Week 5 Relection on Readings

I laughed when the reading referred to chess as gaming in the library. That certainly brought back old memories for me. My school still has a chess club that meets after school in the library.

Unfortunately technology has also created a new type of bullying in "cyber-bullies." With such easy Internet access, students are able to make their own websites and say what they want. Perhaps, if there was a better way of monitoring it, the Columbine shootings would not have happened.

What Can I Be When I Grow Up?

This research question is quite different from the others that I researched. There is not one specific answer to it but many. The stock answer that I used to hear was "If you work hard and get good grades, you can be anything you want to be." That answer is also very nebulous and does not give much direction to the person asking. I would try to find what the student is interested in and maybe do an interest inventory before researching online. An interest inventory in carer guidance would broaden, stimulate, and provide a focus to career exploration and stimulate exploration of self in relation to career.

Google Search: www.eric.ed.gov
http://kids.gov

These two sites provide information on different types of careers/fields that student may find interestin.

ThomsonGale Search: http://infotrac.galegroup.com/galenet/c

This site explored different occupations.

Print Source: www.chipublib.org
www.amazon.com

Both of these sites contain an abundance of books on career choices at various reading and interest levels.

Week 4 Readings

It was very enlightening to read the ebrary chapter on assessment. I had heard of theBig Six before but many of the others such as Pathways to Knowledge were new to me. I especially agree with the statement that said teachers do not have the time or resources to search each system or network/sites for their curricular needs. I do think that the school library teacher needs to be an instructional partner with the classroom teacher and they need to join forces on assessment.