Teaching the Internet in Libraries

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Editorial Reviews

VOYA
The importance of the Internet and technology in libraries is being recognized across North America. All library systems must face difficult questions about Internet access: How do they become proficient at helping customers use technology? How can they justify having Internet access available? What kind of access shall they offer, and who will intercede between customers and collections? Although every system must answer these questions, not all systems start at ground zero. Gordon's book begins with an introduction to these issues, complete with examples, justifications, and best practices, before presenting a thorough and helpful examination of Internet training in libraries. Ironically, the people who are the most proficient with computers and the Internet might not be the best choices as Internet trainers. This excellent and readable volume begins its training discussions with an explanation of what makes a good trainer before presenting detailed methodology and reasoning behind training the trainers, instruction methods, program ideas, using volunteers, and successful and innovative program ideas. All chapters include examples and links from libraries using these programs. This book will help any library trainer who will be using electronic resources or who would like a refresher in training techniques. Additional resources include example handouts, recommended reading, and meticulous notes. These further assets will help readers examine any area they might wish to employ at their own library. Index. Illus. Source Notes. Further Reading. Appendix. 2001, ALA Editions, 201p, $38 Oversize pb. Ages Adult. Reviewer: Betsy Fraser SOURCE: VOYA, August 2001 (Vol. 24, No. 3)
School Library Journal
Gordon's splendid book will help lay the groundwork for establishing Internet training in both school and public libraries. It provides justification for additional computers and information on grant writing, trainer qualifications, and designing classes; and shows sample handouts, including a brochure in Spanish. Smith's title is written for those with technical expertise. It begins with a list of acronyms, but gives no explanation of their meanings. Reasons to use Web-based instruction, when it is inappropriate, and the effectiveness of this type of instruction are justified and expanded through the list of resources at the end of the book. Program examples range from general orientation sessions to information literacy courses. Design development phases are presented in flowchart format. Project development tools, software, hardware, and authoring software programs are covered. Designing the user interface, navigation, screen layout, visual design, user accessibility, and page optimization are addressed. Of these three books, Stephens's title will be of most value to librarians. It presents 12 modules or sets of instruction programs to be used in conjunction with a CD-ROM that offers more than 400 slides, directions, handouts, and fliers. Each module begins with a brief introduction, anticipated outcomes for attendees, and tips for presentation. They cover navigating the Internet and the Web, using e-mail and WWW e-mail services, and security issues and safety tips. Module 12 discusses the consumption of memory by digital images and provides excellent ideas for selection and use of digital images and cameras. Alterations to the modules to suit individual library needs can be completed quickly. The CD-ROM also provides the scripts for each instructional program in Microsoft Word format. The slides are uncluttered with clear font size and pleasing colors. All three books clearly indicate the need for training staff and patrons in effective use of the Internet. Merely providing access to it and to other computer applications is no longer sufficient to utilize fully a library's PAC as well as the wealth of information available on the Web. Copyright 2001 Cahners Business Information.
Booknews
This introductory guide provides a step-by-step plan for trainers, technology coordinators, and administrators to create a formal training program. Gordon, of Franklin Park (IL) Library, has taught Internet courses since 1998. She gears her resource toward public librarians and their users, but the information can be adapted for libraries of many types and sizes. Appendices include resources on training and information literacy as well as examples of handouts, marketing materials, evaluation forms, and other helpful items. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780838907993
  • Publisher: American Library Association
  • Publication date: 1/28/2001
  • Pages: 143
  • Product dimensions: 7.74 (w) x 11.00 (h) x 0.37 (d)

Table of Contents

Introduction
1 Libraries as Alternative Access Points 1
2 Choosing and Training Your Trainers 10
3 Initiating the Internet Training Program 28
4 Teaching to Diverse Groups 53
5 Beyond the Basic Topics 76
6 Successful and Innovative Training Program Ideas 92
7 Evaluating Your Program 110
App. A Recommended Resources for Developing an Internet Training Program 119
App. B Sample Handouts, Forms, and Other Materials 124
Index 139
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