Transcript INFOhio's Electronic Resources for 2005-2006 (10

Davis Library
> > > > > > > > > > Ohio Teacher Standards & Information Literacy > > > > > > > > > >
OBJECTIVE
Explore Connection Between:
1. Ohio Teacher & Academic Content Standards
2. Information Literacy
In Relation To:
• INFOhio
• Copyright Law
• Evaluating Web Sites
TOP OF PAGE 1 OF YOUR
GREEN HANDOUT
Jeanette Albiez Davis Library
University of Rio Grande
OHIO TEACHING STANDARDS & INFORMATION LITERACY
INCLUDING OHIO ACADEMIC CONTENT STANDARDS, INFOHIO,
COPYRIGHT LAW, & EVALUATING INTERNET RESOURCES
ASK US at [email protected] for help with resources and services in Davis Library by emailing
both Reference Librarians simultaneously: Tim Snow, Reference Librarian, Phone: 740-245-7344,
[email protected]; Amy Wilson, Reference Outreach Specialist, Phone: 740-245-7382,
[email protected]. Call Toll Free in OH, WV, KY, PA: 800-282-7201.
TOP OF PAGE 1 OF YOUR
GREEN HANDOUT
I.
Ohio Teacher Standards – Insuring that
teaching is a profession that is dedicated to
student learning, while upholding high standards
for professional performance, and raising the
standards for teachers, strengthening their
educational preparation and creating
performance-based assessments that demonstrate
accomplished application of standards.
MIDDLE OF PAGE 1 OF YOUR
GREEN HANDOUT
Ohio Teacher Standards
A. Ohio Department of Education [http://www.ode.state.oh.us/] – Develops
systems of licensing and performance-based assessment of educators that
holds them accountable for student learning.
B. The Ohio Resource Center for Mathematics, Science, and Reading (ORC)
[http://www.ohiorc.org/default.aspx] - ORC enhances teaching and learning
by promoting standards-based best practices in mathematics, science, and
reading for Ohio schools.
C.
Ohio Literacy Institute [http://www.ode.state.oh.us] - Promotes
convergence in teacher preparation programs to reflect current
understanding about student learning and about teacher standards regarding
knowledge, abilities and skill development.
BOTTOM OF PAGE 1 OF YOUR
GREEN HANDOUT
II. Ohio Academic Content Standards –
“Academic Content Standards describe the
knowledge and skills that students should attain
- often called the ‘what’ of ‘what students
should know and be able to do.’ They indicate
the ways of thinking, working, communicating,
reasoning and investigating, and important and
enduring ideas, concepts, issues, dilemmas and
knowledge essential to the discipline.”
BOTTOM OF PAGE 1 OF YOUR
GREEN HANDOUT
II. Ohio Academic Content Standards - Ohio Department of Education (ODE)
1.
Clearly defined statements and/or illustrations of what all students, teachers,
schools and districts are expected to know and be able to do.
[http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?Pag].
2.
General information on Ohio’s technology content standards is also provided
and what they mean for student achievement in Ohio schools.
[http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3].
TOP OF PAGE 2 OF YOUR
GREEN HANDOUT
B. Ohio Academic Content Standards – ODE Standards & Management System Links
1. Browse and download Ohio Academic Content Standards
[http://ims.ode.state.oh.us/ODE/IMS/ACS/default.asp].
2. Align your resources to the content standards by viewing them in a hierarchical
order from content area to grade level indicator –
[http://www.infohio.org/librarystaff/odeosic/].
3. Get information on how to plan for standards based instruction [http://ims.ode.state.oh.us/ODE/IMS/Lessons/default.asp].
C. Useful Web Links from the Institute for Library and Information Literacy Education
(ILILE)
1. Lesson planning links – [http://www.ilile.org/modules/mylinks/viewcat.php?cid=6].
MIDDLE OF PAGE 2 OF YOUR
GREEN HANDOUT
III.
Information Literacy - The acquisition,
interpretation, and dissemination of information.
Information literacy focuses on effective
methods for locating, evaluating, using, and
generating information.
Technology-based information literacy skills
encompass the utilization of the Internet and
other electronic information resources for
research and knowledge building.
MIDDLE OF PAGE 2 OF YOUR
GREEN HANDOUT
III.
Information Literacy
A. The Institute for Library and Information Literacy Education (ILILE)
[http://www.ilile.org/] - Provides local, regional and national leadership in fostering
valuable collaboration among teachers, school library media specialists and
academic faculty who work together to promote information literacy in the K-16
classroom.
B. American Library Association’s (ALA) Information Literacy Website
[http://www.ala.org/ala/acrl/achtm].
C. Directory of Online Resources for Information Literacy
[http://bulldogs.tlu.edu/mdibble/doril/].
BOTTOM OF PAGE 2 OF YOUR
GREEN HANDOUT
IV.
INFOHIO [http://www.org/] - A statewide cooperative school
library and information network, uses technology to ensure curriculum and
instruction of information literacy by providing greater access for Ohio's
learners and educators. INFOhio's components include electronic resources
for schools, instructional development for teachers, library automation,
media booking, and a statewide union catalog.
Ohio Teacher Standards - Technology Operations and Concepts:
1.
Demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
2.
Demonstrate continual growth in technology knowledge
and skills to stay abreast of current and emerging
technologies.
Also available from INFOhio
200+ titles
Available as:
• Streaming video
• Download to computer
Contact your
Area Media Center
for complete information.
Want To Play With It?:
• Username: infohio
• Password: explore
BOTTOM OF PAGE 2 OF YOUR
GREEN HANDOUT
IV.
INFOHIO [http://www.org/] - A statewide cooperative school
library and information network, uses technology to ensure curriculum and
instruction of information literacy by providing greater access for Ohio's
learners and educators. INFOhio's components include electronic resources
for schools, instructional development for teachers, library automation,
media booking, and a statewide union catalog.
Ohio Teacher Standards - Technology Operations and Concepts:
1.
Demonstrate introductory knowledge, skills, and
understanding of concepts related to technology.
2.
Demonstrate continual growth in technology knowledge
and skills to stay abreast of current and emerging
technologies.
TOP OF PAGE 3 OF YOUR
GREEN HANDOUT
V.
COPYRIGHT LAW – A form of protection provided by
the laws of the United States (title 17, U.S. Code) to the authors
of “original works of authorship,” including literary, dramatic,
musical, artistic, and certain other intellectual works.
Ohio Teacher Standards - Social, Ethical, Legal, and Human
Issues:
1.
Model and teach legal and ethical practice related to
technology use.
TOP OF PAGE 3 OF YOUR
GREEN HANDOUT
A. United States Copyright Office [http://www.copyright.gov/] – Provides expert
assistance to Congress on intellectual property matters.
B. Copyright Clearance Center [http://www.copyright.com/] - Provides copyright
licensing.
C. Copyright Society of the USA [http://www.csusa.org/] - Since 1953 this
nonprofit group’s primary function is the gathering.
D. The TEACH Toolkit: An Online Resource for Understanding Copyright and
Distance Education [http://www.lib.ncsu.edu/scc] - The Technology
Education, and Copyright Harmonization Act (TEACH Act) is now law.
E. Copyright & Fair Use [http://fairuse.stanford.edu/] - Directory of information
concerning copyright.
What is Copyright?
•Copyright is a statutory privilege extended to
creators of works fixed in a tangible medium of
expression.
•Copyright laws legally protect the potential
monetary value of creative endeavors as a way of
encouraging the producers of information and
entertainment to publish their work, and thus to
share it with others.
Copyright Owners Have
Exclusive Rights To:
•Reproduce the work
•Prepare a derivative work
•Distribute the work
•Perform the work publicly
•Display the work publicly
Establishing Copyright
•In the USA, everything created after April 1,
1989 is copyrighted and protected whether it
has a notice or not.
•Copyright is established the moment a work is
fixed in tangible form and lasts until 50 years
after the author dies.
Copyright Notice
•Although not necessary, a notice of copyright
helps strengthen the protection. The correct form
of notice:
Copyright [dates] by [author/owner]
•You may use © in a circle instead of copyright
but not (C) in parentheses.
Fair Use
Four factors are to be considered in determining
whether or not a particular use of a copyrighted
work is fair:
1. Purpose and character of the use (nonprofit
educational use vs. commercial purposes).
2. Nature of the copyrighted work.
3. Amount and substantiality of the portion
used in relation to the work as a whole.
4. Effect of the use upon potential market
for value of the work.
Fair Use Purpose
•The intent of fair use is to allow for criticism,
commentary, news reporting, research,
education and parody about copyrighted works.
• NOT to allow schools and educational
institutions free rein to use copyrighted
materials, especially if those works are
published or viewed outside of the classroom.
Photocopying
Teachers can do the following copying for their
own scholarly research, use in teaching, or
preparing to teach a class.
Multiple copies (one copy per student in a
course) can be made if it meets the criteria of
brevity, spontaneity, and cumulative effect.
Brevity
•A complete poem printed on no more than two
pages or an excerpt from a longer poem not to
exceed 250 words.
•A complete article, story or essay of less than
2,500 words may be copied in its entirety.
• One chart, graph, diagram, cartoon, or picture
per book or periodical issue.
Spontaneity
•Copying is done by the teacher when there is
not a reasonable length of time to request and
receive permission to copy.
Cumulative Effect
•The copying is only for one course and only
nine instances of multiple copying per course
during one class term is allowed.
•Not more than one short poem, article, story,
essay or two excerpts may be copied from the
same author, nor more than three from the same
collective work during on class term.
You Do Not Have Permission
to Copy If:
•Copying is done to create or replace or substitute for
anthologies, compilations, or collective works.
•The item is consumable (i.e. workbooks).
•You are in any way substituting for purchasing books,
periodicals, etc.
•You intend to charge the student more than what the item
actually cost to copy.
•You intend to use it term after term.
Video Use At School Must:
•Take place in a classroom or similar place of
instruction.
•Be part of the regular instructional process, not
recreational.
•Be in the course of face-to-face teaching
activities.
•Be a lawfully-made or acquired copy.
Videotaping Guidelines
Taped Shows:
•Cannot be kept for more than 45 days after the recording
date.
•Can only be shown within the first 10 days of that 45day period.
•Can only be shown two times within a single class.
Videotaping Guidelines
•After 10 days the tapes can only be reviewed
by the teacher for possible purchase and
curriculum inclusion.
•Duplicate copies of the same program can be
made to fill teacher requests.
•Tapes cannot be altered in any way.
•All copies must include copyright notice.
Computer Software and CDROMs
•Only load software on the number of machines for
which you have permission.
•Do not load drivers for CD-ROMs onto multiple
machines.
•Upgrades of programs become your legal copies discard earlier versions.
Computer Software and CDROMs
•Do not load school software onto home
computers (and vice versa).
•Follow shareware and freeware rules.
•Multi-platform CD-ROM drivers can only be
loaded onto the one platform of choice.
Computer Software and CDROMs
•You can legally use one program with one child or
group of children as long as you’re only on one
machine.
•Anything a student creates belongs to the student and
not the school.
•Before loading a program on another computer it must
first be deleted from the previous computer (for one
license).
Computer Software and CDROMs
•If a school consolidates or moves to a new
building, the software transfers as well.
•Purchasers are allowed to make one backup copy
of software for archival purposes only.
•Keep all software licensing documentation.
Shareware
•Shareware allows users to try software
before purchasing it.
•If it is found to be of use, the user then pays
a fee to the shareware author.
•The fee paid is determined by the author
(usually found in a “read me” file with the
software) and is paid on the honor system.
Freeware
•The freeware software producer retains the
copyright to the product however no fee is
charged.
•Freeware generally comes with many of the
restrictions found in shareware or fee licensed
software.
Public Domain
•Items placed intentionally into public domain by
the author/creator are not copyrighted.
•Material on which the copyright has expired is
also considered public domain.
•Granting something to the public domain is a
complete abandonment of all rights and derivative
works can be made and copyrighted from public
domain material.
Multimedia Fair Use
Guidelines
You May Use:
•10% or 3 minutes, whichever is less, of a motion
media work.
•10% or 1,000 words, whichever is less, to
incorporate into a multimedia project.
•Up to 10%, but never more than 30 seconds, of
music and lyrics.
Multimedia Fair Use
Guidelines
You May Use:
•No more than 5 images by the same artist or
photographer.
•No more than 10% or 15 images, whichever is less,
of a collective work. (photos and illustrations).
•Up to 10% or 2500 fields or cells, whichever is less,
of a database.
Copyright and the Internet
•Under the guidelines of copyright, media on the
Internet is copyrighted—whether it expressly
says so or not.
•Either ask and receive permission to use
copyrighted materials on your Web site or use
public domain or original media.
Linking to Web Pages
•Like a street address, a URL for a Web page is
not copyrightable.
•Therefore, listing a link on your Web site does
not require permission.
•However, copying an entire list of links from
another Web page could be.
Linking to Web Pages
You also might want to:
•Remove a link to another person’s Web page if
asked to do so.
•Remove links to pages where you suspect the
author(s) have included materials without the
copyright owner’s permission.
Violation of Copyright
•Violation of copyright laws is usually a civil
matter, resulting in lawsuits instead of criminal
trials.
•However, if the case involves more than 10
copies and a value of over $2,500, it can be made
a felony. Under U.S. law, infringement may result
in civil damages of up to five years imprisonment
and/or a $250,000 fine.
Following Copyright Laws and
Guidelines Allows You To:
•Be a good role model.
•Support creative endeavors and the ability to
profit from them.
•Avoid lawsuits and other trouble!
TOP OF PAGE 3 OF YOUR
GREEN HANDOUT
V.
COPYRIGHT LAW – A form of protection provided by
the laws of the United States (title 17, U.S. Code) to the authors
of “original works of authorship,” including literary, dramatic,
musical, artistic, and certain other intellectual works.
Ohio Teacher Standards - Social, Ethical, Legal, and Human
Issues:
1.
Model and teach legal and ethical practice related to
technology use.
TOP OF PAGE 3 OF YOUR
GREEN HANDOUT
A. United States Copyright Office [http://www.copyright.gov/] – Provides expert
assistance to Congress on intellectual property matters.
B. Copyright Clearance Center [http://www.copyright.com/] - Provides copyright
licensing.
C. Copyright Society of the USA [http://www.csusa.org/] - Since 1953 this
nonprofit group’s primary function is the gathering.
D. The TEACH Toolkit: An Online Resource for Understanding Copyright and
Distance Education [http://www.lib.ncsu.edu/scc] - The Technology
Education, and Copyright Harmonization Act (TEACH Act) is now law.
E. Copyright & Fair Use [http://fairuse.stanford.edu/] - Directory of information
concerning copyright.
TOP OF PAGE 4 OF YOUR
GREEN HANDOUT
EVALUATING INTERNET RESOURCES – Investigating to insure that
VI.
websites are accurate, current, objective and authoritative.
Ohio Teacher Standards - Research Skills:
1.
Evaluate the usefulness and credibility of data and sources.
2.
Explain the usefulness and accuracy of sources by determining their validity
(e.g., authority, accuracy, objectivity, publication date and coverage) and define
primary and secondary sources.
3.
4.
Determine the accuracy of sources and the credibility of the author by
analyzing the sources' validity (e.g., authority, accuracy, objectivity,
publication date and coverage, etc.).
Determine the accuracy of sources and the credibility of the author by
analyzing the sources' validity (e.g., authority, accuracy, objectivity,
publication date and coverage, etc.).
MIDDLE OF PAGE 4 OF YOUR
GREEN HANDOUT
A. Evaluate Web Pages [http://www.widener.edu/Tools_Resources/Libraries/] Tutorial and exercises to evaluate the quality of information found on the Web.
B. Evaluating Web Pages: Techniques to Apply & Questions to Ask
[http://www.lib.berkeley.edu/TeachingLib/ – Tutorial on evaluating web sites.
C. Evaluation of Information Sources [http://www2.vuw.ac.nz/staff/alastair] Contains pointers to criteria for evaluating Internet information resources,
particularly those on the Internet. particularly useful to those who are selecting
sites to include in an information resource guide, or informing users as to the
qualities they should use in evaluating Internet information.
D. Librarians’ Internet Index [http://lii.org/] – A publicly funded website that features
dozens of high quality websites carefully selected, described, and organized by a
team of librarians.
Scope
• What items are included in the resource?
• What subject area, time period, formats or
types of material are covered?
• Does the actual scope of the resource match
expectations?
Aspects of the Scope Include:
• Breadth
– Are all aspects of the subject covered?
• Depth
– To what level of detail in the subject does the resource go?
• Time
– Is the information in the resource limited to certain time periods?
• Format
– Are certain kinds of Internet resources (for example PDF, FTP)
excluded?
Content
• Is the information factual, or opinion?
• Does the site contain original information, or
simply links?
• Specific aspects related to the content include
the accuracy, authority, currency and
uniqueness of a resource.
Accuracy
• Is the information in the resource accurate?
– You may wish to check this against other
resources, or by checking some information about
which you have special knowledge.
• Are there political or ideological biases?
– The Internet has become a prime marketing and
advertising tool, and it is advisable to ask "what
motivation does the author have for placing this
information on the Net".
Authority
• Does the resource have some reputable organization or expert behind it?
• Does the author have standing in the field?
• Are sources of information stated?
• Is the information verifiable?
• Can the author be contacted for clarification or to be informed of new
information?
• Examine the URL can give clues to the authority of a source. For instance a
tilde "~" usually indicates a personal web directory, rather than part of the
organization's official web site.
Internet Domain Extensions
• .gov - Government body
– http://www.ed.gov
• .ca - Country or state codes
– http://www.ode.state.oh.us
• .edu - Educational institution, used in the U.S.
– http://www.rio.edu
Internet Domain Extensions
• .org - Organization that may be non-profit
• .net - A top-level domain name used for Internet
administrative sites in the United States
• .com - A commercial enterprise
“.org” Examples
.org - Organization that may be non-profit
Good?
http://www.redcross.org
Bad?
http://martinlutherking.org
“.org” Examples
.org - organization that may be non-profit
Good?
http://www.redcross.org
Bad?
http://martinlutherking.org
“.net” Examples
.net - A top-level domain name used for Internet
administrative sites in the United States.
Good?
http://www.microsoft.net
Bad?
http://www.kkk.net/home.htm
“.net” Examples
.net - A top-level domain name used for Internet
administrative sites in the United States.
Good?
http://www.microsoft.net
Bad?
http://www.kkk.net/home
“.com” Examples
.com - A commercial enterprise
Good?
http://www.bobevans.com
Bad?
http://www.smokingsection.com
“.com” Examples
.com - A commercial enterprise
Good?
http://www.bobevans.com
Bad?
http://www.smokingsection.com
Tips & Tricks
• Most Web servers use the tilde (~) to represent
the personal directories of individuals.
• Home pages often have URLs ending in:
/welcome.html
/index.html
/default.html
http://members.chello.nl/~f.dejonge/rs.html
Currency
• How frequently is the resource updated, or is it a
static resource?
• Are dates of update stated, and do these correspond to
the information in the resource?
• Does the organization or person hosting the resource
appear to have a commitment to ongoing maintenance
and stability of the resource?
Links Made to other Resources
• If the value of the site lies in its links to other
resources, are the links kept up to date, and
made to appropriate resources?
• Are the links made in such a way that it is
clear that an external site is being referred to.
Quality of Writing
• Is the text well written?
Purpose
• What is the purpose of the resource?
• Is this clearly stated?
• Does the resource fulfill the stated purpose?
Audience
• Who are the intended users of this resource?
• At what level is the resource pitched: a subject expert,
a layperson, or a school student?
• Will the resource satisfy the needs of the intended
users?
• Does your user group correspond to the intended
audience?
TOP OF PAGE 4 OF YOUR
GREEN HANDOUT
EVALUATING INTERNET RESOURCES – Investigating to insure that
VI.
websites are accurate, current, objective and authoritative.
Ohio Teacher Standards - Research Skills:
1.
Evaluate the usefulness and credibility of data and sources.
2.
Explain the usefulness and accuracy of sources by determining their validity
(e.g., authority, accuracy, objectivity, publication date and coverage) and define
primary and secondary sources.
3.
4.
Determine the accuracy of sources and the credibility of the author by
analyzing the sources' validity (e.g., authority, accuracy, objectivity,
publication date and coverage, etc.).
Determine the accuracy of sources and the credibility of the author by
analyzing the sources' validity (e.g., authority, accuracy, objectivity,
publication date and coverage, etc.).
MIDDLE OF PAGE 4 OF YOUR
GREEN HANDOUT
A. Evaluate Web Pages [http://www.widener.edu/Tools_Resources/Libraries/] Tutorial and exercises to evaluate the quality of information found on the Web.
B. Evaluating Web Pages: Techniques to Apply & Questions to Ask
[http://www.lib.berkeley.edu/TeachingLib/ – Tutorial on evaluating web sites.
C. Evaluation of Information Sources [http://www2.vuw.ac.nz/staff/alastair] Contains pointers to criteria for evaluating Internet information resources,
particularly those on the Internet. particularly useful to those who are selecting
sites to include in an information resource guide, or informing users as to the
qualities they should use in evaluating Internet information.
D. Librarians’ Internet Index [http://lii.org/] – A publicly funded website that features
dozens of high quality websites carefully selected, described, and organized by a
team of librarians.
TOP OF PAGE 1 OF YOUR
GREEN HANDOUT
Jeanette Albiez Davis Library
University of Rio Grande
OHIO TEACHING STANDARDS & INFORMATION LITERACY
INCLUDING OHIO ACADEMIC CONTENT STANDARDS, INFOHIO,
COPYRIGHT LAW, & EVALUATING INTERNET RESOURCES
ASK US at [email protected] for help with resources and services in Davis Library by emailing
both Reference Librarians simultaneously: Tim Snow, Reference Librarian, Phone: 740-245-7344,
[email protected]; Amy Wilson, Reference Outreach Specialist, Phone: 740-245-7382,
[email protected]. Call Toll Free in OH, WV, KY, PA: 800-282-7201.
Davis Library
< < < < < < < < < Ohio Teacher Standards & Information Literacy < < < < < < < < <