Okay, what do teachers mean when they add the statement “students may only use three Internet sources” in their research assignments?  How do you define “Internet” resources?  This question was posed on our SCASL Ning as to whether or not subscription databases (such as the ones found on our state’s DISCUS Virtual Library and others such as EBSCOhost, FactsOnFile, etc.) are “Internet” resources.  It was further explored in a post by my friend Cathy Nelson over at her blog.  (Please read her post then come back here)

Here was my response on the SCASL forum:

“In my opinion, electronic databases should NOT count as Internet resources. Yes, you access them through the Internet (the delivery method), but someone has to pay to access them – hence the name subscription database. In addition, these resources have already been “evaluated” in some form. When teachers refer to the Internet, they are mostly referring to the WWW and/or free web = sites that any john doe can create. Like you said above, electronic databases collect materials that were originally in print – magazines, journals, pamphlets, brochures, reference books, etc. as well as web resources that have been evaluated and approved to be of some authority. My teachers will allow students to use as many references from DISCUS/subscription databases as they can find, but limit the number of free websites/sources.”

But some would argue that you have to pay an Internet Service Provider in order to have access to the Internet.  True, but your ISP isn’t saying that everything you can access through them has been authorized or evaluated as authoritative sources.  I can tell you that I’m pretty sure Gale’s InfoTrac isn’t going to have an article taken from Mrs. Smith’s 5th grade science class webpage and have it indexed in it’s database.  But it will have an article from Scientific American, which was originally posted as a print magazine, which in turn meant that it had to go through some authentication process before it was ever printed.**

Which also brings up the fact that subscription databases contain information that if found on your physical library shelves would be considered PRINT sources.  You wouldn’t tell a student you can’t use that reference book article because you’ve already got three print sources.  Why would you tell the student he/she can’t use the reference article from DISCUS just because he accessed it via the Internet and he already has three WWW/free web sources?  Remember, most subscription databases contain information that was originally published in print (magazines, journals, newspapers, reference books, pamphlets, brochures, etc.)

Bottom line, the Internet is a delivery method.  The Internet IS NOT A SOURCE! Sally student wouldn’t list AT&T as a source, but instead she would cite the telephone interview she conducted with Oncologist Dr. Smith for her cancer research project.  Johnny student wouldn’t list Time Warner Cable as a source, but instead A&E Biography (the specific show) for information he used in his biographical essay on Albert Einstein.

I believe that the real reason teachers put a limit on “Internet” resources is that they want students to use a variety of sources and not just “Google It.”  However, teachers need to be more specific when they write their assignment guidelines.  Instead of saying only three Internet sources, they need to specify only three free web sources.  As Cathy pointed out in her blog, and what I do for my teachers and students, is explain the differences between the free web and subscription databases.   I remind them that they can use as many subscription database/DISCUS articles as they want.

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** Note: I do remind students that articles in subscription databases must still be evaulated, less for “authority” and more for bias, relevance, and timeliness.

Another school year is up and running.  I’ve been very busy with training teachers in Moodle and the gradebook system.  I’ve also assisted with almost all of the English classes in taking the STAR (reading comprehension) and TRAILS (information literacy/research skills) testing and will finish up the last class tomorrow!    Now that I’ve got a few minutes to myself, I’ve been trying to clean out my RSS feeds (again).  Here are some odds & ends I wanted to share:

A Plethora of Technology: Trick My Truck – by Barry Bachenheimer – interesting ways to “trick out” your learning activities.

Blogging on the Bay: The Heart of a Teacher – by Bill Gaskins – All teachers should watch this video of a student giving a keynote address to his school district’s teachers.  It’s an embedded YouTube video, so you may not be able to view from work, but PLEASE take the time to watch from home.  You wont be disappointed.

Self Check #260 – by Emily Lloyd – Toung in cheek, “muliticultural” books.  I really love these doses of humor.  I think it would be a hoot to work with this lady!

CNN.com: “Monster mom’ – how to avoid being one” – 7 tips on how not to alienate your son/daughter’s teachers.

Both BBC News and The New York Times have articles about the Harold, TX school board allowing teachers to carry concealed weapons (guns) on campus.  How scary is that!?

Reader’s Digest: “13 Things Your Computer Person Won’t Tell You” – My personal favorite is #10 – get a MAC!  Hehehe! Told ya so!

Cathy Nelson wrote a post today that touched a nerve, not with her original topic “What’s in a name?” but with the following comment:

“…“teacher” in today’s world has come to imply that the learning is done, and it is now someone else’s (students) turn to learn. I wholeheartedly believe it is (in the words of Bud the teacher) pedagogical malpractice to stop learning if you work with students.”

It has become obvious to me that many media specialists and educators seem to stop the learning process once they obtain their degree/jobs. Oh, they will do the mandated requirements to keep up their teaching certificates, but they don’t take the time to become true “life-long learners” especially when it comes to their own profession.

I could go into a long rant listing all of the excuses I hear for not attending professional development both on their own time and through district, state, or national programs, and why I feel they don’t hold weight. — And I did, but realized that my post had too much negativity where my goal is to be more positive this year, so I deleted it! — Instead I’ll just counter any and all excuses with the fact that many educators, media specialist, and leaders in education seem to find the time to continually educate themselves and they all have the same hours in the day, family commitments, workloads, scheduling nightmares, etc.

What I believe is that it all boils down to commitment and compromises. What is important to you and what are you willing to give up?

For me, Instead of watching TV every evening or going into town every weekend to see a movie or visit family and friends, I’ll take online tutorials or learn a new Web 2.0 tool. I’ll alternate reading a book for enjoyment, such as the latest Nora Roberts or Dean Koontz, with professional blogs, journals, and books. (Although, I’ll have to say that my professional learning network has become more interesting to me than the latest bestsellers.) I’ll plan into my budget professional dues and conference fees that my school cannot cover, and maybe I’ll have to do without that new blouse, or latest DVD, or take my lunch this week, but to me, furthering (and many times just keeping up with) my education is more important. Most importantly, the people I serve, my students, teachers, and community, deserve for me to give them my best and not just the bare minimum.

Okay, stepping down from my soapbox. Let me just add that I challenge you, to learn one new thing each month. It doesn’t have to be anything huge or involved. Just try reading one professional book/magazine/blog; explore one Web 2.0 tool/software/technology of your choice; attend a professional group meeting related to your subject; or any number of things that will improve your knowledge. Need suggestions or help, just ask me. That’s why I’m here!