D#5,HW#6 Deadline Reflection

Reading the various proposals and peer review comments was helpful this week. The chapter readings and Web sites had great exercises to make me dust off my grammar skills. I have enjoyed reading the comments just for the different approaches people take. I commented on the following posts:
"D#5, HW#5 Field Research" Steph
"Deadline #5, HW #5, Field Research" Camille
"D5HW3 Peer review Reflection" Steph
"D#5, HW#1, Reading Reflection" Michael
"D5, HW5, Field Research" Jared

D#5,HW#3 Peer Review Reflection

The two drafts I reviewed this week were: Jared Zucker WP#1 - Draft - Zucker_eng102_7891
Camille Luna Research Proposal. Deadline #3

Going through the Peer Review readings helped me understand what to look for when scanning someone else's writing. It can be easy to focus on minor errors in grammar or punctuation, but it takes more thoughtful analysis to evaluate context and structure. Reviewing the other proposals and the comments posted helped me gain a better understanding of writing for multiple audiences. Things I deal with on a daily basis need to be fully explained to others. I need to make sure that the terminology I use in my writing will be clear to everyone in my audience. I am still working on transitions and constructing better beginning and ending sentences for each paragraph. I hope it will be evident in my final paper.

D#5,HW#4 Annotated Bib X 3

The books I chose this week were all located using the MCC Library Online Catalog. Two of them are reference books, and one I had already checked out for another project.

Carson, Bryan. The Law of Libraries and Archives. Lanham, MD: Scarecrow Press, 2007.

There is a chapter in this book that goes into detail about the Children’s Internet Protection Act (CIPA) and the legal rulings and opinions that pertain to it. The opinions for each of the Supreme Court justices are given, along with explanations for their interpretations. This will be very helpful to me when I explain the background of my thesis and research question. The book also reviews the Act and the way it affects all public libraries.

Kravitz, Nancy. Censorship and the School Library Media Center. Libraries Unlimited Professional Guides in School Librarianship. Westport, Conn.: Libraries Unlimited, 2002.

As the title states, this book deals mainly with censorship. There is a section dealing with electronic resources that gives basic information about filtering. It lists the four main filtering options for schools, and has a full page of products available that have been reviewed by Consumer Reports. There are numerous links given for Internet Service Providers and Alternate Resources reprinted from Smartparent.com. Many of these links will be useful for my research.

Smith, Mark. "Filtering Considerations." Neal-Schuman Internet Policy Handbook for Libraries. New York: Neal-Schuman, 1999. 75-98.

This book devotes an entire chapter to the pros and cons of filtering. The author includes information about relevant documents and rulings, and covers some of the choices available as far as filtering decisions go. There is a section detailing how the various software packages work, and a list of some of the major vendors. The part most interesting to me covers what some libraries choose to do as an alternative to filtering.

D#5, HW#5 Field Research

Network administrators for large elementary school districts could offer opinions and examples that would be useful for my research. I could interview them, asking about their personal experiences with filtering software. It would be interesting to know how frequently (or infrequently) the filters interfere with student research, as well as the number of times the filters prevented students from accessing inappropriate materials. If I could observe student access without them knowing that I was watching, I might also develop a better understanding of the frustration caused by filtering. Our students complain once in awhile, but not every time they are blocked. I would like to better understand the situation in some larger school districts.

D#5,HW#2 Peer Review

The proposals that I peer-reviewed were:
Jared Zucker Revisions 16-32 WP#1 - Draft - Zucker_eng102_7891
Camille Luna Revisions 7-57 Research Proposal. Deadline #3

D#5,HW#1 Reading Reflection

The textbook chapter readings this week were a great review for me. I learned about using different print indexes in one of my other classes, but haven't used them at all lately. I will try to find one that can help me locate more information about my topic.
Reading chapter 7 has inspired me. I might attempt to create a survey that I could present to elementary school teachers to gather opinions about Internet filtering for their students. Their responses would be interesting to me, and the statistics could become a part of my research.
The Paradigm grammar activities were also a good review. All those years I spent diagramming sentences came back to me as I read about subjects, verbs, complements, and modifiers. The links on Shelley's "Workshopping" page were all dead, so I sent a notice to Tech Support. I went back to Deadline 4 and read through the Peer Review guidelines on Shelley's page again. It should help me when I comment on the Research Proposals submitted.

D#4,HW#7 Deadline Reflection

This week was a little frustrating, due to the scarcity of posts during the week. The assigned readings and Web activities were helpful, and the teachers here appreciated the links I sent them for the OWL and Paradigm sites. I enjoyed reading the proposals that were posted, and tried to add a few comments/suggestions. I am getting more comfortable using the Google documents, and discovered a few more things I can do with it (like viewing revisions to documents). I replied to the following posts:
"D4, HW7, Deadline Reflection" Jared
"Deadline #4 HW #3 Draft WP#1" Justin
Deadline 4/HW2/Grammar Assignment" Alexander
"D#4 HW#5, Annotated Bibliography" Mike
"Grading checklist" Devon
Have a great weekend, everyone.

D#4,HW#6 Evaluate sources

The resource I chose to evaluate was located on the Education Research Complete database. I plan to use this article for my final paper because the information is relevant to my topic. The authors have strong opinions, but they back them up with examples throughout the text, and give their references in a bibliography. Both authors are college professors, and their viewpoint is influenced by their experience at that academic level. However, they address several of their points to young children, which makes it an appropriate source for my research. The publication it appeared in, the Phi Delta Kappan, is described on the EBSCO journal site as "...the professional journal for education..." The article was written after the CIPA law and rulings took effect, and the points are still valid today. The article gives comprehensive explanations for four main reasons that Internet filtering is not effective.

Callister, T. A., and Nicholas Burbules. "Just Give It To Me Straight: A Case Against Filtering The Internet." Phi Delta Kappan 85.9 (2004): 649-55. Education Research Complete. EBSCO. Mesa Community Coll. Lib., Mesa, AZ. 10 Sept. 2007

http://ezp.mc.maricopa.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=13041532&site=ehost-live>.

D#4,HW#5 Annotated Bib.x4

D#4,HW#5 Annotated Bibliography x4

Bocher, Bob. "A CIPA Toolkit." Library Journal 128.13 (2003): 36-37. Education Research Complete. EBSCO. Mesa Community Coll. Lib. 17 Sept. 2007 http://ezp.mc.maricopa.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=10566884&site=ehost-live

This article answers many questions about filtering requirements under CIPA. I located it using the Education Research Complete database through MCC. Most of the information is related to a Supreme Court ruling, and the effect it had on libraries. The author’s credentials qualify him as a reliable source for this topic. The article will help me identify those libraries that are affected by the law.

Everhart, George. "Libraries Choose to Filter or Not to Filter As CIPA Deadline Arrives." American Libraries 35.7 (2004): 17-17. Education Research Complete. EBSCO. Mesa Community Coll. Lib. 17 Sept. 2007 http://ezp.mc.maricopa.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=14089500&site=ehost-live

This brief article gives examples of libraries that decided to give up their federal funding rather than implementing filtering. The author writes frequently about this topic in American Libraries, and he also gives specific details about some libraries that installed filters.

Reilly, Rob. "Government Efforts to Protect Children from Online Pornography Are Ineffective." Current Controversies: The Information Age (2003). Opposing Viewpoints Resource Center. Thomson Gale. Mesa Community Coll. Lib., Mesa, AZ. 17 Sept. 2007 http://find.galegroup.com.ezp.mc.maricopa.edu/ovrc/infomark.do?&contentSet=GSRC&type=retrieve&tabID=T010&prodId=OVRC&docId=EJ3010298226&source=gale&srcprod=OVRC&userGroupName=mcc_mesa&version=1.0

This article from Opposing Viewpoints goes into great detail about many of the shortcomings of Internet filtering software. The author is a teacher, and has strong feelings about the issue. His points are valid, and he offers an extensive list of resources for more information.

Peters, Robert. "Libraries Should Use Software Filters to Censor Internet Pornography." Contemporary Issues Companion: Censorship (2004). Opposing Viewpoints Resource Center. Thomson Gale. Mesa Community Coll. Lib., Mesa, AZ. 17 Sept. 2007 http://find.galegroup.com.ezp.mc.maricopa.edu/ovrc/infomark.do?&contentSet=GSRC&type=retrieve&tabID=T010&prodId=OVRC&docId=EJ3010266212&source=gale&srcprod=OVRC&userGroupName=mcc_mesa&version=1.0

This article is presented by Opposing Viewpoints, and the author has a strong bias toward filtering. He was the president of Morality in Media when the article was written. There are strong assertions having to do with children’s exposure to pornography, but not many facts to back them up. It gives me a good idea about the opinions of the pro-filtering element of society.

Sorry

I don't know why the e-mail went out 3 times...I thought I did everything right!

D#4,HW#3 Draft WP#1

D#4,HW#3 Draft WP#1

Research Proposal

Kathy Lacey

17 September 2007

Internet filtering software has been installed on many public access and school computers in order to comply with the provisions of the Children’s Internet Protection Act (CIPA) of 1999. Strong opinions about filtering are held by different segments of the population. There are groups at one end of the spectrum that want all filtering software removed from public computers. There are also groups at the other extreme that want filtering software installed on all public and school computers. My experience working in a public charter school setting has influenced my opinion about the issue, and I would like to know more about the issue.

For my specific research question, I will ask, “Should Internet filtering be optional for elementary school students?” Several years ago, I would probably have answered “no” to that question. Working with students of all ages has changed my views.

There have been many situations in which students were denied access to legitimate research information. I have witnessed several instances when instructors compiled lesson plans on their home computers, complete with links, only to find those links forbidden by filtering software at school. It is frustrating for everyone involved, and the issue needs to be addressed.

Therefore, my research will focus on presenting documentation to reinforce my opinion that students need to be able to turn filtering off when necessary. My audience includes anyone employed by an elementary school district, and the parents and students served by that district. My purpose in conducting this research is to convince those people demanding filtering of all content that filters can severely hamper the student’s ability to locate legitimate information, and the instructor’s ability to offer effective lessons. The information and statistics in my writing project will offer support for my position.

My research plan includes using journal articles found on electronic databases and in current periodicals, recent books written about the topic, and professional Web pages hosted by education and library organizations. I will review the pros and cons presented by groups addressing the topic, such as the American Civil Liberties Union (ACLU), the American Library Association (ALA), and the National Education Association (NEA). My audience will need facts, examples, and the testimony of professionals in order to be convinced to believe as I do. My writing will address that need.

Finally, my timeline for this project covers the next twelve weeks. My final research proposal will be submitted within three weeks. The annotated bibliography is due three weeks after that. I need to outline and write the research paper, with revisions completed by November 21^st. The final weeks will be spent preparing a portfolio to evaluate and reflect on the entire process. I understand that completing all of the weekly assignments will help to prepare me for the writing projects ahead, and I will do my best to stay on top of the requirements.

D#4, HW#2 Grammar Assignment #1

For this assignment, I used the Purdue Owl site to look at three grammar usage areas that have given me some trouble. The first was the use of commas. The explanations given are very thorough, and I know I will refer to that section as I draft my writing assignments.
The second area I reviewed was the use of hyphens. This section has the best explanation I have seen, with plenty of examples.
The third area I looked at was how to construct proper transitions between paragraphs. The "Transitional Devices" page was definitely a good one to tag. I printed it out, and will definitely refer to it as I write.

Commas:

http://owl.english.purdue.edu/owl/resource/607/01/

Hyphens:

http://owl.english.purdue.edu/owl/resource/576/01/

Transitions:

http://owl.english.purdue.edu/owl/resource/574/01/

Using the tips I reviewed, I went back to a writing project that I submitted for one of my Library classes. I revised it to correct a hyphenating error, and to give better paragraph transitions. The original and revised paragraphs follow.

Original paragraphs:

One thing that stands out in my mind is the staggering amount of information available on the Web. There are a number of high quality sites, with the latest research available. Learning how to better refine my search strategy has helped me improve the results, and I now use the techniques to help students do research at the school I work for.

I can also use what I learned to better evaluate sources on the Web. One of the things I almost always check now is the “About us” listing on new sites. The Internet can be a powerful research tool for those who know how to use it.

Finally, I must admit that having to use the MLA Handbook for proper citations has been helpful to me. Now I can help students doing research, making sure that they record all of the necessary documentation when they take their notes or copy passages from Web pages. I am much more confident that I am giving them accurate information. The research process really is worth learning to do correctly.

Use of hyphens

Paragraph transition

Revised paragraphs:

One thing that stands out in my mind is the staggering amount of information available on the Web. There are a number of high-quality sites, with the latest research available. Learning how to better refine my search strategy has helped me improve the results, and I now use the techniques to help students do research at the school I work for.

I can also use what I learned to better evaluate sources on the Web. One of the things I almost always check now is the “About us” listing on new sites. The Internet can be a powerful research tool for those who know how to use it and how to cite it.

Following the instructions in the MLA Handbook for proper citations has been especially helpful to me. Now I can help students doing research, making sure that they record all of the necessary documentation when they take their notes or copy passages from Web pages. I am much more confident that I am giving them accurate information. The research process really is worth learning to do correctly, and knowing proper citation formats will help with all future writing projects we pursue.

Properly hyphenated

Better transitions

D#4,HW#1 Reading Reflection

Completion of my Library Program classes has helped me become more proficient in the use of online library catalogs (Bedford Chap. 5a) and in evaluating sources (Chap. 9). The assigned readings this week were most helpful to me in the area of annotated bibliographies. Reading WP#2 again made me realize that I can put information in my annotations that will help me organize my research.
The details on both Web pages assigned were great reviews for me. The basic grammar exercises on the Paradigm site will help me as I begin to revise my writing projects. Shelley's peer review explanation pages gave me a better idea about what kind of comments to use when examining the writing of other students. Working in a school setting, I tend to write corrections on papers instead of suggestions. Now I know better, and will use Shelley's tips to keep my comments positive.
Kathy

D#3,HW#8 Deadline reflection

This week was a real challenge. I'm glad we are F2F tonight, and can talk about future assignments.
One thing I am grateful for is the Bedford Bibliographer. I thought at first that it would be more cumbersome than helpful, but once I got used to it, it made things so much easier to keep track of.
It even puts the citations in alphabetical order as they are entered.
I also enjoyed Shelley's flash presentation. It helped me put the rhetorical situation in perspective.
I responded to the following blogs (there weren't very many to choose from this week):

http://teufelheunden.blogspot.com/ D#3, HW#4
http://winterjustin88.blogspot.com/ D#3HW#3
http://jmzucker.blogspot.com/2007/09/help-please.html
I hope my comments were helpful.

D#3,HW#7 Annotated Bibliography

D#3,HW#7 Annotated Bibliography x4

By Kathy

Callister, T. A., and Nicholas Burbules. "Just Give It To Me Straight: A Case Against Filtering The Internet." Phi Delta Kappan 85.9 (2004): 649-55. Education Research Complete. EBSCO. Mesa Community Coll. Lib., Mesa, AZ. 10 Sept. 2007 <http://ezp.mc.maricopa.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=13041532&site=ehost-live>.

I located this article using the Education Research Complete database through MCC. It is a well-documented article, citing four reasons why Internet filters are not effective. It contains numerous examples of student access issues caused by filtering. The authors are academic professionals, and actually offer some solutions. The facts and arguments will help me understand the point of view of higher education.

Curry, Ann, and Ken Haycock. "Filtered or Unfiltered?" School Library Journal 47.1 (2001): 42-42. ERIC. EBSCO. Mesa Community Coll. Lib. 12 Sept. 2007 <http://ezp.mc.maricopa.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ625144&site=ehost-live>.

This article was found on the ERIC database (Education Research Information Center).

The authors present the results of a survey conducted by School Library Journal. The results are somewhat dated, but they offer a good starting point. The authors are academic professionals in the field of Information Studies. The data presented will give be several points to argue.

McCarthy, David. "Internet Filtering for Schools - An Update." Media & Methods 41.6 (2005): 9-11. Education Research Complete. EBSCO. Mesa Community Coll. Lib., Mesa, AZ. 12 Sept. 2007 <http://ezp.mc.maricopa.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=17539411&site=ehost-live>.

I located this using the Education Research Complete database. The article describes ways a filter can be used, and explains “Content Web Filtering.” It also gives information about six filtering software products. It will help me explain how filtering software operates, and some of its unique features.

Meeder, Rebecca. "Access Denied: Internet Filtering Software in K-12 Classrooms." TechTrends: Linking Research & Practice to Improve Learning 49.6 (2005): 56-78. Academic Search Premier. EBSCO. Mesa Community Coll. Lib., Mesa, AZ. 12 Sept. 2007 <http://ezp.mc.maricopa.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19808767&site=ehost-live>.

This article was found in the Academic Search Premiere database. It contains good information about teacher responses to filtering and its effect on research. It has a good bibliography, and the author worked with technology and online courseware for a university. It will help me understand the teacher point of view.

D#3,HW#6 Rhetorical situation

I think I was making this harder than it was…I started out doing the whole thing as the final WP#3. Devon, is this what you intended for us to do?

D#3,HW#6	WP#1	WP#3
TOPIC	Writing a research proposal	Writing a researched argument
CONTEXT	Choosing a topic; providing an overview, perspective, purpose, and audience analysis	Basis for the research question; appropriate lines of argument, discourse community, prominent voices
PURPOSE	Starting point for research	To present facts, opinions, and analysis to persuade my audience to agree with my answer
Audience	Instructor, classmates, me	Instructor, classmates, the discourse community I identify, and other specified groups
AUTHOR	Kathy Lacey	Kathy Lacey, with information gathered from a variety of reputable sources

D#3,HW#5 Audience analysis

One group that I would like to focus on as I conduct my research is the discourse community involved with elementary schools. This particular audience will have very diverse backgrounds and educational levels. The parents and teaching staff have strong positions about the issue, because they want to protect the children. They want to know about what the children are experiencing at school. I would like them to understand the limitations of filtering software, and the ways people have to get around the filters. The community also needs to know that the children in schools will be exposed to unpleasantness on the Web, and should be prepared to deal with it when it occurs.

D#3,HW#4 Who should read...?

My research question should be of interest to everyone employed by an elementary school district, as well as parents and students served by that district. Other people who are affected by this issue include: school board members; public library staff; local, state, and federal officials; software vendors; and civil rights/liberties groups. I would also hope that other members of the general public would want to know what is happening in the schools supported by their tax dollars.

D#3,HW#3 Search Plan

I used the textbook and the "Checklist: Create Your Search Plan" found on the Bedford website to develop a method to my madness.

Sources relevant to my issue: Electronic and print

Resources to use:
1. Research databases

• Educational/Academic (full-text)
• Government (for current and pending legislation)
• Scholarly journals

2. Internet directories
3. Internet sites

• School/Library professional sites
• Librarian/Teacher blogs
• ACLU and other civil rights groups

4. Print

• Books
• Scholarly Journals
• Newsletters (?)

Search strategy for databases and Internet searching:

• "Internet filtering" (exact phrase)
  
• + schools, legislation, laws, children, effectiveness, CIPA, software (keywords)
  

D#3,HW#2 Research Question

After reviewing Bedford, chapter 3, I determined my role will be primarily that of an advocate. If I can entertain a little with my paper, that will be fine, too.
To refine my research question, I developed a set of questions using the nine beginning words suggested on page 39. I knew that I wanted to research the effectiveness of Internet filtering software, and how it relates to school libraries. As I worked my way through the questions, I found the ones that interested me most were related to outcomes. What I finally decided to use as my research question is:

Should Internet filtering be optional for students in elementary schools?

D#3,HW#1, Reading Reflection

The activities suggested in Chapter 3 of The Bedford Researcher helped me define the role I will be taking on in my research. I made a quick list of possible research questions, using Table 3.1 as a guide. The "My Research Project" activity on page 39 helped me narrow my topic to several specific issues. I will use some of the suggestions in Chapter 5, section b to do more preliminary research. That will help me to develop a single research question to pursue. I will be using The Bedford Bibliographer tool on the Web to help organize my sources.
Kathy

Just wondering

Did anyone else happen to notice that the grade spreadsheet for this deadline shows points for 11 homework assignments, but there are only 7 in the course syllabus? Not worried, just curious.
Kathy

D#2,HW#7Deadline Reflection

Today I posted comments on the following blogs:

"D2hw5" http://jefffitz.blogspot.com

"Deadline 2, HW4, Narrowing a Topic" http://jmzucker.blogspot.com

"Deadline2, HW6, Annotated Bibliography" http://jmzucker.blogspot.com

"Deadline # 2 HW# 3 Annotated Bibliography" http://winterjustin88.blogspot.com

"D#2, HW#1, Reading Reflection" http://ktmdude88.blogspot.com

I blew it on HW6 though. I cited articles instead of Web pages. Now I know better. Overall, I spent close to 16 hours completing the exercises for the week. I hope they won’t all be quite this intense. The work that I did complete was a great refresher for me, and it will all help as I continue to work on the research component.

D#2,HW#6 Annotated Bib for Internet

The first article I chose was located using Google advanced search. My search terms were “internet filtering” + libraries + CIPA. I clicked on the WebJunction Pathfinder link.

Faulkner, Marcel H. “Filter Schmilter: Libraries and Internet Filtering Software.” WebJunction. 6 Dec. 2006. OCLC Online Computer Library Center. 5 Sept. 2007 <http://webjunction.org/do/PrinterFriendlyContent?id=1462> .

This is an extensive article, discussing the pros and cons of Internet filtering. It contains bibliographic references for the data, including live links to the sources.

The second article was found using Google Directory. I clicked on the Education link, then did a site search for “Internet filtering.” The link I used was for “Children’s Internet Protection Act.” There was no author named.

“Children’s Internet Protection Act.” NERIC. 23 June 2003. Northeastern Regional Information Center. 5 Sept. 2007 < http://cipa.neric.org >.

This article explains the key points of the Children’s Internet Protection Act. The information is geared toward states in the Northeast, but it is still useful. There is also a link for the full text of the Act.

Reply to Linda

To get the class names on my blog, I followed the help advice Jared gave to Jeanine, and clicked on "customize" then "add an element" and "links" to paste in the blog addresses for each class member. It took a few minutes, but was well worth the trouble.

D#2,HW#5, Topic reflection

My initial interest in Internet filtering was sparked when I was asked to help revise the student computer user agreement at the school where I work. I did some basic research a few years ago, but the issue continues to evolve. My plan is to work in a library until I am ready to retire, and I know this issue will continue to generate controversy. One library I know of had to implement a filtering policy after a child was exposed to a patron viewing pornography and touching himself. There are very strong arguments on both sides of the issue. I am basically in favor of filtering, although I realize that it is not the whole solution to the problem. I am looking forward to researching it further.

D#2, HW#4, Narrow topic

The topic I selected is Internet filtering in school libraries. I wanted to research a topic related to libraries to add to my library portfolio. I did some mental brainstorming as I was looking at articles on CQ Researcher, and had some basic topics in mind. Then I analyzed some of my broad choices, and did a little searching on the Web. Internet filtering is addressed every year at the school where I work, as well as in public libraries that I am familiar with. I would like to develop a research question based on the pros and cons of filtering.

D#2, HW#3, Annotated Bibliography

For my first exploration in CQ Researcher, I typed “immigration” in the “Quick Search” box. I looked at the following three reports:

Cooper, Mary H. "Exporting Jobs." CQ Researcher 14.7 (2004): 149-172. CQ Researcher Online. CQ Press. Mesa Community Coll., Paul A. Elsner Lib. 2 Sept. 2007 http://library.cqpress.com/cqresearcher/cqresrre2004022000.

This report deals mainly with employers opting to move jobs offshore for various reasons. It makes good use of charts and graphics. One issue that I could pursue would be the problems associated with consumers dealing with offshore customer service representatives.

Katel, Peter. "Illegal Immigration." CQ Researcher 15.17 (2005): 393-420. CQ Researcher Online. CQ Press. Mesa Community Coll., Paul A. Elsner Lib. 2 Sept. 2007 http://library.cqpress.com/cqresearcher/cqresrre2005050600.

The author discusses the effects of illegal immigration on the US economy. The extensive overview presents many issues to investigate further. Some information is outdated, but the bibliography provides many sources for current data.

Katel, Peter. "Real ID." CQ Researcher 17.17 (2007): 385-408. CQ Researcher Online. CQ Press. Mesa Community Coll., Paul A. Elsner Lib. 2 Sept. 2007 http://library.cqpress.com/cqresearcher/cqresrre2007050400.

This report investigates aspects of a law that calls for national standards to be used for identification documents in every state. Details explain some strong organized opposition to the law in many states. Could be an interesting issue to explore.

My second search was: “Browse by Topic” – “Education” – “Libraries and Educational Media.” The three reports I skimmed were:

Glazer, Sarah. "Video Games." CQ Researcher 16.40 (2006): 937-960. CQ Researcher Online. CQ Press. Mesa Community Coll., Paul A. Elsner Lib. 2 Sept. 2007 http://library.cqpress.com/cqresearcher/cqresrre2006111000.

The author makes a strong case for allowing students to play online games in schools and libraries. She links gaming skills to those associated with problem solving, learning history, and using math. There is also discussion of the possible link between graphic violence and violent behavior. This issue would be a good opportunity for further investigation.

Jost, Kenneth. "The Future of Books." CQ Researcher 10.24 (2000): 545-568. CQ Researcher Online. CQ Press. Mesa Community Coll., Paul A. Elsner Lib. 2 Sept. 2007 http://library.cqpress.com/cqresearcher/cqresrre2000062300.

Published in 2000, this article covers the trend toward digital publishing of books and other print materials. Much of the information is no longer accurate, but the subject itself continues to make headlines. Possible research questions could address current statistics for e-book use among students or the general public.

Jost, Kenneth. "Libraries and the Internet." CQ Researcher 11.21 (2001): 465-488. CQ Researcher Online. CQ Press. Mesa Community Coll., Paul A. Elsner Lib. 2 Sept. 2007 http://library.cqpress.com/cqresearcher/cqresrre2001060100.

This is a hot topic in my Library Tech classes. Subjects covered in this report include filtering and blocking of the Internet in public and school libraries, the Children’s Internet Protection Act (CIPA), and the strong opposition by members of the American Library Association.

D2HW2Reply

There was one question in the D1HW8 postings that I was able to reply to, about managing multiple Google Mail accounts. link to post
I think that was what she was looking for. Hope it helps.
Kathy

D2HW1 Reading Reflection

The textbook readings this week were very helpful to me. I have always struggled when trying to pick a research topic in the past. Now I find myself writing ideas down when they first come to mind, rather than trying to recall them later. Following the steps for topic exploration in The Bedford Researcher (Chap. 2a) should make it even less painful.
The assigned web pages also provided some great templates for me to use when narrowing my topic. I especially like the layout of the Paradigm site, <>. When I am using dial-up at home, I appreciate pages that show links when the cursor hovers over the tab. It gets very frustrating if I have to wait for every linked page to load just to see what information it covers. Creating a free account was a simple process, too. I plan to recommend this site to our HS English teachers. The tutorials will be great for some of our struggling students.