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An initial measure of success for any higher education enrollment or marketing effort is engagement. And, while students and parents may be engaged with several prospective schools, stronger engagement with your institution may affect their final choice. With the value of engagement in mind, the "2017 E-Expectations Trend Report" explores the keys of engagement by answering four guiding questions: (1) When and how do parents engage in the college admission process? (2) How do parents and students engage when they seek information? (3) When and how do parents and students engage to signal their interest? and (4) What information do parents and students want, and how do they prefer to receive it? These guiding questions align directly with four action steps that encapsulate the student and parent journey in making their final choice of a higher learning institution: (1) beginning engagement; (2) seeking information; (3) signaling interest; and (4) receiving information. To help the reader create and execute an engagement strategy that optimizes online, digital, and social media channels, the report provides key takeaways and practical recommendations in each section. [For "Examining Transitions from Junior to Senior Year. 2016 E-Expectations Trend Report," see ED608180.]

This report presents findings about the information-seeking behavior of relatively recent college graduates used for lifelong learning in personal life, the workplace, and the local communities where they lived. Included are results from online surveys of 1,651 respondents and telephone interviews with 126 study participants who graduated from one of 10 U.S. colleges and universities between 2007 and 2012. Findings indicated that most graduates needed to learn a combination of basic and complex life skills during the past year, such as money-management, how to make household repairs, and how to advance in their careers and communicate better on the job. They consulted friends, family, and coworkers almost as much as the Web. Graduates preferred information sources that had currency, utility, and interactivity. They also placed a high premium on curated information systems that were organized and kept up-to-date, such as libraries, museums, and bookstores. A model of "shared utility" is introduced for explaining graduates' use of contemporary social media technologies as well as personal connections they had established with trusted allies. Graduates reported four barriers to their continued learning efforts: lack of time, finding affordable learning sources, staying on top of everything they needed to know, and staying motivated to keep learning after college. As a whole, graduates prided themselves on their ability to search, evaluate, and present information, skills they honed during college. Yet, far fewer said that their college experience had helped them develop the critical thinking skill of framing and asking questions of their own, which is a skill they inevitably needed in their post-college lives. Ten recommendations are presented for improving educational strategies, resources, and services that foster lifelong learning. The following are appended to the report: (1) Methods; (2) Phase One, Preliminary Interview Script; (3) Phase Two, Survey Instrument; (4) Phase Three, Follow-Up Interview Script; (5) Complete Datasets; and Acknowledgements.

A report about college students and their information-seeking strategies and research difficulties, including findings from 8,353 survey respondents from college students on 25 campuses distributed across the U.S. in spring of 2010, as part of Project Information Literacy. Respondents reported taking little at face value and were frequent evaluators of Web and library sources used for course work, and to a lesser extent, of Web content for personal use. Most respondents turned to friends and family when asking for help with evaluating information for personal use and instructors when evaluating information for course research. Respondents reported using a repertoire of research techniques--mostly for writing papers--for completing one research assignment to the next, though few respondents reported using Web 2.0 applications for collaborating on assignments. Even though most respondents considered themselves adept at finding and evaluating information, especially when it was retrieved from the Web, students reported difficulties getting started with research assignments and determining the nature and scope of what was required of them. Overall, the findings suggest students use an information-seeking and research strategy driven by efficiency and predictability for managing and controlling all of the information available to them on college campuses, though conducting comprehensive research and learning something new is important to most, along with passing the course and the grade received. Recommendations are included for how campus-wide stakeholders--faculty, librarians, and higher education administrators--can work together to help inform pedagogies for a new century. Appended are: (1) Methods; (2) Complete Data Sets; and (3) Survey Instrument. (Contains 32 figures and 55 footnotes.)

The California State Library is charged with performing the following activities as defined by law. The State Library, under the direction and control of the State Librarian, an appointee of the Governor, has responsibility: (1) To collect, preserve, generate and disseminate a wide array of information; (2) To serve as the central reference and research library for state government and the Legislature; (3) To advise, consult with, and provide technical assistance to and outreach programs for California's public libraries; and (4) To direct state and federal funds to support local libraries and statewide library programs. This paper presents the California State Library orientation guide for library directors. This guide contains: (1) Contact List; (2) 2009 Calendar of Deadlines; (3) General Overview; (4) Financial Support Programs; (5) State Library Services; (6) Library Hours & Public Service Locations; (7) Publications; and (8) Communications.

Financial aid-related information and services are provided to students and families in a variety of ways. The timing of when information is shared with these groups also varies. Financial aid information is typically provided through events sponsored by high schools, colleges and universities, and multiple community and government-sponsored agencies. The fact that a variety of opportunities exist for students and families to receive financial aid information may lead one to assume that these groups are well informed. However, the fact that several financial aid events may occur neither guarantees that they are well attended, nor that they achieve their intended goal--to provide students and/or families with information and assistance that will lead to the application for and acquisition of financial aid. The discussion here affords insight into the considerations that individuals and organizations ought to make as they endeavor to provide financial aid information and services to high school students and their families. Based on three years of research at nine high schools in a large urban high school district, the authors offer steps that groups can take to determine the success of their efforts. The recommendations contained in this report derive from multiple interviews with approximately 300 high school seniors, focus groups involving over 500 high school juniors and seniors, two surveys each of over 5,000 11th and 12th grade students, and observations of more than 50 financial aid-related events. Input collected from interviews and focus groups conducted with high school counselors and college admissions and financial aid experts was also considered. (Contains 4 tables.) [This report was produced by the University of Southern California Center for Higher Education Policy Analysis (CHEPA).]

The purpose of this study was to explore and investigate the ways faculty at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign use Networked Information Sources and Services to support their research task. Library and Information Sciences faculty at the University of Illinois were chosen as the population for this study. The study aimed to answer the following questions: (1) What are the main academic research activities the faculty performs? (2) To what degree does each faculty member depend on Networked Information Sources and Services? (3) What are the main reasons for using Networked Information Sources and Services? and (4) What characteristics of electronic sources limit using of Networked Information Sources and Services? The Web based Questionnaire was the main tool for collecting data. The following two hypothesis were addressed: (1) There will be a difference in using Networked Information Sources and Services to perform the basic research task or activity according to faculty rank, and gender; and (2) The second hypothesis indicates that the degree to which faculty depend on Networked Information Sources electronic sources will differ across the research tasks/activities, as follows: (A) They will depend more on electronic mails for research tasks than News groups; (B) They will depend more on electronic journals for research tasks than electronic archives; and (C) They will depend more on electronic databases for research tasks than Internet Directories and Search Engines. Appended are: (1) Formal Email; (2) Paper-Based Questionnaire; and (3) Web-Based Questionnaire. (Contains 3 footnotes, 13 figures, and 10 tables.)

This publication focuses on teaching students with attention deficit/hyperactivity disorder (AD/HD). The first chapter identifies and explains AD/HD: its causes, characteristics, its diagnosis and assessment process, related conditions, and what it looks in the classroom. The following chapters offer information and sample strategies supporting students with AD/HD. Chapters cover building home-school partnerships, understanding approaches to managing AD/HD, creating supportive classroom environments, choosing instructional strategies, building connections, moving to independence, and keeping informed about AD/HD. The focus is on success for the student. Sample tools and recommended books are listed in the appendices. Among the sample tools are an Individualized Program Plan, a checklist for spotting unproven remedies, a reading strategies survey, and a reviewing tool for the effectiveness of a support strategy. An index is also included. [Contributing writers include: Mara Biasotto; Mary Cole; and Marya Jarvey. This document was published by Alberta Education's Learning and Teaching Resources Branch. The development of this resource was a collaborative project between Calgary Learning Centre and Alberta Education.]

"Perceptions of Libraries and Information Resources" (2005) summarizes findings of an international study on information-seeking habits and preferences. With extensive input from hundreds of librarians and OCLC staff, the OCLC Market Research team developed a project and commissioned Harris Interactive Inc. to survey a representative sample of information consumers. In June of 2005, we collected over 3,300 responses from information consumers in Australia, Canada, India, Singapore, the United Kingdom and the United States. The Perceptions report provides the findings and responses from the online survey in an effort to learn more about: (1) Library use; (2) Awareness and use of library electronic resources; (3) The Internet search engine, the library and the librarian; (4) Free vs. for-fee information; and (5) The "Library" brand. The findings indicate that information consumers view libraries as places to borrow print books, but they are unaware of the rich electronic content they can access through libraries. Even though information consumers make limited use of these resources, they continue to trust libraries as reliable sources of information. Appended are: (1) Supporting Data Tables; and (2) Sample Verbatim Comments.

This resource guide is an alphabetical listing of information on Arizona's universities, colleges, and career schools. Each institution has unique admission guidelines, program requirements, and course offerings.This guide recommends that candidates who have narrowed their school choices to several institutions should:(1) Call the schools they are interested in attending and request admission and financial aid applications along with a college catalog. Most catalogs are the best source of information from the school and list the courses and their general descriptions along with basic requirements for the certificates or degrees the school offers; (2) Ask any questions they may have; and (3) Visit each school, and see if they like the campus; talk to faculty, staff, and students; stop by the job placement or career services office and find out what companies recruit graduating students; inquire at the financial aid office about grants, loans, and other forms of assistance.

The Community College Labor Market Responsiveness (CCLMR) Initiative was created by the U.S. Department of Education, Office of Vocational and Adult Education (OVAE), to develop and disseminate information to enable community colleges to keep pace with the needs of a diverse student body and a dynamic labor market. The main goals of the initiative were to: (1) determine the characteristics of a "market-responsive" community college and identify the policies and practices to facilitate labor market responsiveness; (2) pinpoint the steps colleges can take to improve labor market responsiveness and the quality of customized programs they offer to students; and (3) disseminate that knowledge to the field. Volume 1, Unleashing the Power of the Community College, serves as the executive summary and includes key lessons learned from case studies of 30 colleges serving 10 labor market areas. The authors conclude the responsive colleges tend to share fundamental Characteristics: "leadership committed to the goal of making the college responsive; internal response mechanisms that influence campus organizational structure and culture; conscious and deliberate efforts to nurture business and other partnerships; and thoughtful and strategic approaches to building stronger connections to the local economy." Volume 2, Promising Practices, and Lessons from the Field, is made up of modules exploring different facets of the college that contribute to market responsiveness: (1) leadership and governance; (2) organizational structure and staffing; (3) organizational culture; (4) resources and funding; (5) information and data; (6) relationship-building; and (7) partnerships. The volume contains a list of resources and advice for colleges seeking to improve their responsiveness. Volume 3, Self Assessment Tools and Resources, disseminates the recommendations from the Initiative in the form of tools colleges can use to gauge their own effectiveness and plan for improvement. This volume contains extensive recommendations for further reading and lists of organizations that can offer assistance labor-market responsiveness. Appended are: (1) The Colleges: Who They are, and Why They Were Chosen; (2) Members of the Community College Labor Market Responsiveness Advisory Committee; and (3) Profiles of the Participating Colleges.

The profiles, tables, and narrative materials in this document were prepared in response to suggestions from school counselors and university staff. Their purpose is to consolidate essential information about the constituent institutions of the University of North Carolina into one publication for use by school counselors, students, and their parents. The information contained in this document is not exhaustive. The task of providing complete information about academic programs, college costs, and campus life properly remains with each individual campus and all are invited to write or visit campus admissions offices as interests dictate. The information in this document is provided to introduce students and their parents to each campus and to facilitate comparisons among campuses on measures of special importance to prospective college students.

This paper discusses a process for developing inquiry-based activities using WebQuests in which a majority of the information used by students is generated from the Internet. This structured activity facilitates effective use of student's time; focuses on using and applying information; and develops higher level thinking skills. Classroom Internet access is not essential since programs like Web Buddy or Web Whacker can download pages onto disks for use later. Contains 15 references and sample projects. (Author/RS)

This paper considers the processing of digital library queries, consisting of a text component and a structured component in distributed environments. The paper concentrates on the processing of the structured component of a distributed query. A method is proposed to identify the databases that are likely to be useful for processing any given query and to determine the tuples from each useful site which are necessary for answering the query. In this way, both the communication cost and the local processing costs are saved. One common characteristic of these "k" nearest neighbors queries is that it is not necessary to obtain all the "k" nearest neighbors; it is often sufficient to get most of the "k" neighbors. Experimental results are provided to demonstrate that most of the "k" nearest neighbors (85% to 100%) are obtained using this approach. An average accuracy rate of 94.7% is achieved when the 20 closest neighbors are desired. (Contains 15 references.) (AEF)

An obvious and natural approach to organizing a large corpus of data is a hierarchical index--akin to a book's table of contents. The type of corpus dealt with here is a bibliographical repository, with entries form a limited domain. Given such an index, it is desirable that search results point to relevant locations in the hierarchy, rather than just providing a flat list of entries. This is useful not only to support user searching, but also as an aid suggesting possible places to link new entries that are inserted into the repository. BoW is an online bibliographical repository based on a hierarchical concept index to which entries are linked. Searching in the repository should therefore return matching topics from the hierarchy, rather than just a list of entries. Likewise, when new entries are inserted, a search for relevant topics to which they should be linked is required. The study develops a vector-based algorithm that creates keyword vectors for the set of competing topics at each node in the hierarchy, and show how its performance improves when domain-specific features are added (such as special handling of topic titles and author names). The results of a 7-fold cross validation on a corpus of some 3,500 entries with a 5-level index are hit ratios in the range of 89-95%, and most of the misclassifications are indeed ambiguous to begin with. (Contains 34 references.) (Author/AEF)

The potential of automatically generated indexes for information access has been recognized for several decades, but the quantity of text and the ambiguity of natural language processing have made progress at this task more difficult than was originally foreseen. Recently, a body of work on development of interactive systems to support phrase browsing has begun to emerge. This paper considers two issues related to the use of automatically identified phrases as index terms in a dynamic text browser (DTB), a user-centered system for navigating and browsing index terms: (1) What criteria are useful for assessing the usefulness of automatically identified index terms? (2) Is the quality of the terms identified by automatic indexing such that they provide useful access to document content? The terms this paper focuses on have been identified by LinkIT, a software tool for identifying significant topics in text. Over 90% of the terms identified by LinkIT are coherent and therefore merit inclusion in the dynamic text browser. Terms identified by LinkIT are input to Intell-Index, a prototype DTB that supports interactive navigation of index terms. The distinction between phrasal heads (the most important words in a coherent term) and modifiers serves as the basis for a hierarchical organization of terms. This linguistically motivated structure helps user to efficiently browse and disambiguate terms. The paper conclude that the approach to information access discussed is very promising, and that there is much room for further research. In the meantime, this research is a contribution to the establishment of a solid foundation for assessing the usability of terms in phrase browsing. (Contains 25 references.) (Author/AEF)

This paper provides timesaving tips for information gathering. Part 1 presents the following tips for use of bibliographic databases: (1) read the help screens for the specific database you are using; (2) make use of the different access points and the limit features for the specific database you are using in order to focus your results; (3) learn which indexes include your favorite journal titles; (4) determine how to locate an item; (5) repeat a search; (6) use the update codes; (7) use persistent links; and (8) view the table of contents of a particular journal issue. Part 2 discusses current awareness services, including examples of basic services, a table of contents service, a search strategy service, a document delivery current awareness service, and current awareness on the Internet. Part 3 covers bibliographic management software to import citations from databases for use in a bibliography. (Contains 10 references.) (MES)

Presenting a wide array of Internet addresses and sample lessons, this fourth edition shows how teachers can integrate the Internet into their K-12 curriculum to actively involve students. The first section of the book (chapters 1-6) deals with the programs needed to use the Internet, as well as 100 great web sites for teachers, how to manage the Internet classroom, and how to search the Internet effectively and easily. The second section (chapters 7-16) contains lessons with clearly stated goals, rationales, objectives, procedures, and evaluation guidelines. After a matrix of contents and an introduction to the basics, chapters in the book are: (1) "The World Wide Web"; (2) "A Wealth of Web Sites"; (3) "Searching on the Web--Directories and Search Engines"; (4) "Developing and Designing a Web Site"; (5) "Using the Internet for Teaching--Rules for the Road"; (6) "Online in Your Classroom"; (7) "E-pals and Keypals"; (8) "A Whale of a Time!"; (9) "The CyberNews"; (10) "The ABCs of Canada"; (11) "Virtually Together in D.C."; (12) "Get a Job!"; (13) "A Book an Hour"; (14) "Ambassador to Mexico WebQuest"; (15) "The Games People Play"; and (16) "Just for the Little Kids." Contains a 29-item list of selected Internet books and a 52-item abridged glossary of Internet terms. (RS)

Intended for use by foreign students at the Rutgers University Libraries (New Jersey), this guide provides definitions of the following common library terms: abstract, barcode, bibliography, Boolean searching, call number, CD-ROMs, check out, circulation desk, citation, database, due date, electronic journals, electronic workstations, government publication, index, information desk, interlibrary loan, Internet, library instruction, libraries' Web site, loan period, microform, online catalog/card catalog, overdue, recall, reference collection, reference desk, renew, research guide, reserves, save/download/email, serial/journal/magazine/periodical, stacks, and subject headings. (MES)

This manual is designed to introduce adult educators to the Internet and examine ways that it can enhance instruction. An overview of the Internet covers its evolution. These three sections focus on the three areas of the Internet essential to instructional application: communication, information access, and search tools. The section on communication tools discusses e-mail, listservs, Internet relay chat, usenet newsgroups, multi- user environments, and other tools. The section on information access addresses access tools, including file transfer protocol, Gopher, and the World Wide Web. The section on search tools highlights the research opportunities opened up by search engines. The manual also contains 15 hands-on lessons incorporating different aspects of the Internet. Lesson components include a goal, outcome objectives, list of instructional materials and resources, and activities. Related handouts follow the lessons. The lessons help educators teach students how to use the Internet to send information as well as to obtain data on a broad array of topics. Topics include cultures around the world; immigration to the United States; planning a trip; resumes and cover letters; job search in cyberspace; and learning disabilities--getting help. A list of 98 online resources is appended. (YLB)

The guide is designed for physicians and other medical practitioners who need to work with medical interpreters to improve communication with patients. Special attention is given to the Australian context. An introductory section discusses the need for medical interpreters and explains the guide's organization. Subsequent sections address these issues: finding the appropriate medical interpreter and creating conditions for effective interpreting; briefing the interpreter; handling greetings and introductions in the interpreting situation; explaining contracts and related ethical issues; addressing the patient (maintaining eye contact, speaking directly, using pronouns appropriately, taking roles, using names); taking turns at talking; taking the medical history; summing up the physician's diagnosis; and debriefing the interpreter concerning the patient's sociocultural/religious background, attitude, and language use. Appended materials include Australian criteria for certification of interpreters, notes on the English pronoun system, and a briefing checklist. (Contains 22 references.) (MSE)

The information rich environment of the World Wide Web provides a wealth of opportunities for international and comparative scholars of education to access a variety of electronic resources. These resources come in the form of reports, papers, policy positions, and others, many of which are available full-text if one knows where and how to locate them. This paper answers several questions related to accessing information on the Web, and provides addresses for the sites discussed. Topics include: finding and accessing information on the Web; conducting an effective search using a search engine; finding Web pages in other languages; "Alta Vista Babelfish," a free online translation service; online periodicals (full-text options, magazines, finding journals online); finding online journals related to educational issues; additional data sources (policy institutions, developmental agencies, multilateral organizations, non-governmental agencies) and how to locate organizations online; other electronic services (databases, table of contents alert service); how to subscribe to the multicultural education cluster; listservs; how to retrieve and search the Web via e-mail for those that don't have access to the Web; and the wind-up computer of the future. (AEF)

Noting that obtaining facts and figures on important policy issues related to children is the critical first step toward identifying what is working and what needs improvement, this Kids Count guide is designed to help local community members find and use data on the condition of children and families in Minnesota. The guide describes how to select the right information, locate the source of the information, and perform basic mathematical calculations. Following the introductory chapter, Chapter 2 details a step-by-step process for requesting data. Chapter 3 describes key data sources, including the U.S. Census, and national and Minnesota sources for information on education and child care, maternal and child health, family economics, and child welfare; and discusses the use of race and ethnicity data. Chapter 4 provides information on calculating basic statistics on obtained data, including calculating percentages, rates, and ratios, calculating change over time, accounting for inflation, and presenting data effectively. Chapter 5 presents suggestions for using data responsibly. The guide concludes with a list of Internet data sources, relevant acronyms and abbreviations, and a worksheet for creating a fact sheet for a particular community. (KB)

A series of both daily classroom activities and a long-term assignment in which secondary school language students actively use the Internet and the World Wide Web are described. Class activities target each of three proficiency levels (beginner, intermediate, advanced). They include having students check the weather, check out major products/industries/monuments of a region or city, convert currencies, choose a hotel and place to visit, research a specific historical figure/author/cultural event, report on current events, and visit a city or museum. The longer-term assignment involves having students work in pairs to plan all the details of a trip to a French- or Spanish-speaking country. Specific aspects of this assignment are outlined. Web sites for both French and Spanish language sources are listed, and several search engines are suggested. (MSE)

This exploratory study establishes analytical tools (based on both technical criteria and user feedback) by which federal Web site administrators may assess the quality of their websites. The study combined qualitative and quantitative data collection techniques to achieve the following objectives: (1) identify and define key issues regarding representation and access to information resources through federal resources; (2) identify and analyze key information policy issues related to the design, development, and management of Web-based information resources and services; (3) establish evaluative criteria for reviewing federal websites; (4) evaluate a sample of federal Web sites; (5) suggest analytical tools with which federal Web site administrators can analyze site structure and use; and (6) offer recommendations to increase the usefulness of federal Web sites to libraries and other users. Appendices are organized by the four different types of assessment used in the study: systems-based, user-based, design-based, and developer-based assessment (site visit). (Contains 54 references.) (SWC)

A plan of action is presented for teachers of English for Special Purposes (ESP) who wish to strengthen their professional competence, either in ESP strategies and techniques or in content areas in which they might teach. It begins with a list of recommended books, journal articles, periodicals, World Wide Web resources, electronic discussion lists, ESP directories, and providers of ESP training (in Great Britain only). A subsequent section suggests techniques and sources for gathering information about the profession and employment within it and about instructional approaches and content. An example of some of the information an ESP teacher in computer science might seek out is offered. This includes a definition of computer science, names of two major professional associations, introductory books, discourse samples (oral and written), and relevant specialized or high-frequency vocabulary. Contains four references. (MSE)

This curriculum guide introduces the different components of a library science course which provides students with the basic skills to search Asian sources and materials. The first part of the curriculum guide discusses the student objectives of the course, which is designed to provide students with expanded knowledge of searching CD-ROM programs for Asian topics, sources in the reference collection, Asian periodicals, Asian topics in the learning lab collection, using reference sources for Asian topics, and approaching Asian research in a library. The second part describes the on-line library system, explains how to conduct a subject or keyword search, and presents examples of selected titles. The third part provides descriptions and/or examples of the following: (1) specialized resources that list national and international organizations; (2) nonprint materials such as videos; (3) periodicals; (4) indexes; (5) a specialized full-text CD-ROM database containing newspaper and magazine articles of the ethnic and minority press in the United States; (6) selected sources for possible purchase of Asian materials; (7) campus bibliographies; (8) potential contacts at other institutions; (9) specialized biographical source; and (10) Internet resources. Finally, sample searches using the on-line library are provided. Includes instructions, definitions, and helpful hints for conducting searches. (TGI)

This document is a handbook for adult education professionals to follow when beginning or expanding learning programs to meet the needs of stakeholders at a particular workplace. The handbook presents a seven-step model that is based on the findings of several research and demonstration programs. Each of the handbook's seven chapters details one step of the model. Each chapter includes tips, suggested activities, recommended resources, and a variety of forms tailored to adult education programs in workplace settings. The model's steps and selected substeps are as follows: (1) know your program (surveying adult basic education programs, describing your program to employers); (2) know your community (gathering community information; marketing); (3) know your workplace (workplace culture; goal writing; partnership building); (4) know your resources (human resources, materials, instructional methods); (5) know your plan (principles of planning; proposal development); (6) know your progress; and (7) know your results (gathering and analyzing outcomes data). The concluding chapter recaps the seven steps and discusses the following challenges facing workplace adult education programs: (1) integrating adult education into workforce development; (2) teaching work-related basic skills; (3) using the work context for learning; (4) integrating technology into workplace learning; (5) building respectful relationships; and (6) being collaborative and building partnerships. (MN)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, addresses keeping up with changes in laws affecting immigrants. Its objective is to teach students to track the legal framework that affects immigrants' lives and to build problem-solving skills by emphasizing the need to develop and use conceptual matrices to evaluate issues in more than one dimension. The module contains the following: an overview of the topic; the specific skills that the module emphasizes; and teaching points, learning activities, resources, and commercial textbooks. A summary sheet describes controversial provisions of immigrant federal legislation and what happened to them (January 1996-October 1997). A summary sheet of key terms follows. A sample lesson plan begins with a cover sheet with objectives, learners and context, room setup, to bring, to do ahead, media used, and steps. The lesson plan indicates time required, materials required, and teacher and student activities. Other contents include overhead transparency masters, handouts, presurvey, and postassessment. The objectives for this module are as follows: use library resources, apply key word search features, locate information about an issue, express personal opinions, listen to others' opinions, analyze points of agreement and disagreement, and negotiate and compromise. (YLB)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, addresses how to access and use information resources in order to function in the workplace and in daily living. Topics covered include the following: analyzing newspaper articles; preparing a weather graph; calculating average prices; locating information in a telephone book; gathering information from service agencies; accessing information on the Internet; eliciting, receiving, interpreting, and responding to verbal information; selecting and using appropriate technology; and evaluating reliability of information. Basic skills addressed include communication skills, thinking skills, personal qualities, using resources, interpersonal skills, using information, and working with systems. The module contains the following: teaching points for the instructor; sample learning activities; a list of 14 resources; a sample lesson plan consisting of objectives, learners and context, room setup, materials needed, tasks to do ahead, media used, and steps for conducting the lesson; readings; role-play materials; and pre- and postassessments. (KC)

This guide addresses the needs of those teachers from the literacy field who are just beginning to explore the Internet as an exciting medium to enhance learning. Chapters 1-3, "Internet Basics," offer a brief introduction to what the Internet is (e-mail, mailing lists, newsgroups, File Transfer Protocol, World Wide Web), how to get one's computer connected (hardware and software needs), and tips on choosing an Internet service provider (types and costs). Chapters 4-10, "Using Internet Tools," focus on using Internet tools: step-by-step explanations for using Eudora and Netscape; joining and leaving mailing list discussion groups; using the Adult-Literacy mailing list; using the World Wide Web; using Telnet; how to get the best of search engines so that information seeking is efficient and productive; and using the ERIC database. Chapters 11 and 12, "Useful Web Sites," describe important Australian and international language and literacy sites. This directory covers a wide range of educational centers, including virtual libraries, the focus being to assist language and literacy researchers to locate research information and teaching resources through the Internet. Section IV provides a glossary and lists of 55 websites on English as a Second Language and literacy, 27 literacy mailing lists, and 10 newsgroups. (YLB)

This manual explains how the user services functions, usually performed by a User Services Coordinator, can be conducted in the 16 ERIC (Educational Resources Information Center) Clearinghouses and the various adjunct ERIC Clearinghouses. It provides guidelines, suggestions, and examples of how ERIC components currently perform the user services function. The manual is organized in nine sections that cover the following topics: (1) what user services are; (2) who provides user services; (3) how user services are provided; (4) recordkeeping; (5) outreach; (6) ERIC Partners; (7) skills needed for user services; (8) staff development; and (9) how to conduct an ERIC workshop for searchers and librarians. The guide also contains a glossary defining 16 terms and 11 appendixes that include the following: ERIC System publications; search materials; financial aid packet; workshops and conference materials; statistics and forms; evaluation forms; transparencies; clearinghouse manuals; resources; user services and the World Wide Web; websites and listservs; and brochures. (KC)

The role of the literature review in a research project is discussed, in the context of classroom research on language teaching. The discussion is intended for teachers undertaking such research with little or no experience, and offers step-by-step guidelines for conducting and using a review of literature in second language learning. First, literature review is defined and its role at different stages in the research is discussed briefly. The initial general survey of literature is then described, with specific recommendations made for sources of information, including techniques for using computer-based networks and resources. Techniques are suggested for extracting relevant information from the sources found and for tailoring the references selected to the specific research project. Finally, principles for writing the review are identified. Contains eight references. (MSE)

Presenting a wide array of Internet addresses and sample lessons, this book shows how teachers can integrate the Internet into their K-12 curriculum to actively involve students. The ideas and lessons in the book help students to communicate with people in faraway places; gather information from around the globe; develop sophisticated research skills; increase knowledge across the curriculum; strengthen creative abilities; develop fluency in keyboarding, reading, and writing; and engage in both cooperative and independent learning. Topics covered in the book include e-mail, World Wide Web, searching, Web page design, chat, video conferencing, and Java (a new programming language). Sample lessons explore Canada, Mexico, whales, the news, fairy tales, resumes, Washington DC, and creating a home page on the Web. Chapters in the book (which had been revised, with new material added) are (1) Internet 101--The Basics; (2) The World Wide Web; (3) A Wealth of Web Sites; (4) Searching on the Web; (5) Developing and Designing a Web Page; (6) Advanced Web; (7) Other Internet Tools; (8) E-Pals and Keypals; (9) A Whale of a Time!; (10) The News; (11) Look Who's Talking!; (12) Virtually Together in D.C.; (13) The Games People Play; (14) The ABCs of the Internet; (15) Get a Job!; (16) A Book an Hour; and (17) Just for Little Kids. A 39-item select bibliography of Internet books, an abridged 35-item glossary of Internet terms, and information on 6 commercial on-line services in the United States and Canada are attached. (RS)

Presenting a wide array of Internet addresses and sample lessons, this book shows how teachers can integrate the Internet into their K-12 curriculum to actively involve students. The ideas and lessons in the book help students to communicate with people in faraway places; gather information from around the globe; develop sophisticated research skills; increase knowledge across the curriculum; strengthen creative abilities; develop fluency in keyboarding, reading, and writing; and engage in both cooperative and independent learning. Topics covered in the book include e-mail, Netscape, megapages, Gopher, FTP, Telnet, and HTML. Chapters in the book are: (1) What Is This Thing Called "the Internet"?; (2) E-pals and Keypals; (3) Netscaping; (4) Surfin' the Megapage; (5) Just for the Little Kids; (6) Go for Fables, i.e. Gopher Fables; (7) FTP=Fairy Tales Please; (8) A Book an Hour; (9) Telnet, Anyone?; (10) Searching; (11) The ABCs; (12) A Whale of a Time; (13) The News; (14) Get a Job!; (15) Look Who's Talking; (16) Virtually Together in D.C.; (17) Games People Play; and (18) HTML and YOU. A 30-item select bibliography and information on 6 commercial on-line services in the United States and Canada are attached. (RS)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to communicate effectively with external organizations and the public. The following topics are covered in the module's individual sections: media relations (including guidelines for participating in television interviews); interfacing with the public (including guidelines for communication with coworkers when members of the public are present and communicating with legislators and their staff members); requesting information under the Freedom of Information Act; and participating in an audit conducted by the Department of Energy or some other regulatory body. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Contains eight references, a practice test and test answers. (MN)

Although interviewing looks easy, it is much more complicated than it appears, and generally, students are not taught how to conduct an interview. Planning and preparation must include research about the subject of the interview and the person being interviewed. Good questions build on the question before, make the person being interviewed think, and sometimes surprise the interviewee. Questions which can be answered "yes" or "no," too personal questions, and questions with obvious answers should be avoided. Among types of interviews are: the fact interview, to obtain current information of general interest to the public; the biographical interview; the descriptive interview; and the personality or celebrity interview. Classroom applications are included. (CR)

USENET is a system of special interest discussion groups called newsgroups, to which readers can send or post messages which are then distributed to other computers in the network. A common network is the Internet, but other networks may carry USENET as well. There are thousands of newsgroups, with a wide range of conversations on topics such as computer technology, gardening, rock and roll, and education. Each newsgroup is a discussion group focused around a specific topic. The network site administrator can provide site-specific information on accessing USENET. Most systems allow for searching the names of the newsgroups by keyword. Each newsgroup has its own set of rules. Some newsgroups are moderated; in others, there is no screening of messages. Some hints for joining a newsgroup include writing concisely, sticking to the topic, responding politely, providing references, avoiding humor or sarcasm when it could be misinterpreted, and proofreading. The following should be avoided: advertising, writing in all capitals, posting irrelevant material, and posting surveys. (AEF)

This guide describes a number of models for student mentoring programs at the graduate level, their distinctive and innovative features, and considerations in developing a mentoring program. An introductory section looks at definitions of mentors and mentoring, and discusses the rationale for developing such programs for graduate students. Subsequent sections describe five programs designed to improve the graduate experience for both students and faculty. These include: (1) the Syracuse University (New York) Future Professoriate Project which includes faculty mentor seminars, a teaching associateship, and Certificates in University Teaching; (2) the University of Michigan graduate school program, which includes departmental visits, financial support, student group discussions, a publication concerning the doctoral student's experience, and the Mellon Graduate Education Improvement Project; (3) the Wayne State University (Michigan) program which includes annual meetings with newly-admitted doctoral students, guidance for faculty members, mentoring for minority students, faculty-student research projects, a research mentoring program for new faculty, and outstanding mentor awards; (4) the University of California at Berkeley program which provides assistance to mentors and advisors, encourages help-seeking, offers focus groups and monthly meetings, monitors academic advising, and provides dissertation- and proposal-writing workshops; and (5) the California State University at Fresno's institutionalization of faculty mentoring. A final section outlines activities, initiatives, and programs for departments, faculty, and students. (MSE)

This guide is designed for foreign students in the visual arts fields studying at Temple University (Pennsylvania) through its intensive English language program (IELP). It focuses on the practical information needed by students to make educational and personal decisions. The first two sections outline various educational opportunities in the arts both at Temple University and at other institutions in the United States, including opportunities for study outside the United States. Such issues as program design, school rankings, alumni networks, tuition, information sources, academic progress, transferring between schools, and majors are discussed. The third section offers practical information about applying to schools, including the role of portfolios, language test scores, and oral language requirements. Visual arts study opportunities for Temple University IELP students are covered in greater detail in the fourth section, and places of interest for visual arts students in the Philadelphia area are described briefly in the final section. (MSE)

Information literacy guidelines provide all students with a process for learning that is transferable among content areas and from the academic environment to real life. The responsibility for helping students achieve information literacy resides with library media staff, teachers, administrators, and the community. The following five information literacy guidelines are discussed in detail: the student (1) constructs meaning from information; (2) creates a quality product; (3) learns independently; (4) participates effectively as a group member; and (5) uses information technologies responsibly and ethically. The responsibilities of the library media specialist are outlined, and a rationale is given for the necessity of each of the five guidelines. A list of the information literacy guidelines writing project team members is provided. (MAS)

This document is comprised of four chapters that show how to use research-abstract worksheets and personal reviews of the literature as tools for linking research and practice in the helping professions. The research tools help to condense lengthy reports, place them into a consistent format, and actively involve the information seeker. Chapter 1 describes the relationship between professional problems and research, arguing that the nature of professional practice in the helping professions relies, to a large extent, on research. It describes the "research game," which stresses public debate, follows a series of conventions, and uses publications for commentary. Chapter 2 describes a process for making a research report, qualitative or quantitative, useful to the practitioner. It outlines the steps involved in creating a research-abstract worksheet and discusses the logical relationships among problems, hypotheses, and variables. Chapter 3 offers guidelines for creating abstract worksheets on reports of educational practices. Chapter 4 presents strategies for using the library intelligently and for developing a personal review of the literature (PERL), and describes the importance of creating PERLs. Appendices contain examples of four research-abstract worksheets and one example of a PERL. Two figures are included. (LMI)

This document contains information literacy standards developed for the State of Colorado. The purpose of the standards is to provide all students with a process for learning that is transferrable among subjects and from the academic environment to real life. Its goal is to have all students using information and ideas effectively. The five standards are: (1) the student constructs meaning from environment; (2) the student creates a quality project; (3) the student learns independently; (4) the student participates effectively as a group member; and (5) the student uses information and information technologies responsibly and ethically. The rationale behind the need for information literacy standards and the standards themselves is presented. Finally, the components of each standard are outlined. A list of Information Literacy Standards Writing Project Team members is also included. (JLB)

This article outlines an Educational Resources Information Center (ERIC) CD-ROM bibliographic instruction (BI) session at an academic library, which is intended to produce knowledgeable and competent ERIC searchers. The 1.5 hour lecture session includes: a basic introduction to the ERIC database; narrowing down a search topic; using the thesaurus and keyboard function keys; and formulating a search strategy, including Boolean logic and Venn diagrams. The lesson plan outline, search strategy form, and strategies for teaching students how to access ERIC are provided. Techniques and strategies things which have proven to be unsuccessful in previous BI sessions are discussed, including searching without development of a strategy, searching free-text, and walk-in BI clients. Commentary on what works in a BI session includes formal sessions, strategy development prior to searching, and use of the library's search form and ERIC thesaurus. An appendix contains the "ERIC Bibliographic Instruction Outline." (MAS)

An approach to adult English-as-a-Second-Language (ESL) teaching that incorporates everyday telephone use skills is described, and a series of related class activities is outlined. The discussion begins with a method and form for assessing student needs and learning styles. Subsequent sections present specific activities in several categories: getting weather information; getting information about tourist destinations or other places; gaining information about legal requirements and services; telling stories; and leaving a message on an answering machine. Each group of activities begins with preliminary exercises and continues with more advanced or complex activities. The final section provides encouragement and guidelines for teaching those wishing to develop their own classroom activities or homework assignments. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

In order to use new educational technologies effectively and to help students cope with the mass of information that has become available, librarians have begun to develop strategies and lessons to instruct students in searching. There has been, however, no detailed curriculum in the schools to ensure that students and teachers in grades K-12 are using a logical, consistent, and sequentially ordered research process. This guide was developed to address the need for and to elaborate on the scope and sequence of research skills. Lessons incorporating the skills, using current technology, and addressing new educational paradigms were designed, reviewed, and field-tested in three schools. The 15 lessons represent experimental efforts by the participating teachers and librarians and, although field-tested, are not intended to be fully developed, replicable models. Other teachers and librarians may want to use these as outlines for research steps and adapt them to reflect their own available technology, curriculum emphasis, and unique student needs. A scope and sequence chart reflects the steps of research reinforced as needed in subsequent grade levels. A checklist has been designed to assist teachers and librarians in assessing and evaluating student proficiency related to the steps of the research process. (MAS)

The purpose of this manual is to provide a structure for a comprehensive user education program at the University of California, Santa Barbara. It is intended to provide a general direction for librarians to review when developing new instructional programs or examining current programs. The purpose of this program is to provide basic library skills; an introduction to reference tools; advanced research methods; and a structure for librarian-faculty instructional interaction. Topics covered in this manual are goals and objectives of the program; a profile of the user groups; the existing structure of the program; personnel structure; evaluation of the program; statistics; facilities and equipment; publicity and promotion; and future directions. The appendices include sample letters to faculty for instruction; guidelines for designing effective library assignments; pointers to instructors giving lectures; and a guide for instructors on questioning. (JLB)

This manual describes the library instruction program taken as a part of English 200/201 at Utah State University. This manual is meant to be read after completing Project FORE, a computer-assisted instruction program at Merrill Library (Utah State University). Project FORE and this manual review the skills needed to retrieve information on research topics. This manual reviews the following topics: (1) selecting a topic; (2) locating background information; (3) locating books in Merrill Library, including Library of Congress Subject Headings, MERLIN, and classification systems; (4) locating periodical articles, including indexes both in print and online and abstracts and CD-ROM databases; (5) locating journals in Merrill Library; (6) interlibrary loan services; (7) evaluating sources; and (8) research strategies. A test is included to review the skills discussed in the manual. (JLB)

This publication presents an environmental scanning workshop for administrators in higher education institutions to help them incorporate environmental scanning into their planning and anticipation of future events. In particular, the workshop shows how to establish and sustain a comprehensive environmental scanning system and how to use the information the system produces. Environmental scanning is an approach that looks for signals of impending paradigm shifts in current events. An introduction to the workshop describes environmental scanning and the overall approach of the workshop. A schedule for the two-day workshop follows. The main body of the document presents the contents of the workshop which included: (1) how to get started; (2) how to organize and structure the system; (3) how to identify information resources; (4) how to develop a scanning taxonomy; (5) how to use software in maintaining the system; and (6) how to use the products of the system in strategic planning, issues management, and environmental vulnerability audits. Included are illustrations of presentation slides, examples of four environmental scanning newsletters ("On the Horizon,""Lookouts,""Future Concerns of Cardinal Stritch College," and "AERA SIG Futures Research and Strategic Planning Interactive Newsletter"), 3 footnotes and 28 references. (JB)

This booklet introduces techniques and concepts that can be used for alternative styles of lesson delivery within the context of the autonomous learning approach and self-managing teams that are characteristic of resource-based learning. Much of the information is designed to help teachers enable learners to make good use of information resources. The booklet is divided into five sections that address: (1) role and definitions of resource-based learning; (2) ways to teach that promote, rather than block, learning; (3) increasing learner motivation by letting the learners teach; (4) procedures for running effective adolescent or adult learning groups; and (5) teaching learners to evaluate and assess each other. The latter three sections, which form the bulk of the document, include explicit, step-by-step instructions for facilitating the learning process. The appendixes include brief teacher guides on how to prepare multiple choice questionnaires and how to plan assignments for learners and a learner's assignment preparation guide, which assists learners to assess information needs and resources. (Contains 5 references.) (KRN)

Designed to introduce the college student to library research and information use skills, this guide begins with an initial survey of the topic and progresses to how to write a report. It is divided into the following sections: (1) Introduction to Library Research; (2) Analyzing Your Subject and Beginning Your Research Plan; (3) Gathering Information Sources (e.g., determining appropriate research guides, choosing among available information sources, using library catalogs, boolean searches, using indexes, and locating sources not owned by the library); (4) Reading and Analyzing Information Sources (e.g., noting frames of reference, the importance of questioning sources); (5) Reporting Your Research (e.g., formulating the thesis, developing the report, and information research and communication skills); and (6) Functioning in an Information Based Society. Worksheets accompany several of the sections. (MAB)