Nonprint information resources and adolescents'

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Non-print information resources and adolescents.

• LIS 566
• February 18, 2003
• Betty Marcoux

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Influence of YA presence in mass media

• Types of television programs currently on major
  networks
• Types of movies currently showing
• Types of advertisements today
• Venues of YA interest/markets
• Issues of population surges
• Multiple processing skills able to think and
  learn while accessing information

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Reasons YAs like magazines

• Capitalize on fads
• Self help
• Social relevance
• Special interests
• Time commitment
• Universal interest
• Visual appeal

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Reasons YAs like audiobooks

• Can listen when not interested in reading
• Brings literature alive to its audience
• Difficult literature more appealing in this form
• Potential of moving literal minded students into
  aspects of pun, irony, sarcasm with voices
  deeper appreciation of wit and humor often a
  by-product (lyricism, emotion)
• Can be listened to individually or in group
• Can serve as important bridge/scaffold to
  difficult and complex stories help build
  confidence

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YAs and the electronic environment

• Breaks down old habits of thought formed in print
  media
• Abilities to think nonlinear thoughts
• Media communication is involving and
  nonhierarchical interactive
• Requires more active participation than just
  reading usually
• Radio HOT hand held books HOT
• Marshal information
• Narrow field of choice for reader
• Full of data needed to get message
• Provide a straight-forward experience
• Television COOL computer COOL
• Brings about at least two senses
• Necessitates more extensive user involvement
• Composed of bits to make up a mosaic
• Requires intense involvement
• Digital media CD-Rom vs Internet
• One electronic book
• One socializing medium
• Advertisements
• Non linear in nature

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YAs born between 1977 and 1997

• Net Generation
• New relationship with older adults
• Have knowledge/skills needed by others
• Sharing is essential advice is no longer one-way
• Understand and work with the chaos of the
  online world the rule rather than the exception

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YA authors/composers

• Internet influence
• Reality stories
• Attention span concerns
• New language of visual information
• "Learning in Digital Libraries An Information
  Search Process Approach." in "Children in Digital
  Libraries" Library Trends. Edited by Frances
  Jacobson, 45 (4) 1997, pp. 708-724. Talks about
  how YAs construct knowledge in the electronic
  world through collaboration and conversing
  (connectivity and interactivity) yet goes back to
  original Dewey model of learning.

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Bibliography information

• Purpose of bibliography
• Directions for use
• Format concerns
• Extent of coverage
• Methodology of information collecting
• Designated responsibility for information
• Criteria for inclusion
• Form content of entry
• Organization of entries
• Date of publication
• Special features
• Cost

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Review components

• Complete bibliographic information
• of pages
• Price
• Catalogue/subject area
• Intended audience profile
• Summary of the contents
• Quality of material
• Connection to YA concerns
• Recommended for

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Future Assignments

• Read Kingsolvers Somebodys baby from High
  tide in Tucson (pp. 99-107) for next class
• Chapter 10 - 12 in your text for next class.
• Webquest due Feb 24 in class. Bring your URL
  printed out on a sheet for the professor to have.
  (The class decided to use personal websites
  instead of a shared one). No other printed
  material is requested for this assignment. You
  will have 5 minutes to present your site. I will
  bring my computer and you can use it.
• Visit PLA or a local public library with a youth
  section on Feb. 26 or any other day you choose.
  Come to class on March 2 prepared to share your
  experience. (no written paper needed for this
  sharing)

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Webquest information

• Use the template given you at the webquest URL
  (in syllabus). Follow the directions it provides
  if you need them.
• If you are NOT FAMILIAR with HMTL and you will be
  using FrontPage to edit these documents, here are
  your instructions
• -Save all three files to a folder, do not
  separate them by putting them in different
  folders, keep them all together
• -Once you have saved them to your local computer,
  double click on the WebQuest.htm file. This is
  your vehicle for presenting the content module,
  you do NOT need to alter this file, just note how
  the content appears!
• -open up FrontPage and open up the navbar.htm
  file as well as the top.htm file. These are the
  first 2 files that help to fill in content on the
  WebQuest.htm file. Note that they appear a
  little different in this form, but they will be
  adjusted to the correct frame size when viewed as
  part of the WebQuest file.
• -Modify the top.htm file with your content.
• -Make 7 copies of the top.html file. Keep them
  all in the same folder. Name them
  introduction.htm task.htm process.htm
  evaluation.htm conclusion.htm default.htm
  credits.htm
• The adult page is like the parent or teacher
  page. You can add this one if you wish as
  parent/adult.htm
• These file names somewhat correspond to the
  navigation that is ALREADY part of the navbar.htm
  file. You should not need to adjust this file
  unless you add pages (only the final one) above
  and beyond the 8 that are listed and need to
  modify your navigation.

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Technology Bootcamp info

• http//www.ischool.washington.edu/technology/bootc
  amp/default.htm
• Dante H drive for student account
• If all else fails, contact the professor!