:35 PM Mr. Byrne said... Yes, I am originally from Connecticut. In fact, I went to CCSU for freshman year. I'd like to come to CASL/CECA. Can you send me an email? richardbyrne (at) freetech4teachers Thanks. October 25, 2009 6:47 AM Linux and Friends said... Thanks for the amazing document. I am aware of a few of the resources listed in the document. However, many of the others are new to me. I will definitely check them out. November 2, 2009 9:45 PM dunnes said... I visited and bookmarked four sites from this post! Thank you for the great resource. Students want to use Google rather than stick to the school library catalog, but they need more instruction on how to do this. I have seen too many children search with ineffective terms, and then waste time clicking on their random results. November 8, 2009 12:38 PM Lois said... Beyond Google is a great resource. I wish I had your skills for taking what you learn and putting it together as you do. I love reading your daily blog. November 15, 2009 10:04 AM Post a Comment Links to this post Beyond Google: Improve Your Search Results http://www.freetech4teachers.com/2009/10/beyond-google-improve-your-search.html While working with some of my colleagues in a workshop earlier this week, I was reminded that a lot of people aren't familiar with tools

"a collection of 140-character pearls of wisdom from educators using the social networking service, Twitter. From behaviour management to interaction with colleagues, you will find practical advice and ideas contributed by classroom practitioners!" 2009 by Doug Belshaw

check out some of these new tools and toys!

2009 Top Ten challenged books. Graphic representation which includes reasons why the books have been challenged.

LIBR246 blog spring 2009

I got a Kindle 2 last month as a birthday gift and I have been enjoying it quite a lot.  I have put my PDF books on them and have been doing a lot more reading than I have before I had one.  It is really a convenient device for trips and just reading everywhere you go. My biggest question when I got it was this :  "How do I get Manga on the Kindle?" Before the November 2009 update for the Kindles, it was really difficult.  Now, not so much.   Really, it is super easy and I will show you guys how.  I wanted to be able to carry tons and tons of Manga wherever I went and now I can.

Presentation by Buffy J. Hamilton at Internet@Schools West 2009 in Monterey, California.

In celebration of Media Awareness Week (November 2-6, 2009) we are encouraging students, teachers, and the general public to create videos, digital stories, text, images or any digital media that showcases the different ways they are Media Literate.

Librarins share Awful Library Books = Live // 11/11/2009 YouTube -

In July, 2011, the AASL Board approved the Position Statement on Labeling Books with Reading Levels. The AASL position statement defines standard directional spine labels and compares them to reading level labels (associated with computerized reading programs) as they are often applied in school libraries. The statement also offers suggestions for concerned librarians to be aware not only of the possible negative effects of these  labels on children as they browse, but also offers suggestions for voicing those concerns. There are proponents and opponents to how computerized reading programs are implemented in schools and their effects on school library collections and students' free access to books of their choice.  A school librarian (name withheld) shares this story of how labels affect students' choices in her school. "Recently I helped a student who came to me while his class was in the library browsing. As the librarian of a middle school library, I often see situations such as this one. The boy had been most recently reading about George Washington and Ben Franklin. His class assignment that day was to checkout two computerized reading program books within his tested reading level and thus was "allowed" only one free choice book. "But I'd rather not have to check out labeled books and there are some books I'd like today that don't have the dots or reading level labels on the backs of the books. Does that mean Ican't check them out?" he asks me. The boy went on to say that he'd rather be allowed to check out three books on his favorite non-fiction topics, regardless of reading level. As he expresses his frustration, he lowers his voice and moves toward a corner of the library where there are no other students. "I'm a pretty good reader," he said quietly, "and I really like reading about the American Revolution. But I have to stay within a certain range. I can't find many books in my reading level that are really interest

The Web 1.0 concept was simple: web pages linking to web pages. Then came Web 2.0 - a powerful movement from web pages to web applications. Web 2.0 applications have evolved into often slick viewports into proprietary or personal collections of information. This means they still primarily house data in silos inaccessible to and disconnected from the larger world, and most importantly, from each other. But as we approach 2009, the clear outlines of the new web are forming. Some call this next generation the Semantic Web, but we think that term is confining, and so, instead, we refer to it as simply Web 3.0. The new web is moving beyond connecting pages to interconnecting data objects, concepts, and things. Ultimately Web 3.0 is really about creating technology that more accurately mirrors how we see and think about the world around us.