The Techium

"...the proactive approach.  We have to use things in order to find out about them. We have to actually engage with technology.  The only way we can tell if something is good for us or bad for us is through use."

Kevin Kelly, 2009.
http://www.youtube.com/watch?v=eeTEcwmfuu4&feature=player_embedded#!

Module 1: Web 2.0, Social networking and the social life of information

NOTES

Web 2.0
• New generation of web technologies
• Easier to use the web - publish, interact, share
• Functionality - interaction (collaborative/participative)

Some of definitions of Web 2.0:
http://en.wikipedia.org/wiki/Web_2.0
• Websites that use technology beyond static pages of earlier websites
• interaction and collaboration
• social media dialogue
• User generated content
• virtual community
http://oreilly.com/web2/archive/what-is-web-20.html
• The web as platform
 No hard boundary but gravitational core
 Visualize Web 2.0 as set of principles/practices that tie together solar system of sites that demonstrate principles at a varying distance from core.
 First of principles is - web as platform • Harnessing collective intelligence
 Hyperlinking - foundation of the web
 Core of Yahoo's value - role as a portal to the collective work of its net users
 Innovative companies pick up on insight and extend it
 Folksonomy - style of collaborative categorization of sites using tags
 Network effects from user contributions are the key to market dominance in Web 2.0
• Blogging and wisdom of crowds
 Chronological organization of a blog drives a different delivery, advertising and value chain
 RSS - most significant advance in fundamental architecture of the web
 "Dynamic Websites" - not just pages but also links
 Significance of permalinks - overlapping communities
 Search engines use link structure to help predict useful pages
 Bloggers - prolific/timely linkers
• Data is the next Intel inside
 Who owns the data?
 Database management is core competency of Web 2.0 companies
 The race is on to own certain classes of core data
• End of the software release cycle
 One of defining characteristic of internet era software - delivered as a service, not a product
 Operations must become a core competency
 Users must be treated as co-developers
• Lightweight programming models
 Simplicity better than complexity
 Think syndication, not co-ordination
 Innovation in assembly
• Software above the level of a single device
 Web 2.0 - not limited to PC platform
 ITunes best example of this principal
• Rich User experiences
 Applets & other kind of active content
 several technologies coming together in powerful new ways
http://www.youtube.com/watch?v=7BAXvFdMBWw&feature=relate
• Making new improved forms on online connections between two or more people, between two or more online services, or between individual users and software applications.
• Key aspects of web 2.0: interpersonal computing, web services, software as a service.
• Interpersonal computing - wikis/blogs/video hosts etc. eg:facebook, youtube. Allow anyone to add and access content, leave comments, and exchange digital media.
• Web Services - components of online functionality fused together - mashup - on the one website. (Webpage drawing content from 2 or more sources).
• Software as a service - application functionality being offered directly over the internet. Online replacements for personal desktop applications, eg google docs, zoho, juice.
• Web 2.0 implications - will change the ways many companies link together, as well as the way we access our data and software applications. Purchase of expensive external software will reduce substantially and will impact on existing key industry players like Microsoft. But how robust is this new web 2.0 business model?
• Web 2.0 Strategy - many companies will need to alter their online strategy. Companies need to inhabit where consumers are expected to be (ie facebook), rather than waiting for them to find them. Needs to become a key online strategy.

Based on my reading and viewing of these definitions, Web 2.0 is a lot more than just an interactive, collaborative tool.  Web 2.0 represents increased connections between people, websites, software, and data. These things are no longer separate entities with precarious connections. Web 2.0 is a tightly bound "mash up" of these things.

INF506 Introduction

How do the concepts and findings in these sections of the OCLC report reflect your view of the socially networked world in 2012?

A lot of what I read about in this ebook was not new to me but how I thought about it was new.  Like the fact that social networking is not a new concept.  People have always built relationships based on common interests in social communities.  It is only the medium, or how this is done that has changed. Technology has given us a new medium. 

Important Points

Introduction

• Libraries need to reach out to users on the internet.
• Research challenges us to think about research beyond the search.
• People have changed from information consumer to information producer.  How does this affect library services?
• Social websites have built a new social web, connecting communities.  What will these communities mean for the possibilities they hold for library services?

Section 1 - Our Digital Lives

• Behaviours/attitudes of digital immigrants and digital natives - beginning to converge.
• Usage of internet activities as grown substantially.
• Use of library websites has dropped.
• Tipping point on digital evolution timeline - from exploration to creation and mass contribution.
• Composition of online activities is changing.

Section 2 - Our Social Spaces

• The digital medium makes contact/sharing more accessible.
• Social networks are web sites "designed to allow multiple users to publish content themselves."
• Social network service - building and verifying of online social networks for communities.  Services are primarily web based and provide a collection of various ways for users to interact.
• Different social sites have different emphases.
• Social networking is often not the central focus of the site, but a side effect of bringing people together with shared interests.
• While interaction occurs on social media sites, primary purpose is to publish and share content.
• Essence of social sites - social.
• Central value - platform.
• Function - social.
• Much of what takes place on social sites is motivated by a desire to connect.
• Information users are willing to share online varies by site.

Reference:

De Rosa, C., Cantrell, J., Havens, A., Hawk, J. & Jenkins, L. (2007). Sharing privacy and trust in our networked world: A report to the OCLC membership. Dublin, Ohio: OCLC. [ebook] Available http://www.oclc.org/reports/pdfs/sharing.pdf
 

INF506 - Social Media For Information Professionals

Well I passed my previous subject (Yay!) and have now started subject number 5 of my Masters. It feels so good to have got this far. I am a bit behind in my studies due to a number of external factors but now I feel like I am getting back on track.

Assignment One for INF506 is an OLJ creation and first entry. For this subject I am using this blog as my "Online Learning Journal (OLJ)" in order to keep everything from my course together in one place. I have also used this blog as a type of OLJ for past subjects, so it makes sense for me to just keep going.

As part of our first OLJ entry we are asked to define "social networking" in our own words. To me, social networking is online interaction between members of a community who relate to each other through a common interest. It can be a network of friends or colleagues, depending what the common interest is. The network uses a website or other technology to communicate and share information. No doubt my view of social networking will develop over the course of the semester.

I currently use a range of social networking technologies/sites for personal, work and study use. As well as Interact (CSU's social networking site) these include:
•Facebook •Pinterest •Twitter •Youtube •Diigo •Delicious •Blogger •Flickr •Yahoo •Grooveshark •Spotify •ebay •etsy •ravelry.
No wonder I don't get much housework done inbetween working full-time, three teenage kids and studying!

So what do I hope to get from studying this subject? Obviously I want to learn how to harness these and other social media sites/technologies to improve the information services I will provide as a teacher-librarian. I am currently using some of these to keep up-to-date with what's happening in the information services sector but I think this course may help me fine-tune how I do this. I am hoping to learn through the experience of trying new types of social media (Second Life and Linked In), thereby expanding my social network. Finally, I hope to gain some more confidence in using social media professionally and personally. Although I have been using a range of social media for a number of years, I still get a bit nervous when trying new ones and sometimes it all feels a bit overwhelming. Perhaps doing this course will also help me to organise my own personal social network a bit more.

Assignment 2 - Pathfinder

Well I have completed my pathfinder (I think) for Assignment 2.  I only have part B to do now.  The critical reflection.   There is so much more to this assignment than I previously considered.  In 1000 words (+/- 10%) we need to reflect on what we have learnt through the creation of the pathfinder, and also bring into it what we have learnt through this unit of study.  Mmmmm...and only in 1000 words.  I have created a mind map on the various parts we have to include, as well as my thoughts, and I think it is going to be difficult.  Particularly as I can't get 5 minutes to myself (being school holidays).  Tomorrow hubby says he will take the kids out for the day so I can get a good run of it.  We'll see.

Topic 6 : Improving Student's Web Use

My notes from topic 6 module's activities. 

How could you teach this to a Year 7 class???

a)      DEFINING  Concept maps.  Student directed activity: what is a mind map?  Why do you need one?  What should it have in it?  Show students a range of different maps to stimulate ideas.  Ask how do you group ideas on a mind map/distinguish between the different sections.  Students work in groups & share ideas with other groups to come up with an outline that suits their needs.  Relate to a tree/branches. Show students how to use an online tool such as bubbl.us to brainstorm/create concept maps.

b)      QUESTIONING  Ask them why they should ask questions (purpose).  Groups come up with ideas through a mind map.  Share with class to explore reasons.  From "Teaching Students to answer their own questions" : “When you ask the question, you feel like it’s your job to get the answer, and you want to figure it out.”  Use QFT (question formulation technique): See QFT Six Steps  - prompt, produce, improve, prioritize, decide, reflect.

c)      SEARCHING  Developing search strategies. Brainstorm "search strategy"/concept map, reasons for. Other ways: Use Boolify to get students to look at different ways to search, look at how search engine works/different search engines, practice searching/comparing engines using Search Tools for Kids.

d)      SELECTION/EVALUATION  Teaching students to be critical readers/what to look for.  Concept map- benefits of website evaluation, then share ideas.  Using the Web from Education Place-  contains good pointers for students. Kathy Schrock's 5Ws- easy for kids to understand. Credible sources count! - useful for showing the importance of credible sources.  Students could create concept map of different ways to take notes.  Look at positive/negative aspects of each. Use this summarization strategy to develop note taking skills.

e)      REFLECTIVE/EVALUATION Teaching students to be reflective web users.  Include this IN the assignment! Allow students to grade their own and/or another students research process using a rubric.  Base the rubric on Bloom using questions similar to The Reflective Student to develop deeper reflection.

ETL 503 Topic 5: Web 2.0 and The School Library

I have had the most amazing, busy week!  Monday I started my new position as Kindergarten teacher at a local school.  Finally I can put into practice all those ideas I have been pinning on Pinterest!  But it has also kept me very busy after school, not to mention tired.  So study was put on the back burner this week until the weekend.  The house may be a mess but I have ploughed through topics 5 and 6.  Here are my notes for topic 5 which I had to post on the forum.

Key Aspects of Web 2.0 - sharing ideas and info: between teachers, between teachers and TLs, between exec and teachers, between students and teachers, ....possibilities are only limited by creativity. Everyone from the school community can be involved.

Opportunities for TLs- foster collaboration and participation, greater student involvement in the learning process. Links between home/school.

TLs cannot ignore such a unique, useful, interactive learning platform.

TL Blog use - promote new books & library activities, links to author's websites, links and info about searching, evaluating websites, useful links for assignments....

Possible problems - time, finding new ways to encourage readers/interaction.

Wikis - exploring the research process with students, publishing students work, student collaboration, student/teacher collaboration,  teacher collaboration, professional development, use as a sharing platform as you would a blog.

Social bookmarking - used in school context to gather information on specific topics/areas for professional development, collaboration on topics, collating resources for student use/teacher use.

Possible issues - need to check regularly that info is up to date, are there any dead links, evaluate links as you would any library resource which takes time.

Other aspects of web 2.0 - I use flickr for my logging any creative stuff I make and ideas for classroom displays/craft, Picasa for sharing and storing personal photos.  Pinterest has been the most useful professionally for me, it's great for finding ideas and storing faves visually.  I also use twitter for keeping up to date and finding new/interesting happenings in the world of the TL.

Protecting Your Intellectual Property

I was discussing uni assignments with my school principal the other day when I happened to mention that a fellow student had commented on the possibility that the information in our assignments may be used in some way by supervisors/markers in the writing of professional papers/publications.  My school principal, who is also studying, said he always puts the little copyright symbol, year date and his name at the bottom of each assignment page for that purpose.  With or without the copyright symbol your assignment is your intellectual property but it cannot hurt to remind all readers of the fact. 

Another one bites the dust...

Well another assignment done and dusted!  Submitted at 12:30am, due at midnight - hopefully I won't lose marks for lateness.  This one was on website evaluation criteria and was to be written as a report with dot points, not an essay.  I found it so difficult!  Essays are a breeze for me because I know exactly what is expected, but this sort of thing was another story.  I have found the word counts in the last couple of assignments extremely difficult to adhere to.  If you are writing a policy or a critical analysis, for goodness sakes supervisors, give us a decent word count to work with.  I know I went well over in this one but as it was late at night and I had to work the next day,  well... you know how it goes. 

I must admit I learnt an awful lot through this assignment though.  I also got very frustrated with a lot of writers of website evaluation criteria. It seemed that none of them, even when supposedly catering for educators, put educational criteria first and some didnt even include anything remotely related to education!  Also, how can you write website evaluation criteria for teachers and not even mention students?  I had to wonder if the authors of the criteria had actually used their criteria for sites to be used in the classroom.  The majority of website evaluation criteria in use today (particularly by universities) was written in the late 90s or early 2000s.  There have certainly been some changes in the way we use the internet since then.  I believe this area is well overdue for an update and it shouldn't be long before we see more appropriate criteria appearing in our professional journals.  Educational institutions, as well, have been too complacent accepting outdated criteria as guidelines for students and staff. 

What do you think?  I would love to hear what others think on this issue.

How Not To Steal People's Content on the Web

I came across this post on Hubspot Blog which details how to cite info found on the web, particularly info found in social media.  Take a look to give proper credit where credit is due.

Image Source: Kevin du Preez via http://www.australiacouncil.gov.au/resources/reports_and_publications/artforms/digital,_new_media_and_film/copyright

Website Evaluation Ideas on Pinterest

Well I've just been on Pinterest (yet again) and found some fantastic links to information on website evaluation.  If you havent tried Pinterest out yet then you really should.  I have found so many teaching and TL ideas that I just can't wait to try out in the classroom!  You can check out my Pinterest boards through my Personal Learning Network page.  The teaching and TL ones are towards the bottom.  Let me know what you think!  On my resources page I also have a link to information on how to use Pinterest in education.

Resource Page Updated

This short post is just to let anyone following this blog know that I have just updated my Resources page.  It is now in alphabetical order to hopefully make it easier to find stuff, and I have included a section on website evaluation (which I will add to as I work through this topic).  I have also done some general tidying up and organisation of categories.  Any feedback would be greatfully appreciated!

Website Evaluation - Educational Criteria

I have been a bit slack with my blog posts and uni forum posts for the first couple of topics for ETL 501- The Information Environment.  I have finally got my act together for Topic 3: Website Evaluation.  In the past, when I have looked for websites for a particular topic and class, I have always considered whether the site fit in with the topic, whether the students could understand it, and the reliability of it.  From my readings so far I am glad to see that I was on the right track.  Looking at different sets of criteria however, I can see that I needed to be more specific in my evaluation - to consider other factors relating to educational quality, reliability and the technical aspects of the sites.

The following is my evaluation of the Cyberguide Ratings For Website Evaluation as a tool for website evaluation.  This was one of the activities in our Topic 3 module.

In my opinion, the Cyberguide Ratings for Content Evaluation contains some educational criteria but is made up of mainly reliability criteria.  I would not rate this tool very highly as a guide to assessing the ed criteria of a site because the educational criteria is either incomplete or is not written in a way that highlights educational needs.

At the top of the page where info is requested I would add to "Audience" the teacher's name, the grade of the students and educational needs ie their reading level range.  Instead of "Purpose for exploring this site", I would put "Teacher's Purpose". 

Our readings mention that fit for purpose is the most important evaluation criteria in an educational setting so I would consider rearranging the subheadings in the table, effectively moving "Information Quality" to the top.  It would probably be worthwhile  changing this subheading to "Educational Quality", to ensure that teaching/learning is the main consideration. 

I would also rearrange the individual criteria,  putting first: "This site sufficiently meets the teacher's needs/purposes", with room to explain/indicate  how/why.  Then "This site sufficiently meets the students' learning needs", again with room to explain or indicate how, i.e. The information in this site is written using language the students could understand (a) independently, (b) with some assistance (c) with a lot of assistance.

Criteria should explicitly draw attention that the website is required for an educational purpose.  Criteria 4.H. This site provides interactivity that increases its value, for example, could be rewritten as "this site provides interactivity/ activities that extends the learning of students. 

Criteria also needs to be added so that the evaluator considers whether the site allows for differentiation. 

We also were asked to respond to another person's post on the forum.  I found particularly useful some points made by another student. She thought that criteria needed to be added that asked whether the content was relevant in terms of the curriculum framework.  Good point!  As a teacher I would want to know that a website I intended to use met specific educational outcomes for the topic I was teaching.  She also thought that TLs should consider whether the website had been scholastically reviewed.  This could give the evaluator a view of the website not previously considered, particularly if the reviewer had actually used the site in the classroom. 

Next post: Reliability and technical criteria for website evaluation.

Returning To Study

After a semester off, I have begun a new MEd TL subject - ETL 501 - Information Environment.  Today I printed off the subject overview, topic notes and readings (because I find it easier reading and making notes on paper) and organised my folder.  This takes a while but is worth it in the long run.  I've started a little late because we were away on holidays and I was stressing a bit but now I've actually started it doesnt seem so bad.  I'm only tackling one subject this semester.  Doing two over semester 3 2011 was a bit much and although I passed, I didnt do as well as I wanted to.  I am also working a lot more this semester and will start a full time maternity leave position on a Kindergarten class around week 7 of this term.  It will be interesting to see how I juggle fulltime work and study at the same time.

Download the Twitter Handbook for Teachers from | Diigo

Download the Twitter Handbook for Teachers from | Diigo

Literary Art

It's been a while since I last blogged, most probably because I've taken a semester off uni. After two semesters with two subjects each, my home and family needed a bit more attention. I've been a member of Etsy (an online arts/crafts marketplace) for a few years now and lately I've come across some literary themed stuff that I wanted to share. Click on the names for the links.

Hunger Games Bracelet

Tolkien Pocket Mirror

Star Wars Dictionary Print

Hollow Book Safe Ring Bearer

Harry Potter Book Charm

Alice In Wonderland Book Bag

Hand Made Kindle Book Case

Leather Bound Book I-phone/I-pod Dock

New iphone

Last week I finally received the i-phone I bought for my birthday. It was one of those things 12 months ago I never wanted or saw a need for. However after starting teacher librarianship at uni, and seeing how important it is to keep up with technology, I bit the bullet and bought an unlocked 4S from the Apple store. I wanted an unlocked one so I could go with Westnet who we have our landline phone, internet and our son's mobile with. Our son who is 16, is on a $20/month plan and would you believe has never run out of credit! So I thought I would trial the same plan for myself.
Okay, so now I have had a good play with my i-phone and have thoroughly explored the app store. A few thoughts about the device:
• in many ways it is not that different to an iPod touch. If you are familiar with the way the iPod touch works, you won't have many difficulties with an iPhone
• I love the way I can access all my email accounts, social media etc with a few taps. It makes keeping up with everything so much easier
• using the key board is so much easier than I thought it would be and it doesn't take long to get up a reasonable speed
• sorting all the apps into folders makes it a lot easier to find stuff then scrolling through pages
• Apps I am using daily: facebook, blogger, twitter, Flickr, Diigo, IBooks, Skype and Picasa Web, Youtube, ebay, Pay pal
• Other apps that I have found useful: the Sydney Morning Herald app, Domain (real estate), Weight Watchers points calculator and points counter, Instagram (photography), Shopping List, QR scanner and reader, Remember The Milk (to-do list organizer).

Writing a blog post from the iPhone was fairly straightforward but will still take a bit of getting used to. I love how I don't have to sign in for anything - I just tap the icon and my account is open for me ready to use. I also like that I can sort through emails, upload and share photos, like someone's status or blog anytime, anywhere .

Albatros bookmarks from Oscar Lhermitte on Vimeo.

Return Your Library Books!

A variety of pictures/posters to encourage the return of library books. Or create your own at this website.

Digital Disruption

I came upon this page via twitter and thought it so good I wanted to share it via a blog post, not simply add it to my resources section. Digital Disruption is an education project designed to provide educators with the knowledge and tools to teach critical digital judgement skills to students. The skill of digital judgement is especially important to today's students. There are many articles and studies that show that students lack the ability to distinguish between good and bad sources of information. Digital Disruption features lesson plans and you-tube videos to support learning. There is information on propaganda, source checking, and conspiracy. Well worth a look!

References

http://www.metronews.ca/calgary/life/article/1099142--many-students-lack-digital-literacy-skills-report

http://www.decd.sa.gov.au/northernadelaide/files/links/article_re_online_comprehe.pdf

Digital Citizenship Websites

I've started to collate a list of websites about digital citizenship in preparation for this semester's study.
BrainPop Spotlight - Digital Citizenship - A great website for students!
AM Digital Citizenship Wiki Judy O'Connell's Digital Citizenship in Schools
NSW DEC DER Digital Citizenship
The Core Rules of Netiquette
Digital Citizenship - Diigo
Mike Ribble's Digital Citizenship
MHS Library Digital Citizenship Websites
Tale - Digital Citizenship
John Larkin's Digital Citizenship
Get eSmart VSC
DigiCitizenship Wiki
TPL Getting Starting With Digital Citizenship
Common Sense Media Digital Citizenship

A Big Week

It's been a huge week at work. Thank goodness Uni hasn't started back yet. I have decided to drop back to one subject this semester, due to an increased workload at work. Working only a few days a week I had hoped to do 2-3 subjects this semester but with one child at boarding school I can't knock back the extra work. It will just take a little longer to finish my M.Ed (TL). This semester I am tackling subject number 4 (almost 1/2 way there, YAY!), ETL 523 - Digital Citizenship in Schools. This is my elective subject with Judy O'Connell as the subject co-ordinator so I am really looking forward to this subject.

What was on your childhood bookshelf?

A recent post on Greg Zimmerman's BOOKRIOT blog focused on his childhood bookcase. This got me thinking about the books I loved and read when I was young. Like Zimmerman, I looked forward to getting the Scholastic Bookclub catalogues from the school library. My mother still has a large number of our childhood books (she never throws anything out!) and I really should have a better look at them next time I visit. A few of my favourites are pictured.

I also did a google image search for "vintage scholastic books" and enjoyed a marvellous trip down memory lane. Also, did anyone else born around the early 70s have read-aloud books that came with a record? We had a small portable record player like the one pictured below that I used to set up so I could read/listen to the story. I'm fairly sure many were Little Golden Books.

PLN

In an effort to tidy up my blog surrounds, I have transferred all my live feed rolls to my Personal Learning Network page. If you would like to see what I'm currently bookmarking/tweeting etc on Twitter, Slideshare, Vodpod, Diigo, take a look. I have only one issue. I had a "My Delicious" live feed widget on my blog but it mucked up during the transfer and I had deleted it. Now I cannot find another Delicious sharing widget. Any links I have found lead to dead ends. So if you know of the whereabouts of a "Share My Delicious" widget, please please let me know.

A Media Specialist's Guide to the Internet: The Weeding Game: Saying Goodbye to Reference Books

A Media Specialist's Guide to the Internet: The Weeding Game: Saying Goodbye to Reference Books An amazing collection of tools for weeding your library collection. This blog is a must to follow! I particularly like the term "weeding and feeding" the library collection.

The Diigo Dimension

A few weeks back I joined Diigo but it wasn't until last night that I had the chance to look around and explore. I have joined a few groups such as elearning 2.0, Project Based Learning, Literacy with ICT, Cool Tools for Educators and Teacher-Librarians. I've said it before but I'm continually blown away with how much information you can obtain from the internet. By joining groups on Diigo and networking a TL has access to an amazing amount of information and ideas. I've subscribed to receive weekly updates from my groups and I've found some really great stuff this way. If you're like me and only just finding out about all these great networking sites, then check it out and let me know what you think.

http://www.diigo.com/

iPads for Education

The Victorian Government iPads for Learning website is a fabulous resource for anyone starting to use iPads in the classroom. Features include classroom ideas and education apps.

Other useful sites:

• http://ipadeducators.ning.com/
  


• http://www.schrockguide.net/ipads-in-the-classroom.html



• http://interactioneducation.com/ipadsineducation.html



• http://mediaspecialistsguide.blogspot.com.au/2011/10/38-sites-on-using-ipads-in-classroom.html
  

Twitterings No.1

A few interesting things I've found on Twitter lately.

• Try the new Wiki Summarizer features - via Richard Byrne's Free Technology for Teachers blog.
  


• Live Binders - via Steve Anderson's Blogging About the Web 2.0 Connected Classroom



• 12 Most Time Saving Tips for Getting and Staying Organised - via Sharon Greenthal's 12 Most blog



• London Museum Hub Information Policy Toolkit - via Lyn Hay



• Boys and Reading: tips, ideas and strategies to inspire boys to read - via Heather Stapleton



• Education Everywhere: Finland's formula for success - via Edutopia



• Evaluating Online Resources - via EDSITEment



• 6 Steps for Drafting a Social Media Policy - via Prof KRG



• Digital Research Tools (DiRT wiki) - via Steve Anderson

ETL507 Subject Outline

The subject outline for one of my next subjects is now available. I don't want to look...not yet. I need a bit more of a break before I try to tackle the next lot. My house needs some TLC as well.

A Media Specialist's Guide to the Internet: Is Dewey Done? See What These 17 Sites Have to Say and Then Decide

A Media Specialist's Guide to the Internet: Is Dewey Done? See What These 17 Sites Have to Say and Then Decide

Is the Dewey Decimal System still relevant in today's world? A Media Specialist's Guide to the Internet has gathered a collection on articles on this. Read and see what you think.