Duration: 30 Minutes
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We're, recording going for those who can't join us live.
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Hello and welcome everyone. I'm Stacey Knibloe with Gale. Glad to be with you this afternoon for our support media and news literacy with NOVELNY resources.
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We're going to, oh, I apologize, I think my.
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Sorry, have in trouble with my slides here. Let's just jump. We'll pass the agenda.
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I'll fill in on what we're going to do. Before we kind of dive into the really the meet of our session, I just want to recap what's available, from Gale.
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Is these are there a few of these are the ones that we're going to kind of focus on, for the area of interest for us today.
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So, most of the classroom support is done through 3 Gale and context resources. So Gale In Context: Elementary for the little guys and Gale In Context: Middle School for our middle schoolers and then Gale In Context: Opposing Viewpoints.
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Audience there is high school but also middle school gets in there as well. And all 3 of these address common curriculum needs.
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So things you'll find in the state standards, you know, poor curriculum type things, as well as things that kind of live outside of that.
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We have a lots of different types of sources in these and that's 1 of the things where actually going to talk about and you know speaking of news and media literacy.
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So we're going to, and that's 1 of the things we're actually going to talk about and, you know, speaking of news and media literacy.
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So we You also have access to a big collection of periodical resources and we're going to pop into a couple of these as well.
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So, you know, of course we're talking about news literacy. We're going to take a look at Gale One found news.
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That's where all our newspapers and news wires live. And then General One File and Academic One file are 2 kind of heavy hitters.
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Resources for magazines and journals. General One File has more of a general audience.
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I would say you could start with middle school there. And academic 1,000 more scholarly or academic audience.
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So. Maybe something for your 11th and 12th graders or AP students. And then we've also created a separate collection just for the New York Times and then we also have our Gale One file collections, which are small subject specific periodical databases.
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So something like the agriculture collection or something like that. You also have a collection of Spanish language periodicals and Gale One Phi in format, sir.
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Sorry, one to file and form a academic. The content here really ranges. There's I would say meeting a middle school reading level on up into academic.
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But all of the content is in Spanish. It's originally published that way. Or has been hand translated, you'll see some sources are actually bilingual, but have English and Spanish.
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There is a handful of, Portuguese titles in this collection as well, but really to focus there is Spanish language.
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So it can be a great tool for any Spanish speaking students you have or I find in a lot of schools they use it to help students who are studying and learning.
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And then, for yourselves, for your teachers, for your administrators, we have our educators reference complete, which is a collection of magazines and journals about education.
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So great for professional development. Oh, and I'm sorry, I seem to be missing my, the last one here, Gale, business insights, which is a database focusing on company and business, company and industry, information.
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So I apologize. While I didn't notice that was missing on my slide earlier, so sorry about that.
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So these are the ones we'll be taking a look at. We're going to more heavily go into a couple of g 1 file and Galing context resources, but just want to give you a little refresher for what we'll be using basically to talk about news and media literacy.
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And when I was researching for this topic and kind of coming up with the session. I know there are few different tools out there that help folks to find these, but the 1st thing I wanted to do before you kind of even get into looking at individual sources, I wanted to give you the background about how we develop our content at Gale because one of the things you're questioning is where is information coming from, right?
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When kids are performing research and we're going to be talking about the craft test. They're looking at where it's coming from, right?
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So not only who's the author, but I want to give you the background on where all that comes from.
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So I'll include this in my the website here that I shared. In our in my follow up email that you'll get tomorrow around this time to talk about how Gale builds this content.
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Now we're a publisher ourselves. So you'll find our sources in the collection and this page is going to speak to how we, you know, develop these resources.
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It's also going to speak though to the different 3rd party relationships we have. You know, Gale, we don't publish a newspaper, so we have to go elsewhere for that content.
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So how do we select who we work with and include their resources? So this web page goes into a lot more detail about the different ways we select and include content in these databases, the work we're doing around diversity and inclusion and how we work with subject matter experts and the like.
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So it goes into a lot of great detail in the background on how these resources are built. So that you can feel comfortable sharing them with your students and your and your teachers.
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It's also a good site to be aware of. Certainly we know there are a lot more content challenges, maybe in the last year, last couple of years, and there have been in other years.
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So this is a, to be aware of. So you kind of know again where all of this is coming from, So moving on again, just to give you a spot where you can kind of right off the bat, find out about where this content is coming from, moving into more specifically how you can work with your students in these resources to help them go through and evaluate what they're finding for any research they're doing or
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really for your teachers, anything they may want to use in the classroom and that type of thing. And there are lots of different evaluation tools out there, but the one that I know I've seen the most in in my time working with school libraries is the crap test.
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I know, I wanted to kind of fit in the SIP test here as well, which is kind of a shorter way to decide if you want to do the crap evaluation but in our limited time I decided to go just the crap test and how the resources can be used to illustrate.
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Working through this test with students in the different ways the resource can kind of help you out. And share information.
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So we're going to go through each of these and show you how the Gale resources can kind of supplement any instruction you're doing around news and media literacy.
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With this test. And point out where you know really they can it's going to be up to the student to kind of you know do some research and decide a couple of these bullet points that are on the side right now.
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So. Let's go ahead and dive in. I am going to go ahead and turn off my video just so it's not blocking any portion of the screen when I'm in the resources.
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So do feel free to jump into the chat and the Q&A as I'm going through here.
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And I'm happy to, you know, take any left turns and answer other questions you might have.
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So starting 1st with this C here and the craft test, currency, the timeliness of the information.
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So one was the information published or posted? Was it revised or updated? And does the topic your researching require newer sources or will orders older solutions work as well?
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So one of the 1st things we want to do for this is determine When was this content published, right?
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So all of our resources, all of the content in our databases are going to have some time type of date attached to them, whether it's the date it was published.
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Or the data was copyrighted. So let's go ahead and examine where you can find those. And again, we're going to hop around in different resources.
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Oh, and here's the content curation page, but we're going to go ahead and jump right into the databases.
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And I kept myself logged into the databases early. We do have a period of inactivity where I will log you out.
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So I'm betting that's going to let me just. Get rid of those in each of these.
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How is log in too early? Alright, I think we're in good shape in that one. Alright, so I'm going to start here with Yale and Patrick's Elementary to show you how we display dates and the resources.
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So I thought it would also be interesting to show off some of the content we've created in the databases to help you with news and media literacy and early just kind of information literacy for this 1st example.
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We actually have created a fact or opinion portal. So helping kids discern what is a fact, what is an opinion.
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We have a whole border, a whole portal dedicated to this topic. So that can be a great way to introduce the topic.
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With students. But if we jump into though, some more of our results, you can see.
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Everything's always going to have a date attached to it so we can see the copyright date here for our book articles.
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We can see the published date for a magazine articles. So, you know, in the case of, when the magazine itself was published or if we're looking at news content, we can see the date on that.
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So it's always going to appear in your results list. So right away they can get a decision on, you know, when this or not decision, but information on when this was published.
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And then we take it to that next step. Would older information still apply for this topic? You know, it's not really, it's not, you know, kind of science related where maybe we wouldn't want something that's 30 years old.
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Here we might, you know, want something more recent, but even 2021 for an article about what the differences between factor opinion is probably still going to apply, you know, that we don't have a 2024 date on any of these book articles is probably okay, right?
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But once we go ahead and clear out these circles so we can get in and take a look. For all of the content itself too.
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Once you're inside, you can find those dates. I will say though in Gale and Context Elementary, you don't see it at the top of the page like you will with our other resources.
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I'll point it out there but in Gale and Context Elementary we like to keep The interface really simple.
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So we start right in with the article. Usually there's an image to go along with it, main ideas or sometimes you'll see a glossary here and we just dive right into the content.
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You can always look for our
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Sorry, folks, let me get my, info button over there on the far right. That is where we're going to be able to see more of a full citation.
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To this article itself. Okay. So just opens up right beneath the title there. We can see again the date, which you know, we saw that on the results, but just to reconfirm here.
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Who is from? So who is the publisher and then a few more details? What type of document is?
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This is a topic overview. It's not an editorial. It is a topic overview.
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So the point of it really is to be factual. How long it is the Lexile scores, we're going to talk about that a little more in a minute.
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But we can get those details right here at the top of the page. Any article will have that option.
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So if I jump into. This entry on opinion writing again, just click open that info button and get the data on it.
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The other thing you'll find of course is students are doing research and they are maybe writing a paper putting together a presentation, they need to cite their work.
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That's another place you can always see the date. We have a citation tool.
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And. Little arrow to it up here. The site tool is available for all of our documents and basically it builds their citation for them.
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So when you click site, it creates a citation using MLA, APA, or Chicago.
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That's always going to have the date in it too. And of course, with many citations, it needs to note the date it was accessed.
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So sometimes you want to kind of make sure that students are understanding the difference between those. When it was access versus when it was published but This citation tool is always going to give you those dates and it's again a link up there at the top of the page.
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Oh, let me get rid of that arrow. But it also appears at the bottom of every article. So you don't actually have to initiate that site button.
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It will just the tool appear at the bottom of every entry. So the dates are always really clear and then of course you can have discussions with kids around with older dates still apply, right?
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So if we're talking about animals. Lot of those facts are still going to be true. We're talking about maybe endangered animals, then we might want something more recent because it has their status changed on an endangered species list, that type of things, right?
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So we've got to kind of have those conversations around when date is going to play more and more.
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And how to make that call. But again, always displays. The date info and the citation in the, citation generator and in the info button there at the top.
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When you're in one of the other resources, I'm just going to pop into. Yeah, in context, middle school here.
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You can see that info button is already displaying basically there really isn't an info button.
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It just automatically displays here as we age up the interface. You know, more detail on the article pages.
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You know, going to work well for, you know, middle schoolers and up. So again, always displaying the date there.
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And again, at the bottom in the citation. Just like we saw in, contact element.
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Alrighty, so moving along to the R in the craft test. Relevance, the importance of the information for your needs.
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So does the information relate to your topic or answer your question, right? So is this going to help you in your research?
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Who is the intended audience and make sure you're finding an appropriate reading level? So for a couple of the resources.
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We have databases named after their audience. So, Gale and Context Elementary is typically for K 5, G in context middle school is typically for grade 6 through 8.
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That's not all always though going to work, right? If we've got students who are maybe working, below grade level.
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Or above and we want to find different ways to challenge them. The other ways you can always, look for this type of thing is by the, the, sorry, the content level and we have Lexile scores.
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So we're going to go examine those. The other thing like to point out with this question, so relevance does the information relate to your topic or answer your question?
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That's basically what we've built these databases around our topic pages. So you can go in with a subject and then find a whole page with articles dedicated to your topic, making sure you're getting relevant information.
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So let's actually pop into Gale and back into Gale and Context, middle school to talk about these 2 things a little more.
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So right from the homepage of the Gale and Context. Databases, you've got a browsable topic.
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List so you can check here maybe before doing a search to see if the database is going to have your topic.
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So you just select. The larger subject area and then you get a list of all the different portals.
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Now, it doesn't always, if something isn't listed here, doesn't mean we don't have information for it in the database.
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It just means these are the pages that we have created a whole dedicated space to them. So if we go in to say the articles of confederation.
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Everything on this page, all of the articles linked here. Are going to be about Articles of Confederation.
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We've done our work behind the scenes to make sure you're getting relevant content. Now depending on how narrow your question is, we're probably going to have to work with this content a little bit to really get to our maybe sub topics or again to answer a question.
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But starting here, we know all of this is dedicated to the articles. Federation. And before we leave this page, let me just point out again kind of looking for that currency.
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Can see the dates are displayed here. As well. So it looks a little different from what we saw in Gale In Context: Elementary, so I have to point that out.
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And again, in the theme of maybe pulling together some resources you can use to help teach these principles to students around using media literacy we actually have.
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A portal dedicated to media literacy. And one of the things you'll find in the for the most part.
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For all of the topic pages and the gaining context databases. The article displayed at the top is always going to be a topic overview.
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So it should be fact-based. It's not an opinion piece. It's not trying to sway the reader.
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It may talk about different issues within the topic, but it's just trying to be informative. Almost like a, you know, saying maybe an article from a textbook.
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The other thing you'll find with these topic overviews is most of the time they are going to come with multiple reading levels.
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So we have done work in our resources to level some of the Gale content. We're a publisher, so we can do this with the content that we published.
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I can see it right there in the center of my screen. Gale is the publisher of this article, right?
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So we can take our content and rewrite it at different reading levels. And that's what we've done for a lot of topic overviews in the Galing context resources.
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And you can see them.
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Right here in the upper left hand corner, you can also, you'll see actually the Lexile score over here in that info section that we talked about before.
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So we can switch back and forth between them though in that upper left. So this is where I can make sure it's reading level appropriate for my the student I'm working, whether the group of students I'm working with.
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So starting out here with the 900, and 80 Lexile score. And looking at that entry, we can see.
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You know, we've got some good sized paragraphs. We do still call outside bars. Again, glossaries, fast facts, overviews, things like that.
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Did you know that type of thing? We switch over to the 7 80 though. Let's see how that changes.
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So our paragraphs get a little shorter. We pulled out main ideas here, so really giving us kind of setting the stage for the main ideas of this whole article.
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Okay, and you can isolate to this content when you are looking at Results that have leveled.
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Documents in them. For example, you're going to find them in reference and biography.
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That's where most of our content that Gale has published go. You'll see over on the right hand side of the screen.
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Oh, sorry. Use my tool again here.
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Sorry, folks, I'm in trouble with my pen tool. There we go. I can isolate to level documents and it just resets and makes sure that all of my results are going to be level.
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So I can use that for differentiated learning, which is really handy. But regardless, you can also, let me actually get rid of that filter so we can take advantage of a couple of others.
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You'll see there's also a content level and a Lexa measure limiter over here on the right.
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So again, I can find the appropriate reading level that I need for my students. With either of these.
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I am, we see a content level assigns to.
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So something you'll see in all of the Gale in context resources.
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Okay, so moving on, sorry, going to pop back to the slides here per second to the 1st A in our, crap test.
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We've got authority. The source of the information. So who is the author, the publisher, source sponsor?
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We've kind of already seen that in action in the citation. The next bullet though, what are the author's credentials or organizational affiliations?
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We're going to get into the resources and talk a little more about this and is the author qualified to write down the topic?
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Are they sharing contact information? The way that the databases are built, you're not always going to know who the author is for each individual article, for example, really in the Gale content, a lot of the reference content, it's put together by an editor and multiple author.
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So it really just cites the source and Gale is the publisher. And you'll see that for a lot of magazine articles as well.
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Where you'll often though see the author credit is going to be with me or sorry newspaper articles often you're going to see the byline is on that The other place you'll always see it is in Gale in context, posing viewpoints with specific viewpoint essays that we are including.
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So we're going to go take a look at a couple of different sources to share this information. So I'm going to go ahead and pop into Gale one file news.
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So again, this is where all of our newspapers, news wires, newsletters, lay of papers from across the country.
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Around the world. And I'm going to just shop interested, interested in bees maybe looking at the different ways we're trying to save the B's and things like that.
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Go and dive in. And with most of the newspaper articles you're going to see the by line included right there at the top and when you're in the gale resources along with that citation information, you're also getting kind of the 1st couple lines of the paper.
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So it just helps folks decide if it's something they want to jump into and read a little bit, right?
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So the byline is often right there at the top. So we're seeing that for these 1st few.
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Hi, it looks like something.
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You would recognize. However, this next star, this I think 4th in our list here, I don't see a byline at the top.
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When you don't see an author, it doesn't mean that we don't have the info, but we're not seeing it here in the citation.
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Go ahead and jump in. Often what you'll find is it's mentioned at the bottom of the article and depending on the article they may give you more information about who that author is.
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It might still just be a byline note. We'd have to maybe do a little more research.
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We needed to, This is giving us some information around the 2 authors of this. So.
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Good to check that look at the bottom of the article, but there are going to be times where it does not provide an author, right?
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Because of the nature of the way content is published. Sometimes you don't see who wrote it. But if you want to share some examples of, what that looks like and getting kind of the back story on the author.
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Gale in context of posing viewpoints and again reading level you're kind of starting with middle school on up into high school is a great way to find that.
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I wanted to point out we are, have already developed a portal for the 2,02420 25 national debate topic it's going to be about intellectual property rights so we've added that to the data base get you ready for next year's, national debate.
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Go ahead and jump in. So we have, again, always a topic overview to kick things off, right?
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But the viewpoint essays that are going to tell you who their author is and give you background on that author are going to be found in the viewpoints.
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And I save you points, not featured viewpoints, featured viewpoints are and selected by our editors, they might be a magazine or newspaper paper article.
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You may not always, although you usually do, but you're not guaranteed to get the background on the author with the viewpoints here, the one on the right hand side, you will find.
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What we've done is these are always articles. That are taken from elsewhere. So one of the ways we develop content opposing viewpoints is making sure that we are showing a whole view of the, right?
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We want differing opinions. And rather than asking one of our editors to write us 2 articles here, write one in support of this right one, you know, against it and we'll put them in the database.
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That's not the real world, right? So what we do is go out and get permission to republish content from people who know what they're talking about.
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And the issue maybe have pumped or certainly probably published before. And have some background. So we're getting those subject matter experts.
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And because we're doing that, we always add an article commentary to these viewpoint. So before you actually get to their opinion, you get this commentary that tells you who the author is and gives you their background.
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That's been includes often. Critical thinking question. So as you're reading this, consider these questions.
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So it's a great way to jump start students into this idea and a great way to again kind of help build their news and media literacy question.
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What you're here, what you're reading. And this is telling you a few different ways to do that, right?
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But that article commentaries and valuable again because you find out who the author is, right? So it is a great way to show them how they can dig into that.
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So again, the only context opposing viewpoints and the viewpoints. That are shown in the viewpoints.
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Content type. So. Little redundant there, but it tells you exactly what it is.
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So.
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Alrighty, so moving on. I'm sorry, the 1st time I've done this session, so I'm going to try and make sure to keep us on time here.
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I know it's mostly after school hours for you all. So. Alright, so the second and our craft test accuracy, the reliability, truthfulness and correctness of the content, where does it come from?
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Is it supported by evidence? Is the information been reviewed or pure? Reviewed or refereed and does the language or tone seem unbiased and free of emotion.
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Right, so we talked about the topic overview. That's for each of our pages. That kind of kick off.
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If we're in, let me get back into the database here. One of the in context databases that you can pretty much guarantee that that topic overview, while in this case is going to be talking about different issues within intellectual property. It's not trying to sway your opinion.
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It's not opinionated writing. It's trying to give you the facts. So you can look for that.
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But let's say you're in something else like, say, general one file, which is again, our periodical database for more general audience.
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If you want to get kids, you know, feet wet with using. A big resource, you know, big magazine articles and things like that.
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One of the things we do at Gale is assign document types to our articles. So you'll see that.
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In our results. You can see the tag here, article, which is kind of general. But if we look over to the right, clear my side here.
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To the far right, we can filter results by document type. If you open that up, you'll find in it.
[00:27:24.000]
We can look for things like report, statistics, company overview. I am the kind of maybe the opposite of what we might be looking for with this one viewpoint essays.
[00:27:35.000]
We know that one would have an opinion. But you've got several document types you could use to filter down and say look for Cisco data right get some hard numbers right get some facts The other thing you can do, and this is something probably with your upper grade level students, is if you look to.
[00:27:53.000]
We're going to pop over to our, I'm going to pop back into opposing viewpoints here per second.
[00:28:01.000]
In our databases that contain academic journals, scaling context opposing viewpoints is one of them.
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You actually have the option to filter your results by peer reviewed publication. So this would be an article that was checked by, you know, it's going to vary depending by publication by another researcher, maybe a group, you know, board or something like that, but you can isolate to publications that are peer reviewed.
[00:28:27.000]
So we could do that. Let's say we're researching. Greenhouse gases.
[00:28:33.000]
Everything in my results is going to be peer reviewed. Alright, now this is though generally going to find you pretty high level or pretty high reading level documents.
[00:28:43.000]
It's mostly going to be coming out of our academic journals content type and looking at various Lexile scores, certainly our content level, we can see, you know, those are higher.
[00:28:54.000]
Now, looking at these results. Let's kind of go back to the C in our practice. Looking at our hits here, do I want to hit from 1998, right?
[00:29:05.000]
That's another reason to use advanced search. Advanced search will let you filter by date. If we're talking about greenhouse gases, if I want to know the history, you know, the 1980 article might be.
[00:29:16.000]
You know, interesting to read, but if I want something more current. Go back to maybe, say, 2020.
[00:29:25.000]
I can redo the search with a date filter. And then always you can go into your results and sort them by newest as well, just there at the top of the results list.
[00:29:37.000]
Okay, so pure viewed content, you're going to find a lot of that in academic one file as well.
[00:29:43.000]
Lots of peer reviewed sources. Middle, context middle school or elementary really isn't going to have any.
[00:29:44.000]
So kind of starting with opposing viewpoints with your students and then really many of the periodical resources. But academic one file will, will definitely have, p reviewed content.
[00:29:59.000]
Okay, let's wrap up with the last of our letters here. So purpose, the reason the information exists, what is the information?
[00:30:08.000]
Is it to inform, to sell, to entertain, to persuade and so on? Again, that's for that document type filter is going to come in handy.
[00:30:15.000]
I'm just going to pop back to our results here in general one file. If I look over in that document type I'm going to have things like viewpoint to pick from, I can choose things like editorial, letter to the editor.
[00:30:32.000]
And again, filter, I know these are going to have a point of view. So if I'm looking for opinionated writing, certainly the viewpoints in opposing viewpoints, but you can do it in these other databases too.
[00:30:42.000]
They have that content. Document type is a great tool to help students kind of understand and grow their news in media literacy.
[00:30:51.000]
What type of content gets published, right? So what's the different layouts of papers? Editorial section so we can kind of break that down you know even I remember our library doing it like cutting up a newspaper and showing us all the different pieces.
[00:31:04.000]
So. Lots of different ways to do that, but you can you can pull that through here and kind of a virtual or not virtual but electronic setting I guess is a way to put So, okay, sorry, folks running a little over.
[00:31:19.000]
Let's go ahead and get you on your way. So I will share my slides to help remind you.
[00:31:20.000]
Of the things we went through in my follow up email you get tomorrow. You can always find lots of great support out at our support site.
[00:31:29.000]
Again, I'll share this link in my follow-up email, but lots of tools out there for to help you deliver your own training or get more information around the resources you have available to you, lots of free marketing materials.
[00:31:41.000]
You don't have to recreate the wheel. And then of course you can always reach out to your Yale team.
[00:31:46.000]
Again, don't worry about writing this down. It'll be in my follow up email tomorrow, but you can always reach out to me if I don't have the answer.
[00:31:51.000]
I know where to go to get it. And there are plenty of departments at Gale that can help with.
[00:31:55.000]
Really anything you need, to learn more about your Gale resources and what you can do with them.
[00:31:56.000]
And of course also provide feedback. We're always interested in what else you can tell us we could be doing.
[00:32:02.000]
So always good to share that info too. So. Okay, folks. I'm going to stick around.
[00:32:12.000]
See if there are any questions. Thanks so much. Again, I apologize for running over. Let me get out, let you get on with the rest of your day.
[00:32:14.000]
Feel free to sign off if you're all, but feel also feel free to stick around and ask questions.
[00:32:23.000]
Thanks everybody. Have a great rest of the day.
We're, recording going for those who can't join us live.
[00:00:03.000]
Hello and welcome everyone. I'm Stacey Knibloe with Gale. Glad to be with you this afternoon for our support media and news literacy with NOVELNY resources.
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We're going to, oh, I apologize, I think my.
[00:00:20.000]
Sorry, have in trouble with my slides here. Let's just jump. We'll pass the agenda.
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I'll fill in on what we're going to do. Before we kind of dive into the really the meet of our session, I just want to recap what's available, from Gale.
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Is these are there a few of these are the ones that we're going to kind of focus on, for the area of interest for us today.
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So, most of the classroom support is done through 3 Gale and context resources. So Gale In Context: Elementary for the little guys and Gale In Context: Middle School for our middle schoolers and then Gale In Context: Opposing Viewpoints.
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Audience there is high school but also middle school gets in there as well. And all 3 of these address common curriculum needs.
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So things you'll find in the state standards, you know, poor curriculum type things, as well as things that kind of live outside of that.
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We have a lots of different types of sources in these and that's 1 of the things where actually going to talk about and you know speaking of news and media literacy.
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So we're going to, and that's 1 of the things we're actually going to talk about and, you know, speaking of news and media literacy.
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So we You also have access to a big collection of periodical resources and we're going to pop into a couple of these as well.
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So, you know, of course we're talking about news literacy. We're going to take a look at Gale One found news.
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That's where all our newspapers and news wires live. And then General One File and Academic One file are 2 kind of heavy hitters.
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Resources for magazines and journals. General One File has more of a general audience.
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I would say you could start with middle school there. And academic 1,000 more scholarly or academic audience.
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So. Maybe something for your 11th and 12th graders or AP students. And then we've also created a separate collection just for the New York Times and then we also have our Gale One file collections, which are small subject specific periodical databases.
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So something like the agriculture collection or something like that. You also have a collection of Spanish language periodicals and Gale One Phi in format, sir.
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Sorry, one to file and form a academic. The content here really ranges. There's I would say meeting a middle school reading level on up into academic.
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But all of the content is in Spanish. It's originally published that way. Or has been hand translated, you'll see some sources are actually bilingual, but have English and Spanish.
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There is a handful of, Portuguese titles in this collection as well, but really to focus there is Spanish language.
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So it can be a great tool for any Spanish speaking students you have or I find in a lot of schools they use it to help students who are studying and learning.
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And then, for yourselves, for your teachers, for your administrators, we have our educators reference complete, which is a collection of magazines and journals about education.
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So great for professional development. Oh, and I'm sorry, I seem to be missing my, the last one here, Gale, business insights, which is a database focusing on company and business, company and industry, information.
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So I apologize. While I didn't notice that was missing on my slide earlier, so sorry about that.
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So these are the ones we'll be taking a look at. We're going to more heavily go into a couple of g 1 file and Galing context resources, but just want to give you a little refresher for what we'll be using basically to talk about news and media literacy.
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And when I was researching for this topic and kind of coming up with the session. I know there are few different tools out there that help folks to find these, but the 1st thing I wanted to do before you kind of even get into looking at individual sources, I wanted to give you the background about how we develop our content at Gale because one of the things you're questioning is where is information coming from, right?
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When kids are performing research and we're going to be talking about the craft test. They're looking at where it's coming from, right?
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So not only who's the author, but I want to give you the background on where all that comes from.
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So I'll include this in my the website here that I shared. In our in my follow up email that you'll get tomorrow around this time to talk about how Gale builds this content.
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Now we're a publisher ourselves. So you'll find our sources in the collection and this page is going to speak to how we, you know, develop these resources.
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It's also going to speak though to the different 3rd party relationships we have. You know, Gale, we don't publish a newspaper, so we have to go elsewhere for that content.
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So how do we select who we work with and include their resources? So this web page goes into a lot more detail about the different ways we select and include content in these databases, the work we're doing around diversity and inclusion and how we work with subject matter experts and the like.
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So it goes into a lot of great detail in the background on how these resources are built. So that you can feel comfortable sharing them with your students and your and your teachers.
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It's also a good site to be aware of. Certainly we know there are a lot more content challenges, maybe in the last year, last couple of years, and there have been in other years.
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So this is a, to be aware of. So you kind of know again where all of this is coming from, So moving on again, just to give you a spot where you can kind of right off the bat, find out about where this content is coming from, moving into more specifically how you can work with your students in these resources to help them go through and evaluate what they're finding for any research they're doing or
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really for your teachers, anything they may want to use in the classroom and that type of thing. And there are lots of different evaluation tools out there, but the one that I know I've seen the most in in my time working with school libraries is the crap test.
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I know, I wanted to kind of fit in the SIP test here as well, which is kind of a shorter way to decide if you want to do the crap evaluation but in our limited time I decided to go just the crap test and how the resources can be used to illustrate.
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Working through this test with students in the different ways the resource can kind of help you out. And share information.
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So we're going to go through each of these and show you how the Gale resources can kind of supplement any instruction you're doing around news and media literacy.
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With this test. And point out where you know really they can it's going to be up to the student to kind of you know do some research and decide a couple of these bullet points that are on the side right now.
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So. Let's go ahead and dive in. I am going to go ahead and turn off my video just so it's not blocking any portion of the screen when I'm in the resources.
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So do feel free to jump into the chat and the Q&A as I'm going through here.
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And I'm happy to, you know, take any left turns and answer other questions you might have.
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So starting 1st with this C here and the craft test, currency, the timeliness of the information.
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So one was the information published or posted? Was it revised or updated? And does the topic your researching require newer sources or will orders older solutions work as well?
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So one of the 1st things we want to do for this is determine When was this content published, right?
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So all of our resources, all of the content in our databases are going to have some time type of date attached to them, whether it's the date it was published.
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Or the data was copyrighted. So let's go ahead and examine where you can find those. And again, we're going to hop around in different resources.
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Oh, and here's the content curation page, but we're going to go ahead and jump right into the databases.
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And I kept myself logged into the databases early. We do have a period of inactivity where I will log you out.
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So I'm betting that's going to let me just. Get rid of those in each of these.
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How is log in too early? Alright, I think we're in good shape in that one. Alright, so I'm going to start here with Yale and Patrick's Elementary to show you how we display dates and the resources.
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So I thought it would also be interesting to show off some of the content we've created in the databases to help you with news and media literacy and early just kind of information literacy for this 1st example.
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We actually have created a fact or opinion portal. So helping kids discern what is a fact, what is an opinion.
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We have a whole border, a whole portal dedicated to this topic. So that can be a great way to introduce the topic.
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With students. But if we jump into though, some more of our results, you can see.
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Everything's always going to have a date attached to it so we can see the copyright date here for our book articles.
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We can see the published date for a magazine articles. So, you know, in the case of, when the magazine itself was published or if we're looking at news content, we can see the date on that.
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So it's always going to appear in your results list. So right away they can get a decision on, you know, when this or not decision, but information on when this was published.
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And then we take it to that next step. Would older information still apply for this topic? You know, it's not really, it's not, you know, kind of science related where maybe we wouldn't want something that's 30 years old.
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Here we might, you know, want something more recent, but even 2021 for an article about what the differences between factor opinion is probably still going to apply, you know, that we don't have a 2024 date on any of these book articles is probably okay, right?
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But once we go ahead and clear out these circles so we can get in and take a look. For all of the content itself too.
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Once you're inside, you can find those dates. I will say though in Gale and Context Elementary, you don't see it at the top of the page like you will with our other resources.
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I'll point it out there but in Gale and Context Elementary we like to keep The interface really simple.
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So we start right in with the article. Usually there's an image to go along with it, main ideas or sometimes you'll see a glossary here and we just dive right into the content.
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You can always look for our
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Sorry, folks, let me get my, info button over there on the far right. That is where we're going to be able to see more of a full citation.
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To this article itself. Okay. So just opens up right beneath the title there. We can see again the date, which you know, we saw that on the results, but just to reconfirm here.
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Who is from? So who is the publisher and then a few more details? What type of document is?
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This is a topic overview. It's not an editorial. It is a topic overview.
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So the point of it really is to be factual. How long it is the Lexile scores, we're going to talk about that a little more in a minute.
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But we can get those details right here at the top of the page. Any article will have that option.
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So if I jump into. This entry on opinion writing again, just click open that info button and get the data on it.
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The other thing you'll find of course is students are doing research and they are maybe writing a paper putting together a presentation, they need to cite their work.
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That's another place you can always see the date. We have a citation tool.
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And. Little arrow to it up here. The site tool is available for all of our documents and basically it builds their citation for them.
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So when you click site, it creates a citation using MLA, APA, or Chicago.
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That's always going to have the date in it too. And of course, with many citations, it needs to note the date it was accessed.
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So sometimes you want to kind of make sure that students are understanding the difference between those. When it was access versus when it was published but This citation tool is always going to give you those dates and it's again a link up there at the top of the page.
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Oh, let me get rid of that arrow. But it also appears at the bottom of every article. So you don't actually have to initiate that site button.
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It will just the tool appear at the bottom of every entry. So the dates are always really clear and then of course you can have discussions with kids around with older dates still apply, right?
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So if we're talking about animals. Lot of those facts are still going to be true. We're talking about maybe endangered animals, then we might want something more recent because it has their status changed on an endangered species list, that type of things, right?
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So we've got to kind of have those conversations around when date is going to play more and more.
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And how to make that call. But again, always displays. The date info and the citation in the, citation generator and in the info button there at the top.
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When you're in one of the other resources, I'm just going to pop into. Yeah, in context, middle school here.
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You can see that info button is already displaying basically there really isn't an info button.
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It just automatically displays here as we age up the interface. You know, more detail on the article pages.
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You know, going to work well for, you know, middle schoolers and up. So again, always displaying the date there.
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And again, at the bottom in the citation. Just like we saw in, contact element.
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Alrighty, so moving along to the R in the craft test. Relevance, the importance of the information for your needs.
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So does the information relate to your topic or answer your question, right? So is this going to help you in your research?
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Who is the intended audience and make sure you're finding an appropriate reading level? So for a couple of the resources.
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We have databases named after their audience. So, Gale and Context Elementary is typically for K 5, G in context middle school is typically for grade 6 through 8.
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That's not all always though going to work, right? If we've got students who are maybe working, below grade level.
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Or above and we want to find different ways to challenge them. The other ways you can always, look for this type of thing is by the, the, sorry, the content level and we have Lexile scores.
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So we're going to go examine those. The other thing like to point out with this question, so relevance does the information relate to your topic or answer your question?
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That's basically what we've built these databases around our topic pages. So you can go in with a subject and then find a whole page with articles dedicated to your topic, making sure you're getting relevant information.
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So let's actually pop into Gale and back into Gale and Context, middle school to talk about these 2 things a little more.
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So right from the homepage of the Gale and Context. Databases, you've got a browsable topic.
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List so you can check here maybe before doing a search to see if the database is going to have your topic.
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So you just select. The larger subject area and then you get a list of all the different portals.
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Now, it doesn't always, if something isn't listed here, doesn't mean we don't have information for it in the database.
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It just means these are the pages that we have created a whole dedicated space to them. So if we go in to say the articles of confederation.
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Everything on this page, all of the articles linked here. Are going to be about Articles of Confederation.
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We've done our work behind the scenes to make sure you're getting relevant content. Now depending on how narrow your question is, we're probably going to have to work with this content a little bit to really get to our maybe sub topics or again to answer a question.
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But starting here, we know all of this is dedicated to the articles. Federation. And before we leave this page, let me just point out again kind of looking for that currency.
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Can see the dates are displayed here. As well. So it looks a little different from what we saw in Gale In Context: Elementary, so I have to point that out.
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And again, in the theme of maybe pulling together some resources you can use to help teach these principles to students around using media literacy we actually have.
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A portal dedicated to media literacy. And one of the things you'll find in the for the most part.
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For all of the topic pages and the gaining context databases. The article displayed at the top is always going to be a topic overview.
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So it should be fact-based. It's not an opinion piece. It's not trying to sway the reader.
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It may talk about different issues within the topic, but it's just trying to be informative. Almost like a, you know, saying maybe an article from a textbook.
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The other thing you'll find with these topic overviews is most of the time they are going to come with multiple reading levels.
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So we have done work in our resources to level some of the Gale content. We're a publisher, so we can do this with the content that we published.
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I can see it right there in the center of my screen. Gale is the publisher of this article, right?
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So we can take our content and rewrite it at different reading levels. And that's what we've done for a lot of topic overviews in the Galing context resources.
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And you can see them.
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Right here in the upper left hand corner, you can also, you'll see actually the Lexile score over here in that info section that we talked about before.
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So we can switch back and forth between them though in that upper left. So this is where I can make sure it's reading level appropriate for my the student I'm working, whether the group of students I'm working with.
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So starting out here with the 900, and 80 Lexile score. And looking at that entry, we can see.
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You know, we've got some good sized paragraphs. We do still call outside bars. Again, glossaries, fast facts, overviews, things like that.
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Did you know that type of thing? We switch over to the 7 80 though. Let's see how that changes.
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So our paragraphs get a little shorter. We pulled out main ideas here, so really giving us kind of setting the stage for the main ideas of this whole article.
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Okay, and you can isolate to this content when you are looking at Results that have leveled.
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Documents in them. For example, you're going to find them in reference and biography.
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That's where most of our content that Gale has published go. You'll see over on the right hand side of the screen.
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Oh, sorry. Use my tool again here.
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Sorry, folks, I'm in trouble with my pen tool. There we go. I can isolate to level documents and it just resets and makes sure that all of my results are going to be level.
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So I can use that for differentiated learning, which is really handy. But regardless, you can also, let me actually get rid of that filter so we can take advantage of a couple of others.
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You'll see there's also a content level and a Lexa measure limiter over here on the right.
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So again, I can find the appropriate reading level that I need for my students. With either of these.
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I am, we see a content level assigns to.
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So something you'll see in all of the Gale in context resources.
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Okay, so moving on, sorry, going to pop back to the slides here per second to the 1st A in our, crap test.
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We've got authority. The source of the information. So who is the author, the publisher, source sponsor?
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We've kind of already seen that in action in the citation. The next bullet though, what are the author's credentials or organizational affiliations?
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We're going to get into the resources and talk a little more about this and is the author qualified to write down the topic?
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Are they sharing contact information? The way that the databases are built, you're not always going to know who the author is for each individual article, for example, really in the Gale content, a lot of the reference content, it's put together by an editor and multiple author.
[00:20:25.000]
So it really just cites the source and Gale is the publisher. And you'll see that for a lot of magazine articles as well.
[00:20:32.000]
Where you'll often though see the author credit is going to be with me or sorry newspaper articles often you're going to see the byline is on that The other place you'll always see it is in Gale in context, posing viewpoints with specific viewpoint essays that we are including.
[00:20:50.000]
So we're going to go take a look at a couple of different sources to share this information. So I'm going to go ahead and pop into Gale one file news.
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So again, this is where all of our newspapers, news wires, newsletters, lay of papers from across the country.
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Around the world. And I'm going to just shop interested, interested in bees maybe looking at the different ways we're trying to save the B's and things like that.
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Go and dive in. And with most of the newspaper articles you're going to see the by line included right there at the top and when you're in the gale resources along with that citation information, you're also getting kind of the 1st couple lines of the paper.
[00:21:32.000]
So it just helps folks decide if it's something they want to jump into and read a little bit, right?
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So the byline is often right there at the top. So we're seeing that for these 1st few.
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Hi, it looks like something.
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You would recognize. However, this next star, this I think 4th in our list here, I don't see a byline at the top.
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When you don't see an author, it doesn't mean that we don't have the info, but we're not seeing it here in the citation.
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Go ahead and jump in. Often what you'll find is it's mentioned at the bottom of the article and depending on the article they may give you more information about who that author is.
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It might still just be a byline note. We'd have to maybe do a little more research.
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We needed to, This is giving us some information around the 2 authors of this. So.
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Good to check that look at the bottom of the article, but there are going to be times where it does not provide an author, right?
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Because of the nature of the way content is published. Sometimes you don't see who wrote it. But if you want to share some examples of, what that looks like and getting kind of the back story on the author.
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Gale in context of posing viewpoints and again reading level you're kind of starting with middle school on up into high school is a great way to find that.
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I wanted to point out we are, have already developed a portal for the 2,02420 25 national debate topic it's going to be about intellectual property rights so we've added that to the data base get you ready for next year's, national debate.
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Go ahead and jump in. So we have, again, always a topic overview to kick things off, right?
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But the viewpoint essays that are going to tell you who their author is and give you background on that author are going to be found in the viewpoints.
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And I save you points, not featured viewpoints, featured viewpoints are and selected by our editors, they might be a magazine or newspaper paper article.
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You may not always, although you usually do, but you're not guaranteed to get the background on the author with the viewpoints here, the one on the right hand side, you will find.
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What we've done is these are always articles. That are taken from elsewhere. So one of the ways we develop content opposing viewpoints is making sure that we are showing a whole view of the, right?
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We want differing opinions. And rather than asking one of our editors to write us 2 articles here, write one in support of this right one, you know, against it and we'll put them in the database.
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That's not the real world, right? So what we do is go out and get permission to republish content from people who know what they're talking about.
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And the issue maybe have pumped or certainly probably published before. And have some background. So we're getting those subject matter experts.
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And because we're doing that, we always add an article commentary to these viewpoint. So before you actually get to their opinion, you get this commentary that tells you who the author is and gives you their background.
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That's been includes often. Critical thinking question. So as you're reading this, consider these questions.
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So it's a great way to jump start students into this idea and a great way to again kind of help build their news and media literacy question.
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What you're here, what you're reading. And this is telling you a few different ways to do that, right?
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But that article commentaries and valuable again because you find out who the author is, right? So it is a great way to show them how they can dig into that.
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So again, the only context opposing viewpoints and the viewpoints. That are shown in the viewpoints.
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Content type. So. Little redundant there, but it tells you exactly what it is.
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So.
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Alrighty, so moving on. I'm sorry, the 1st time I've done this session, so I'm going to try and make sure to keep us on time here.
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I know it's mostly after school hours for you all. So. Alright, so the second and our craft test accuracy, the reliability, truthfulness and correctness of the content, where does it come from?
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Is it supported by evidence? Is the information been reviewed or pure? Reviewed or refereed and does the language or tone seem unbiased and free of emotion.
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Right, so we talked about the topic overview. That's for each of our pages. That kind of kick off.
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If we're in, let me get back into the database here. One of the in context databases that you can pretty much guarantee that that topic overview, while in this case is going to be talking about different issues within intellectual property. It's not trying to sway your opinion.
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It's not opinionated writing. It's trying to give you the facts. So you can look for that.
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But let's say you're in something else like, say, general one file, which is again, our periodical database for more general audience.
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If you want to get kids, you know, feet wet with using. A big resource, you know, big magazine articles and things like that.
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One of the things we do at Gale is assign document types to our articles. So you'll see that.
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In our results. You can see the tag here, article, which is kind of general. But if we look over to the right, clear my side here.
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To the far right, we can filter results by document type. If you open that up, you'll find in it.
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We can look for things like report, statistics, company overview. I am the kind of maybe the opposite of what we might be looking for with this one viewpoint essays.
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We know that one would have an opinion. But you've got several document types you could use to filter down and say look for Cisco data right get some hard numbers right get some facts The other thing you can do, and this is something probably with your upper grade level students, is if you look to.
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We're going to pop over to our, I'm going to pop back into opposing viewpoints here per second.
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In our databases that contain academic journals, scaling context opposing viewpoints is one of them.
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You actually have the option to filter your results by peer reviewed publication. So this would be an article that was checked by, you know, it's going to vary depending by publication by another researcher, maybe a group, you know, board or something like that, but you can isolate to publications that are peer reviewed.
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So we could do that. Let's say we're researching. Greenhouse gases.
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Everything in my results is going to be peer reviewed. Alright, now this is though generally going to find you pretty high level or pretty high reading level documents.
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It's mostly going to be coming out of our academic journals content type and looking at various Lexile scores, certainly our content level, we can see, you know, those are higher.
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Now, looking at these results. Let's kind of go back to the C in our practice. Looking at our hits here, do I want to hit from 1998, right?
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That's another reason to use advanced search. Advanced search will let you filter by date. If we're talking about greenhouse gases, if I want to know the history, you know, the 1980 article might be.
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You know, interesting to read, but if I want something more current. Go back to maybe, say, 2020.
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I can redo the search with a date filter. And then always you can go into your results and sort them by newest as well, just there at the top of the results list.
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Okay, so pure viewed content, you're going to find a lot of that in academic one file as well.
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Lots of peer reviewed sources. Middle, context middle school or elementary really isn't going to have any.
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So kind of starting with opposing viewpoints with your students and then really many of the periodical resources. But academic one file will, will definitely have, p reviewed content.
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Okay, let's wrap up with the last of our letters here. So purpose, the reason the information exists, what is the information?
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Is it to inform, to sell, to entertain, to persuade and so on? Again, that's for that document type filter is going to come in handy.
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I'm just going to pop back to our results here in general one file. If I look over in that document type I'm going to have things like viewpoint to pick from, I can choose things like editorial, letter to the editor.
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And again, filter, I know these are going to have a point of view. So if I'm looking for opinionated writing, certainly the viewpoints in opposing viewpoints, but you can do it in these other databases too.
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They have that content. Document type is a great tool to help students kind of understand and grow their news in media literacy.
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What type of content gets published, right? So what's the different layouts of papers? Editorial section so we can kind of break that down you know even I remember our library doing it like cutting up a newspaper and showing us all the different pieces.
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So. Lots of different ways to do that, but you can you can pull that through here and kind of a virtual or not virtual but electronic setting I guess is a way to put So, okay, sorry, folks running a little over.
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Let's go ahead and get you on your way. So I will share my slides to help remind you.
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Of the things we went through in my follow up email you get tomorrow. You can always find lots of great support out at our support site.
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Again, I'll share this link in my follow-up email, but lots of tools out there for to help you deliver your own training or get more information around the resources you have available to you, lots of free marketing materials.
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You don't have to recreate the wheel. And then of course you can always reach out to your Yale team.
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Again, don't worry about writing this down. It'll be in my follow up email tomorrow, but you can always reach out to me if I don't have the answer.
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I know where to go to get it. And there are plenty of departments at Gale that can help with.
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Really anything you need, to learn more about your Gale resources and what you can do with them.
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And of course also provide feedback. We're always interested in what else you can tell us we could be doing.
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So always good to share that info too. So. Okay, folks. I'm going to stick around.
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See if there are any questions. Thanks so much. Again, I apologize for running over. Let me get out, let you get on with the rest of your day.
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Feel free to sign off if you're all, but feel also feel free to stick around and ask questions.
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Thanks everybody. Have a great rest of the day.