INTRODUCTION TO MY ORAL REPORT
THE WEB USED AS AN INFORMATION RESOURCE
THE WEB USED AS A PUBLISHING TOOL
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The internet, through advancements, has evolved into what we now call the
World Wide Web. It has brought a practical tool into the applications of teaching. I will be discussing two applications
for the Web, which the Helen Topping Architecture and Fine Arts Library at the University of Southern California
facilitated through their projects. The Web is a fantasticsource for individuals to get information on any given topic, but,
it is a resource like any other that needs to have instructional material in the usage of it in order for theuser to get the
maximum benefits of this tool. For new users, in accessing the Web, there has to be a guideline to follow in order to work
responsibly and productively. Although there are millions of Web sites accessible to all users, it is not a "be-all, end-all"
resource. The information that can be obtained from the Web is created by individual and istitutionas with intended audiences in mind
and with a multitude of purposes. The Web can also be looked upon as a publishing tool where an individual can introduce to it's audience,
information that is relevant to the situation, for example, instructional needs.
The Web is not controlled by any single entity therefor thas a unique blend of diverse information both useful and useless.
In 1995, Pask and Snow published an article called "Instruction and the Internet" which served the purpose of informing students that "to
be successful Internet users, students must have a clear understanding of the broad context of the Internet...students still need to be able
to use the same basic information literacy skills librarians have stressed in the last decade." There are basic instructional web
pages to teach users of a class how to become user-efficient. It includes hands-on exercises in which the user floowes basic Web
terminology. This consists of a brief history of how the Web evolved and an explanation of what appears in the browser window.
It also informs the user of the advantages and disadvantages of the Web, for example, slow loading and large image files.
INTRODUCTION TO MY ORAL REPORT
Before the world Wide Web existed, librarians as well as library users found it difficult to learn
and teach the users. The first generation of Internet applications were largely charater-based and hard to navigate. Ie: Gopher and ftp.
Now with the Web and HTML, the user-friendly tool is very easy to maneuver. It also has the ability to resolve the two-fold probelm of teaching
library users and introducing users to new realms of visual information.
My reaction
I think that the recent and rapid advancements of technology has created a resource that
even ten years ago, we never thought would have been possible. The possiblities of the Web has opened doors for students in
the college setting to experience what previous generations never could. The crucial aspect of taking full advantage of
this incredible learning tool is knowledge of instruction in the usage of computers and for students who are computer
illiterate, to overcome their fears of it.
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THE WEB USED AS AN INFORMATION RESOURCE
This class is taught in a state-of-the-art networked Learning Room in Leavey Library which is the undergraduate teaching library at USC.
It consists of 25 workstations, a teaching station which is projected onto a large screen with a Barko projector and whiteboards. The focus of indexes
and search engines are used to provide the students with the skills to obtain information on their own. To strengthen the students
critical thinking skills, an exercise is conducted where they have to identify the reliable and unrealisble sites.
The URL for the Web page used in the class is provided to the students in order for them to access the page because it is not available to outsiders of the class. This web page will become an information resource tool for the students to refer back to when surfing the web independently. The page contains information for the more advanced users of the class to send email from a web page and links to sites that give instructions on how to create personal web pages within the USC servers.
There are two areas of reference in using the web:
(1) Popular reference tools created as web sites, which are produced by reputable publishers. These sites assure the user of the validity of the content in which they are referencing. Ie: the Encyclopedia Britannica Online Web site is linked to the University Libraries Web site. There are some commercial sites that require licensing of their products before access can be linked.
(2) The Web used as a Research tool involving "internet-rich" topics. Topics of interest that are best presented visually and ones that are periodically updated with the latest information that require illustration of the Web's potential as a publishing medium.
Although the internet issues regarding staff training are addressed and considered, other stumbling blocks for internet resource availability on the USC campus are being worked on ie: not all of the reference desks are equipped with networked workstations and not all library staff are sufficiently trained on the use of the Web.
My reaction
The Web used as an information resource has provided students the opportunity to access information from a particular web page that is only accessible
to members of a class. This has made it very easy for the students to get independent help outside of the scheduled
class time. This tool has also opened the doors to obtaining information on any given subject by simply typing in the
topic. I think that students as well as anyone researching a topic is more inclined to get more information in a shorter
amount of time and consider the Web an additional resource.
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THE WEB USED AS A PUBLISHING TOOL
In an instructional setting, the author doesn't refer to "the Web" as the internet. Rather, she refers to it as the "interface, access and multimedia capabilities provided by Web technology". Another refers to it as an "HTML tutorial". Nevertheless, the use of the Web as a means for publishing instructional material can be accessible quickly and easily. It provides 24-hours access to a multitude of course-related information ie: images in a digital format. Digital images in the USC Architecture and Fine Arts Library Slide Collection was formatted and stored on Kodak Photo CDs and available for viewing. Initially, the problem of access to the images outside of the classroom setting was solved but it didn't meet the demands of the users due to availability. There were also limitations to what could be stored on the CDs ie: the list of images had to be stored on a separate, printed document and the inability to store text descriptions of the images.
ImageAXS is a commercial database that was developed to allow text to accompany images. Although it was not a very structured database, it allowed instructors to add notes and instructions. The problem with this digital image database was the required weekly maintenance on each workstation, which proved to be ineffective on such a large campus.
In the summer of 1995, the development of a prototype instructional web site emerged and the concept of a digital classroom was born. The "digital classroom" is a physical room with digital equipment used for teaching. It took seven weeks of collaborating with various staff member within USC to finally produce a web site for use in the digital classroom. The web site was used as a teaching tool and course manual. This resulted in a grand success and the web page was used to allow students a new means of communication with instructors using discussion forums and email.
In using digital images in a hypertext format, it allows students to view the images in ways that a textbook or slide lecture cannot. Allowing access to the web site outside of the classroom benefits both student as well as instructor. It leaves valuable class time for dynamic teacher-student interaction, which creates a collaborative learning environment for achievement.
The problems that arose after the web-based instructional issues were resolved were time related. The scanning of the images in order to generate the web sites put the most demand on staff time.
Another potential problem involving access to the workstations were a concern as it became a requirement to complete course assignments. Students depend on the facility to gain access to the course web sites and instructors must be willing to devote instructional time to web instruction in order for the sites to be most effective.
The key to the success of the class web site idea is the amount of dedication of time that the faculty members are willing to give, throughout the process. The class web site has also furthered the communication lines between students and their instructors.
My reaction
As a student, being able to publish my work on line has opened the doors for the opportunity to
all other students to review your work in research and your opinions on various topics. There is also the ability for
students and teachers to communicate with each other via e-mail, and allows for active discussion outside of the classroom.
I think the access that has been made available to students and teachers is something that has allowed outside classroom
active thinking and reacting to the various opinions of other students without feeling intimidated by the face to face classroom interaction that
is felt in traditional curriculum discussion.
QUESTIONS AND COMMENTS
1. Do you believe that a class such as the one offered at USC would be useful to have here at UH?
I think that UH would definately benefit from classes that could teach people how to utilize the web most efficiently. There
are so many students as well as faculty who think they know how to use the web, but in reality, do not know the full potential
of the web.
2. Was this chapter difficult to understand? Why? or Why not?
This chapter was very easy to understand because of the way in which it was organized. Each section discussed an aspect of
the web and what it can do for students as well as faculty at the USC campus. I felt that I could understand the chapter
because the introduction clearly layed out what would be discussed in the chapter. Each aspect of the web that was
discussed has a sub heading, therefore, I knew exactly what was being talked about.
3. Do you think that more novist users are attempting to learn how to use the internet now that web tools are becoming easier to use?
I think people are attempting to learn how to use the web because it is being talked about so much by the people that already utilize
it and have integrated it into their daily lives. There is also those who are being forced to learn how to use the web because of
school assignments and employees whose jobs require them to.
4. What's the difference between the web and library materials with regards to information content?
The information that is on the web contains current information and can be updated daily or up to the minute, whereas,
information that can be obtained through library materials are normally not current. But there is also the validity issue with
web information. It is sometimes difficult to determine how valid the information is from a web site because the author
of the web site could be left ananomous.
5. Is it becoming a popular trend for teachers to make their class materials available to their students on the web? Why or Why not?
I don't really know if it is becoming a trend, but I think as more and more faculty realize the potential that the web has
in offering students 24-hour access to instructional needs, they are more willing and eager to learn the web themselves and give
students the opportunity that was once never thought possible.
6. Is there such a thing as "harmful" information on the web along with useful and useless information?
There definately is some harmful information on the web. Some web sites may be offering some kind of product, but in reality,
they are out to get credit card numbers for their own personal and unlawful gain. It is very hard to determine whether a site
is secured or not. I personally am very skeptical when it comes to taking offers or making purchases on the web.
7. How successful do you think digital classes would be in a high school setting?
I think digital classes for high schooler would better prep them for college because more and more, I see how the web is
being integrated into the college courses. It could possibly help them in understanding and learning the basics of the web
technology that would be utilized in the college curriculum.
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