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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
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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
For users, Web2.0 was all about reorganizing web-based practices around Friends
typically labeled social networkING sites were never really about networking for most users. They were about socializing inside of pre-existing networks.
ACT ONE : NETWORK EFFECTS
Friendster was designed as to be an online dating site.
MySpace aimed to attract all of those being ejected from Friendster
Facebook had launched as a Harvard-only site before expanding to other elite institutions
And only in 2006, did they open to all.
in the 2006-2007 school year, a split amongst American teens occurred
college-bound kids from wealthier or upwardly mobile backgrounds flocked to Facebook
urban or less economically privileged backgrounds rejected the transition and opted to stay with MySpace
At this stage, over 35% of American adults have a profile on a social network site
the single most important factor in determining whether or not a person will adopt one of these sites is whether or not it is the place where their friends hangout.
do you know anything about the cluster dynamics of the users
all fine and well if everyone can get access to the same platform, but when that's not the case, new problems emerge.
ACT TWO : YOUTH VS. ADULTS
showcases the ways in which some tools are used differently by different groups.
For American teenagers, social network sites became a social hangout space, not unlike the malls
Adults, far more than teens, are using Facebook for its intended purpose as a social utility. For example, it is a tool for communicating with the past.
dynamic more visible than in the recent "25 Things" phenomena.
Adults are crafting them to show-off to people from the past and connect the dots between different audiences as a way of coping with the awkwardness of collapsed contexts.
Twitter is all the rage, but are kids using it? For the most part, no.
many are leveraging Twitter to be part of a broad dialogue
We design social media for an intended audience but aren't always prepared for network effects or the different use cases that emerge when people decide to repurpose their technology.
The key lesson from the rise of social media for you is that a great deal of software is best built as a coordinated dance between you and the users.
you are probably even aware of how inaccurate the public portrait of risk is
ACT THREE : RESHAPING PUBLICS
I want to discuss five properties of social media and three dynamics. These are the crux of what makes the phenomena we're seeing so different from unmediated phenomena.
1. Persistence.
The bits-wise nature of social media means that a great deal of content produced through social media is persistent by default.
You can copy and paste a conversation from one medium to another, adding to the persistent nature of it
2. Replicability.
much easier to alter what's been said than to confirm that it's an accurate portrayal of the original conversation.
3. Searchability.
Search changes the landscape, making information available at our fingertips
4. Scalability.
Conversations that were intended for just a friend or two might spiral out of control and scale to the entire school
5. (de)locatability.
This paradox means that we are simultaneously more and less connected to physical space.
Those five properties are intertwined, but their implications have to do with the ways in which they alter social dynamics.
1. Invisible Audiences.
lurkers who are present at the moment
visitors who access our content at a later date or in a different environment
having to present ourselves and communicate without fully understanding the potential or actual audience
2. Collapsed Contexts
Social media brings all of these contexts crashing into one another and it's often difficult to figure out what's appropriate, let alone what can be understood.
3. Blurring of Public and Private
As we are already starting to see, this creates all new questions about context and privacy, about our relationship to space and to the people around us.
One of the key challenges is learning how to adapt to an environment in which these properties and dynamics play a key role. This is a systems problem.
Important summary of how social media works for youth and adults, and how five properties and three dynamics have a systematic affect that we all must deal with.
We create economic value out of information when we figure out an effective strategy that includes aggregating, filtering and connecting.
So, the real question is, how do we design filters that let us find our way through this particular abundance of information? And, you know, my answer to that question has been: the only group that can catalog everything is everybody. One of the reasons you see this enormous move towards social filters, as with Digg, as with del.icio.us, as with Google Reader, in a way, is simply that the scale of the problem has exceeded what professional catalogers can do. But, you know, you never hear twenty-year-olds talking about information overload because they understand the filters they’re given. You only hear, you know, forty- and fifty-year-olds taking about it, sixty-year-olds talking about because we grew up in the world of card catalogs and TV Guide. And now, all the filters we’re used to are broken and we’d like to blame it on the environment instead of admitting that we’re just, you know, we just don’t understand what’s going on.
The five forms of filtering break into two categories: judgement-based, or mechanical.
However, even experts can’t deal with all of the information available on the subjects that interest them – that’s why they end up specialising.
As we gain skills and knowledge, the amount of information we can process increases. If we invest enough time in learning something, we can reach filter like an expert.
There can also be expert networks – in some sense that is what the original search engines were, and what mahalo.com is trying now. The problem that the original search engines encountered is that the amount of information available on the web expanded so quickly that it outstripped the ability of the network to keep up with it. This led to the development of google’s search algorithm – an example of one of the versions of mechanical filtering: algorithmic.
heingold also provides a pretty good description of the other form of mechanical filtering, heuristic, in his piece on crap detection. Heuristic filtering is based on a set of rules or routines that people can follow to help them sort through the information available to them.
Filtering by itself is important, but it only creates value when you combine it with aggregating and connecting. As Rheingold puts it:
The important part, as I stressed at the beginning, is in your head. It really doesn’t do any good to multiply the amount of information flowing in, and even filtering that information so that only the best gets to you, if you don’t have a mental cognitive and social strategy for how you’re going to deploy your attention. (emphasis added)
I've been seeking a way to explain why I introduce Diigo along with Information fluency skills in the E-Learning for Educators Course.
This article quickly draws the big picture. Folks seeking to become online teachers are pursuing a specialized teaching skill that requires an information filtering strategy as well as what Rheingold calls "a mental cognitive and social strategy for how you're going to deploy your attention."
Welcome to the American Association of School Librarians (AASL) Standards for the 21st-Century Learner Lesson Plan Database, a tool to support school librarians and other educators in teaching the essential learning skills defined in the AASL Standards for the 21st-Century Learner.
Users can search the database for lesson plans by learning standards and indicators, content topic, grade-level, resources used, type of lesson or schedule, keyword and much more. In addition, registered users can bookmark lesson plans in a portfolio for future use, rate and comment on lesson plans in the community, print to PDF and socially share lesson plans on the web, and create and publish their own lesson plans in the database.
Submissions to the Lesson Plan Database are vetted by AASL reviewers to ensure lesson plans published are of the highest quality. The lesson plan template was developed using the Action Example Template from Standards for the 21st-Century Learner in Action. All lesson plans published are aligned with AASL's Standards for the 21st-Century Learner and are crosswalked with the Common Core Standards.
"
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REGULARS
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Meet Andy Mitchell.
Week In Review
All the week's most popular news.
Shooting Challenge
Shooting Challenge: This week's theme is 'Depth of Field' - Enter Here
Monster Machines
This robot sub can chart nearly every inch of the ocean.
Whitenoise
Where Giz readers talk about stuff we're not already posting about
Building A Solar Challenge Car
What do other teams do when they build a solar car?
Lunchtime Deal
Dell Streak 7 - phablet nostalgia: now on special!
App Deals
Aussie Lingo, Awesome Mails HD, Call of Duty and more.
Breakfast Wrap
Don't miss the weekend's top stories.
SEARCH RESULTS
GEEK OUT
Should You Che
# 5 on this page is an excellent video by Howard Rheingold about the priorities for teaching information literacy in this world of the Internet, search engines, and social media.
Anderson and Krathwohl's taxonomy – Remembering
1. Remembering: Retrieving, recalling or recognising knowledge from memory. Remembering is when memory is used to produce definitions, facts or lists, or recite or retrieve material.
Learning to know Learning to do Learning to live together Learning to be
The digital additions and their justifications are as follows:
Advanced and Boolean Searching
Bullet pointing
Highlightin
Bookmarking or favouriting
Social networkin
Social bookmarking
Searching or “googling
Understanding: Constructing meaning from different types of function be they written or graphic.
The digital additions and their justifications are as follows
“... team players. Virtually every project at Google is run by a small team. People need to work well together and perform up to the team's expectations. ”
Blog Journallin
Categorising & Taggin
ommenting and annotating
Subscribin
Applying: Carrying out or using a procedure through executing or implementing. Applying related and refers to situations where learned material is used through products like models, presentation, interviews and simulations.
The digital additions and their justifications are as follows:
Running and operating
Playin
Uploading and Sharin
Hacking
Editing
Analysing: Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose. Mental actions include differentiating, organizing and attributing as well as being able to distinguish between components.
The digital additions and their justifications are as follows:
Mashing
Linking
Reverse-engineering
Cracking
.Evaluating: Making judgements based on criteria and standards through checking and critiquing..
The digital additions and their justifications are as follows:
Blog/vlog commenting and reflecting
Posting
Moderating
Collaborating and networking
Validating
Testing (Alpha and Beta)
Creating: Putting the elements together to form a coherent or functional whole; reorganising elements into a new pattern or structure through generating, planning or producing.
The digital additions and their justifications are as follows:
Programming
Filming, animating, videocasting, podcasting, mixing and remixing
Users forfeit the ownership of their user data to Google.
Google’s purpose was clearly to “provide identity in a commerce-ready way. And to give them information about what you do on the Internet, without obfuscation of pseudonyms.
obvious search-related rationale for launching a social network like Google+, since indexing and mining that kind of activity can help the company provide better “social search” results. But the real-name issue has more to do with Google’s other business: namely, advertising.
The growth of Google+ provides a reason for people to create Google profiles, and that data — along with their activity on the network and through +1 buttons — goes into the vast Google cyberplex where it can be crunched and indexed and codified in a hundred different ways
excludes potentially valuable viewpoints that might be expressed by political dissidents and others who prefer to remain anonymous. In effect, Schmidt said Google isn’t interested in changing its policies to accommodate those kinds of users: if people want to remain anonymous, he said, then they shouldn’t use Google+.
the reason Google needs users with real names is that the company sees Google+ as the core of an identity platform it is building that can be used for other things:
n identity service, so fundamentally, it depends on people using their real names if they’re going to build future products that leverage that information
"search the database for lesson plans by learning standards and indicators, content topic, grade-level, resources used, type of lesson or schedule, keyword and much more. In addition, registered users can bookmark lesson plans in a portfolio for future use, rate and comment on lesson plans in the community, print to PDF and socially share lesson plans on the web, and create and publish their own lesson plans in the database."
second technological shift when the codex replaced the scroll sometime soon after the beginning of the Christian era. By the third century AD, the codex—that is, books with pages that you turn as opposed to scrolls that you roll
eventually included differentiated words (that is, words separated by spaces
other reader's aids
codex, in turn, was transformed by the invention of printing with movable type in the 1450s.
technology of printing did not change for nearly four centuries, but the reading public grew larger and larger, thanks to improvements in literacy, education, and access to the printed word.
fourth great change, electronic communication
movable type to the Internet, 524 years;
writing to the codex, 4,300 years;
codex to movable type, 1,150 years;
would argue that the new information technology should force us to rethink the notion of information itself.
Internet to search engines, nineteen years
search engines to Google's algorithmic relevance ranking, seven years;
continued at such a rate as to seem both unstoppable and incomprehensible.
continuity I have in mind has to do with the nature of information itself or, to put it differently, the inherent instability of texts.
every age was an age of information, each in its own way, and that information has always been unstable.
news has always been an artifact and that it never corresponded exactly to what actually happened.
News is not what happened but a story about what happened.
aving learned to write news, I now distrust newspapers as a source of information, and I am often surprised by historians who take them as primary sources for knowing what really happened
newspapers should be read for information about how contemporaries construed events, rather than for reliable knowledge of events
We live in a time of unprecedented accessibility to information that is increasingly unreliable. Or do we?
as messages that are constantly being reshaped in the process of transmission
Instead of firmly fixed documents, we must deal with multiple, mutable texts. By studying them skeptically on our computer screens, we can learn how to read our daily newspaper more effectively—and even how to appreciate old books.
Unbelievers used to dismiss Henry Clay Folger's determination to accumulate copies of the First Folio edition of Shakespeare as the mania of a crank.
When Folger's collection grew beyond three dozen copies, his friends scoffed at him as Forty Folio Folger.
eighteen of the thirty-six plays in the First Folio had never before been printed
only two were reprinted without change from earlier quarto editions
extual stability never existed in the pre-Internet eras.
Piracy was so pervasive in early modern Europe that best-sellers could not be blockbusters as they are today
They abridged, expanded, and reworked texts as they pleased, without worrying about the authors' intentions.
question in perspective by discussing two views of the library, which I would describe as grand illusions—grand and partly true.
o put it positively, there is something to be said for both visions, the library as a citadel and the Internet as open space.
We have come to the problems posed by Google Book Search.
Google proposal seemed to offer a way to make all book learning available to all people, or at least those privileged enough to have access to the World Wide Web
will open up possibilities for research involving vast quantities of data, which could never be mastered without digitization
Electronic Enlightenment, a project sponsored by the Voltaire Foundation of Oxford
scholars will be able to trace references to individuals, books, and ideas throughout the entire network of correspondence that undergirded the Enlightenment
notably American Memory sponsored by the Library of Congress[1] and the Valley of the Shadow created at the University of Virginia[2] —have demonstrated the feasibility and usefulness of databases on this scale
will make research libraries obsolete
2. Although Google pursued an intelligent strategy by signing up five great libraries, their combined holdings will not come close to exhausting the stock of books in the United States.
1. According to the most utopian claim of the Googlers, Google can put virtually all printed books on-line.
If Google missed this book, and other books like it, the researcher who relied on Google would never be able to locate certain works of great importance.
On the contrary, Google will make them more important than ever. To support this view, I would like to organize my argument around eight points.
For books under copyright, however, Google will probably display only a few lines at a time, which it claims is legal under fair use.
3. Although it is to be hoped that the publishers, authors, and Google will settle their dispute, it is difficult to see how copyright will cease to pose a problem.
But nothing suggests that it will take account of the standards prescribed by bibliographers, such as the first edition to appear in print or the edition that corresponds most closely to the expressed intention of the author.
Google defines its mission as the communication of information—right now, today; it does not commit itself to conserving texts indefinitely.
it has not yet ventured into special collections, where the rarest works are to be found. And of course the totality of world literature—all the books in all the languages of the world—lies far beyond Google's capacity to digitize
Electronic enterprises come and go. Research libraries last for centuries. Better to fortify them than to declare them obsolete
5. Google will make mistakes.
Once we believed that microfilm would solve the problem of preserving texts. Now we know better.
6. As in the case of microfilm, there is no guarantee that Google's copies will last.
all texts "born digital" belong to an endangered species
7. Google plans to digitize many versions of each book, taking whatever it gets as the copies appear, assembly-line fashion, from the shelves; but will it make all of them available?
4. Companies decline rapidly in the fast-changing environment of electronic technology.
No single copy of an eighteenth-century best-seller will do justice to the endless variety of editions. Serious scholars will have to study and compare many editions, in the original versions, not in the digitized reproductions that Google will sort out according to criteria that probably will have nothing to do with bibliographical scholarship.
8. Even if the digitized image on the computer screen is accurate, it will fail to capture crucial aspects of a book.
ts physical aspects provide clues about its existence as an element in a social and economic system; and if it contains margin notes, it can reveal a great deal about its place in the intellectual life of its readers.
Rare book rooms are a vital part of research libraries, the part that is most inaccessible to Google. But libraries also provide places for ordinary readers to immerse themselves in books,
Meanwhile, I say: shore up the library.
I also say: long live Google, but don't count on it living long enough to replace that venerable building with the Corinthian columns.
he research library still deserves to stand at the center of the campus, preserving the past and accumulating energy for the future.
Her staff offers a complete suite of information services to students and faculty members, spread across four teams. One provides content or access to it in all its manifestations; another manages and curates information relevant to the school’s activities; the third creates Web products that support teaching, research, and publication; and the fourth group is dedicated to student and faculty research and course support. Kennedy sees libraries as belonging to a partnership of shared services that support professors and students. “Faculty don’t come just to libraries [for knowledge services],” she points out. “They consult with experts in academic computing, and they participate in teaching teams to improve pedagogy. We’re all part of the same partnership and we have to figure out how to work better together.”
It’s not that we don’t need libraries or librarians,” he continues, “it’s that what we need them for is slightly different. We need them to be guides in this increasingly complex world of information and we need them to convey skills that most kids actually aren’t getting at early ages in their education. I think librarians need to get in front of this mob and call it a parade, to actually help shape it.”
Her staff offers a complete suite of information services to students and faculty members, spread across four teams. One provides content or access to it in all its manifestations; another manages and curates information relevant to the school’s activities; the third creates Web products that support teaching, research, and publication; and the fourth group is dedicated to student and faculty research and course support. Kennedy sees libraries as belonging to a partnership of shared services that support professors and students. “Faculty don’t come just to libraries [for knowledge services],” she points out. “They consult with experts in academic computing, and they participate in teaching teams to improve pedagogy. We’re all part of the same partnership and we have to figure out how to work better together.”
“The digital world of content is going to be overwhelming for librarians for a long time, just because there is so much,” she acknowledges. Therefore, librarians need to teach students not only how to search, but “how to think critically about what they have found…what they are missing… and how to judge their sources.”
But making comparisons between digital and analog libraries on issues of cost or use or preservation is not straightforward. If students want to read a book cover to cover, the printed copy may be deemed superior with respect to “bed, bath and beach,” John Palfrey points out. If they just want to read a few pages for class, or mine the book for scattered references to a single subject, the digital version’s searchability could be more appealing; alternatively, students can request scans of the pages or chapter they want to read as part of a program called “scan and deliver” (in use at the HD and other Harvard libraries) and receive a link to images of the pages via e-mail within four days.
(POD) would allow libraries to change their collection strategies: they could buy and print a physical copy of a book only if a user requested it. When the user was done with the book, it would be shelved. It’s a vision of “doing libraries ‘just in time’ rather than ‘just in case,’” says Palfrey. (At the Harvard Book Store on Massachusetts Avenue, a POD machine dubbed Paige M. Gutenborg is already in use. Find something you like in Google’s database of public-domain books—perhaps one provided by Harvard—and for $8 you can own a copy, printed and bound before your wondering eyes in minutes. Clear Plexiglas allows patrons to watch the process—hot glue, guillotine-like trimming blades, and all—until the book is ejected, like a gumball, from a chute at the bottom.)
We’re rethinking the physical spaces to accommodate more of the type of learning that is expected now, the types of assignments that faculty are making, that have two or three students huddled around a computer working together, talking.”
Libraries are also being used as social spaces,
In terms of research, students are asking each other for information more now than in the past, when they might have asked a librarian.
On the contrary, the whole history of books and communication shows that one medium does not displace another.
it’s not just a service organization. I would even go so far as to call it the nervous system of our corporate body.”
"This defines a new role for librarians as database experts and teachers, while the library becomes a place for learning about sophisticated search for specialized information."
"How do we make information as useful as possible to our community now and over a long period of time?"
"Receive free daily email alerts of your brand, company, CEO, marketing campaign, or on a developing news story, a competitor, or the latest on a celebrity"
Here's a list of the main benefits of migrating from a typical on-premise MS Exchange Server to Exchange Online: Easy access from anywhere. Exchange Online allows anyone to access his/her e-mail m...
Diigo is a powerful information capturing, storing, recalling and sharing tool. Here are just a few of the possibilities with Diigo:
Save important websites and access them on any computer.
Categorize websites by titles, notes, keyword tags, lists and groups.
Search through bookmarks to quickly find desired information.
Save a screenshot of a website and see how it has changed over time.
Annotate websites with highlighting or virtual "sticky notes."
View any annotations made by others on any website visited.
Share websites with groups or the entire Diigo social network.
Comment on the bookmarks of others or solicit comments to your shared bookmarks.
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
Cathy Oxley on 23 Nov 09" 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
