Duration: 45 Minutes
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Alright. Hello, I’m Stacey, Gale trainer. Thanks for joining us to take a look at our 8 Ways To Get More From Your Gale Databases.
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I’m happy to be joined today by Jen Mauer from the State Library of Oregon.
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Jen, do you want to say hello and give folks a welcome?
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Yes, happy after your work day. I’m glad you stuck with us, and you can tell I was going to say, you can tell who's on the East Coast news on the West Coast.
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But you can't see me, which is totally fine, but you know I do not have on a sweater.
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I’m not bundled. I know that Stacy is not bundled.
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I know that Stacy is on the in the very cold east coast and I just want to thank her and all of you for her for presenting.
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And all of you guys for joining us today, this is going to be some good stuff that's going to help us see the databases in a different light.
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Absolutely well, thanks, Jen. I’m glad to be with you all.
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We actually had a warm day here I’m coming to you from Buffalo, New York, and it was warm today, but somehow managed to stay cold in my house.
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So, yeah, the perils of buffalo.
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So glad to be with you all, to take a look at your uses, resources, and help you discover some new ways to kind of come at them.
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So just to give you a very brief agenda.
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We are going to quickly kind of refresh your memory and make sure everybody realizes all the resources you have access to.
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And then we're going to count down those 8 ways to get more out of them.
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I’m going to send a follow up email. You'll probably get that tomorrow.
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Once the recording is processed and ready, I’ll send everything out all at once.
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And I’ll include my slides as well in case you need a little refresher about all the different tools we're making use of.
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Along with that you'll get all of our custom information and I’ll share all the links that I’ll talk about when we look at Gale Support as well, so you can always reach back out to Jenner.
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I with any questions we're happy to hear from you.
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We're also going to share links to the evaluations for the session. Here at the end.
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But then also there'll be in the follow up email that you'll see tomorrow. So we'd love to hear your thoughts on these trainings that we've been offering.
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So, let's go ahead and dive in. We've got oh, great! So!
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And folks keep an eye on the chat to Jen, and I will periodically be sending stuff out there.
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But of course you walk and make a little use of it during the session to ask questions and give any feedback.
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We've also got the tools, if you prefer to use that, go ahead lots of ways to get in touch with us today.
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So again, we're going to give you just a quick reminder about the resources that are available that we want to dive right in to our 8 ways.
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So you've got a great collection of content within us.
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There is something really for everybody we're going to look probably most at the gale and context resources as well as a few of the gale.
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One file databases happy answer questions about any of these, but it really is such a well-rounded collection a great, for, of course, when kids are coming into the library for research purposes, but also could be used in a classroom so we're going to give you some ways.
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To help support that work. They're doing both in the library and in the classroom.
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So again this will come to you as a slide. So if anybody needs a reminder about what's in here, you'll have this kind of a handout. Alrighty.
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So let's dive into the countdown, looking at our 8 ways, and these are in an order we I kind of put them together Jim and I work these out, and we've got him kind of in an order from a way you might approach the resource.
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But all the tools and things I’m going to show off today are things you can do.
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In all of the different resources, for the most part so, as I’m in, say, Gale and context, elementary, know that you can do what I’m doing, in Gale and context high School.
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And you know General Gale, German, one file and things like that.
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So they all have a lot of things in common in terms of the tools and search paths that you can take in these resources.
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So one thing we've heard a lot this school year is about media literacy and helping students understand all the different types of media that are out there.
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And my mind always goes first to the journalism. Right? That's why, when I think of the media, that's what I think of. But really it's got a much bigger definition, you know, talking about the different forms of information that kids can take in, you know expands.
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Even to ads and things like that. So it's a really wide landscape.
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And to help kind of put kids minds around it. The databases do a really nice job of telling them about different types of media.
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But when they don't even, really realize that it's happening.
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So our databases are built around grouping your search results by the types of content they're coming from.
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So the content types that we identify like book articles, magazines, news are all different types of media.
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So just breaking those down that way gives them an introduction.
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And even the way that you organize a library, a reference here, magazines here, newspapers here does the same thing.
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We also take it a step further in our resources with a document type.
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Identifying. We're going to take a look at those little later.
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And then, of course, knowing what these sources are, you have when you're looking at your result.
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But then we also have a citation generator to remind kids how important it is to cite these media sources that you're finding so you always know where that information came from.
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So, let's go and dive into a few of the resources and show off these tools.
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So I’m going to start looking at our registration list.
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We had a, you know, really wide range of folks attending in terms of grade level.
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So I’m trying to hit a lot of the different resources.
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And of course, you access these right through office. However, since I’m not a member, I’m going to go ahead and use our another way into these resources.
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But you've got a great, you know, way to find the content from us is broken down by, you know, elementary and secondary, and Jen has lots of great tools on these pages and encourage you to scroll to the bottom of these and use some of the help, tools, and the like that.
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Are here, too. So I’m going to start out in Yealink context, elementary again. So let me just jump in.
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There for my other path. And of course this is contact aimed at an elementary reading level.
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But really any student can't use it. Pardon me, any student can use it if you need this reading level.
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You know this is the resource you can jump into.
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We'll also talk about another path, maybe to get content at a reading level that's needed.
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But not specifically setting the student to a user. So say, if they're in sixth grade.
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But they really need, you know, say, a fourth grade reading level.
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There's another way to get content in front of them.
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So we'll talk about that because the interface here really is driven by that younger audience.
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It's very colorful. Big buttons, big tax even.
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You know, the fund is kind of fun. So let's take a look at again.
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These pages that we organize by their content type.
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So also wanted to show off some new content that's come into the resource in this school year we had a focus of adding more content around native American studies.
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So if we pop into social studies, we've got a new topic tree to follow native American tribes.
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You'll also find throughout the people's Topic Tree and other places.
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We've highlighted there as well, and as you scroll and see, we're covering many tribes here, jumping through as well as some topics.
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So, for example, native American storytelling is a new topic we've created.
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And when you're in the gal and context databases, this is where I think students really on the first resource they may be using for research.
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Get that. Look at these different types of media in this way we start out with an overview.
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We're going to come back and talk about that. And a little more later in our countdown.
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But here, looking at our search, result again. That layout here book articles are kept here. Magazines are here.
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News! Are here. We have multimedia, those are separated, depending on the resource, renewal.
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Really see the different layouts. So this kind of gives you the option to explain the kids.
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You know what makes a magazine different from a newspaper, and different from a book article, or reference source.
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All of the resources. Do this, and I’m going to pop in to deal and context high school here quickly and you can look at, of course, how it differs.
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And here I’m going to go ahead and search lots of talk about artificial intelligence, chat Gpt about.
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This might be a distress one. But here we have actually a lot more content types to work with.
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And they're summarized here at the top of the page.
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You can see how many hits you have for each. But again, just breaking down these different types of media.
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What makes an academic journal different from a reference source?
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That type of thing. So you can have that conversation and easily share examples.
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You also are seeing, a course from each entry. The citation details.
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So when was it published? Where is it coming from? And that document type I mentioned.
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This is really one of the my favorite things we do in our databases.
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You'll see it tech here in these little gray boxes, and it's all over the place.
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In our resources. When we're adding content to databases, we have subject heading, indexers that are signing subject headings.
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But they're also signing things like these. These documents types, and they become a tool you can use later to filter results.
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But it's also a good identifier. So am I looking at an interview.
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Am I looking at an editorial? What makes an editorial different from you know, an article that might appear on the front page of the newspaper, that type of thing.
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So we can have those conversations about even these narrower slices of media.
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Just taking the example, are taking advantage of these document types.
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The circle screens for a little bit here, and of course we're getting citation details here on the results.
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Page you also, though, can jump right into an entry and always leading it off.
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Our more details about it. So you know, of course, we knew the date.
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We knew the source, but now we also know how many words it has.
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The reading level, the I’m sure the author. All those things are here right at the top of the article, and then every student's favorite feature, of course, lets them cite this content without doing a whole lot of work on their part.
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I would love this when I was in school. The citation generators, probably something you found.
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Can I?
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But again, it's a way that you can introduce this topic to students, both in the elementary database and the middle school and high School, all of them offer this tool so as they learn about citations and the different styles that their teachers may require you get it done right here and talk about the
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differences. The kind of information needs to be included here.
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So it's always embedded 2 at the bottom of an article right here, at the bottom of the page there, so you can always grab from there.
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Stacey.
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Oh, sure! Jen!
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Can, if you scroll back up to the top.
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I wanted to point out something when you were showing that middle icon where it says from the Washington Post and publisher, the Washington Post, I think that's especially helpful to point out library staff to your students and are asked teachers to point it out, because you know if you ask the kid what's your source
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they're going to say Gale or Gale In Context, and it's like it's like, if you know how MLA is promoting citations.
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Now it's like no, Gale is a platform or a what are they?
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A container, and you have to drill down through the containers.
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And so the second to the most you know least container is the Washington Post.
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That's the true authorship. That's the true source of the of the information.
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And then the least container, the smallest container is the actual article from the Washington Post, so I think that's very helpful, and you know, to trying to help kids understand.
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Okay, you saw it on Twitter. But your source is not Twitter.
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Twitter didn't write that information, you know. Where did you see it?
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Where does it? Where did it come from?
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Yeah, that's a great. That's a great way to come at it.
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Jen, and just in the citation, too. You can see that in action where we're the paper itself.
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But then also the so the container is there too.
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The Gio in context, high school as well as where did it originally come from?
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So, yeah, all of the results will do that. And you know, I think it jumps out.
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Actually the most in the periodical content in the multimedia, because sometimes scale is the source for a publisher to.
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But you know, you see, who the editor is, and things like that.
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So, yeah, the citations are really, sensation generators. Kind of shows you that level of where it's all coming from.
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Excellent thanks, Jack! Alright, so let's go ahead and pop out.
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We're going to go ahead and move on to Number 7.
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And here we're taking advantage of a tool that is a favorite of a lot of books.
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So when you are using these databases, performing your searches effectively is, you know, the best way to get to great content right?
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But the other thing that happens, you know, particularly in libraries, is your discovering content along the way and branching off maybe into a broader topic or a narrower topic, or a related topic, and making it really easier for students to get to things that they may need as well so to the same way they might go to
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the shelf and pull the book that they need off.
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They also find 2 or 3 others in the area, and that's what some of the tools in our resources can help. You do. So.
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Related to subjects, and the explore panel really help you find new content.
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It didn't come directly from your search result. We also offer a visual search tool, which is again a favorite of a lot of folks.
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Our topic finder allows you to visualize your search with the key words.
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That kind of go along with your topic. So what do we talk about when we talk about this thing?
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Here are a lot of key words found in articles about that something, and then those can come become related searches you can even perform separate searches on them.
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Take them out to other sources you know. Search in your catalog for them.
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It just kind of builds out what they're searching for.
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So let's take a look at some examples. So in this case go ahead and take a look at a resource that may be our middle school and high school libraries might take more advantage of.
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I’m going to pop over to our periodicals here and pick up the newspaper database.
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So gale, one file news of pardon me right there, brand me in the center of the page is a resource.
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Actually, let me make this a little bigger on your end. So the gill one bail databases are mostly made up of periodical resources.
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This one focuses on newspapers and news wires.
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So of course, news from around the world, across the Us.
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Lots of content if you notice here in the lower right hand corner, it currently has over 274 million articles in it.
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So these are big databases. It's when you're looking.
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Usually at the Yellow one. File resources, lots and lots of sources here, and putting in a topic like book banning.
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Look at the hits just here across the top of my results.
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You can again see we're breaking down by those content types less here.
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Because again, this database focuses on news sources.
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But you know, look at the number of kids. It's maybe not the same hundreds of thousands, or, you know, 3.8 million.
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We might get with a Google search. But it's still a really hefty amount.
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But we can work with this content. And again, let me get rid of the circles.
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I like to call them out, but then they stick around. I get rid of them when you're looking at these results.
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Certainly, you know the first pages, so you can kind of take a look.
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See what works, but using the topic finder over here on the right is going to be a way to kind of filter and 0 in a bit more on this topic, as well as find related and broader topic.
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So once you've issued a search over on the right, you'll have this topic finder option what it does is take those results that were in my, you know, top, you know, ranked results.
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It just takes those just take everything that was in the result, and it then reads the first 100 words or so of every one of those top ranked articles and pulls the keywords and creates this visualization around it.
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Kind of this word cloud. You can also display it I’ve got sets, tiles, and that is our default. I prefer it.
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I like the look, but I also think I see eyes on a little bit more.
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You can also switch to the wheel, which I think the training team is equally split between which we all prefer.
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You see, kind of the groupings a little more here.
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So with each of these, those again, what we talk about when we talk about book banning, we see libraries prominently as a key workaround. It's read.
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It's a bigger piece of how we've got this kind of visual confirmation that this is an important key keyword.
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We've also see. Well, censorship, right? So that kind of gives us even a bigger topic to look at again.
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And build on our search book challenges. Oh, that's another search.
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I may want to use a certain term I want to use right? So we're finding related to.
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And as you move around here you can click on any of those bigger pieces of trial, and then see within that grouping what are some key words mentioned within those results.
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And over here on the right. It's just showing us what matches up so it's an interesting way.
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I’m going to actually go back to the wheel for a second, so you can see it does the same type of thing here when we have the inner circle here, it gives us the broader term, and then the smaller wheels off of it are just those key terms that are found within it so
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it's a really great way again to see what we talk about when we talk about the other thing.
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I'd like to do, though, before I use topic. But I’m just going to use our previous page tool here to get back.
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Oh, I did not need to go that far back. Hang on!
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We have the filter tool here, and I can place limits on this result and then run the topic finder.
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Let's do that and see how this changes. So I’m going to pick an easy one here, just maybe grab publication date things from just a last year.
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So it just narrows down. You can see our hit.
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Count has come down still a lot of hits, but you know narrowed down a bit.
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Go ahead and run the topic finder. Now let's see how this changes.
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Alright. So my guess is, yeah. Libraries. Still, you know, ranking theirs, we can imagine.
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But you can see these other tiles have gotten bigger.
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I don't remember seeing Bill quite so large in the in the previous version, so you can filter your results.
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But then kind of get those same keyword connections when you come in.
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So it's also really engaging way to search. It's interactive.
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It's colorful. So it does tend to grab kids attention more than have lists of texts.
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So we'd love the topic finder here, and it's available in all of the resources you can actually, from the one file databases, it actually is available right here on the homepage.
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You can jump right to topic finder and put in a topic.
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And really start from there rather than using the basic search there at the top of the window.
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Where you'll find those going to pop into the high school database is when you're in a search result, or when you've come to a topic page like this, where I remember artificial intelligence kind of pulls everything we have we don't see it here, but if you go into one
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of your results that say, for example, if I go into news, then topic finder becomes available on that.
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That was that content type result list. If you go to advanced search just a quick away here from the basic search Topic Finder is available here in the sub banner, and you could start there so a big favor of a lot of folks Alright.
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So let's also that I’m going to pop back to the news database.
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Yeah. Again. Keeping up with the same search. Here there are lots of different ways to do some of these things in our resources.
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So the topic factor again very visual with engaging the other thing I'd like to show off, though.
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I mentioned our subject, heading Indexes before you can see that subject, heading, indexing in action here in the Filter.
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Your results, Field. That's always an option. You can filter right?
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So you can narrow your results. But to me it's also showing me what do we talk about when we talk about book Banning?
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So again there's censorship, a slightly broader term, freedom of speech.
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We're bringing in, you know, different ideas into this topic.
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So I can give you more past to go down in my research.
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So just seeing those in the subjects lists are really handy, and then you'll see them also.
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Get the explore panel of most articles. You'll have us more.
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We'll say their subject items related subjects, so we could branch off, read about public libraries in general, I get banned books here because it is a you also get a more of this panel where it's giving you recommendations for other articles.
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So finding again just discovering, more content, based off your search.
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So lots of ways to get to this content. The other one I would mention in the deal one file resources, another search that's available right from the homepage is our subject guide server.
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And this is actually going to put that controlled vocabulary to work that are indexers work within.
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So I did a quick, invasive species search before. Let's do that here.
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Instead of going immediately to results. What it does is check the subject.
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Guy looks like invasive species. Is not our subject heading that we use, we use introduce species.
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So once you get you know, pointed to the right, and you get the option of narrowing down that topic.
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It's a big topic right there are 5,400 articles now.
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I can narrow them down by environmental aspects. Case studies.
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And look at this almost from sections I might include in the paper I’m writing right.
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So it's a extra step or 2 to get your results.
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But they're going to be very on target results, because we don't just assign subject hangs really nearly.
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But it also leads you to other paths. You can find related terms and the like.
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So using these different search paths and these different search options is a really great way to kind of open students, eyes to their research topic and find more terms.
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Alright. So back to our slides on to Number 6.
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So now we want to take a look at building background knowledge.
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And this is another way, helping kids find c words and vocabulary for their terms.
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For their research topic to just build their knowledge and know what they can kind of take with them to other resources.
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And so on, and oh! The daily context, databases always offer a topic overview, and that is a great place to get started with.
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These. So we're going to go ahead and jump into yelling context middle school to show this off.
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But again, it's something we'll find in all of the resources. So we've got an add solar eclipse coming up.
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And I think October, and this is the topic overview.
[00:24:02.000]
These are hand selected by our editors to kick off research into your topic.
[00:24:03.000]
So each one that you see in all of these scale and context databases, one of our contact managers picked this article to lead off and what they're looking for is a good background article.
[00:24:19.000]
So you can build that background knowledge to then get more specific.
[00:24:20.000]
Learn about the different types of eclipses we offer often offer these fast facts options here to kind of give you a quick bit of information.
[00:24:35.000]
You'll see other things. We're going to take a look at a couple of other of the settings that pop up, but it's a good way to kind of pick up the vocabulary.
[00:24:45.000]
You'll see as you're doing, your research and just build that base of knowledge.
[00:24:49.000]
Words to know is another thing that comes up often in the sidebars, just giving you that vocabulary right off the bat.
[00:24:52.000]
So typically the words that are used within the article, and just give you a definition.
[00:25:00.000]
Sometimes they'll lead it off, which is actually what happens.
[00:25:05.000]
So again, Gale is a publisher. So a lot of times what we'll do for these topic overviews are really, we're trying to do it for all of them.
[00:25:13.000]
I should say is, offer them in 2 different reading levels. So you'll see over here to the upper left of the article title.
[00:25:21.000]
We have 2 different Lexile levels. For this eclipse article.
[00:25:24.000]
So we've jumped into the 9 90, but I can easily.
[00:25:30.000]
Get over to the 6 40, and I think oh, sorry! No, I can't think of the main ideas. I thought.
[00:25:35.000]
The vocabulary added this one off. That's often where you'll see it.
[00:25:39.000]
But no main ideas is great, too. So it's giving you a quick introduction and things you're going to learn about in this article.
[00:25:42.000]
So we love the main ideas tool. When you're in reference, content.
[00:25:50.000]
That's where you're going to find a lot of the gale resources, and we are able to, of course, take advantage of that.
[00:25:57.000]
And you're seeing more and more of these side bars popping up.
[00:26:01.000]
We're going to talk about another one. Later. The critical thinking questions.
[00:26:03.000]
But these are there to specifically kind of give the students something to think about as they read the article again, or provide in this case background information, and again help them kick off this research.
[00:26:16.000]
So you also have this quite a bit, and Gale and context elementary.
[00:26:24.000]
You will see the main ideas and the fast facts, but you'll also often see in the topic overview that vocabulary kind of kicking things off the words.
[00:26:28.000]
No, started off, and again, you're going to have multiple reading levels here, too.
[00:26:36.000]
Just there's the level one level 2 here as well.
[00:26:42.000]
So those topics overviews while we're trying to get to 100%.
[00:26:46.000]
So they all have multiple renewables. Great way to dive into those.
[00:26:53.000]
Alright so onto. Let me just double check my notes. Yeah, alright, we're going to move on to Number 5.
[00:27:01.000]
Oh, I forget I forget animation! Oh, well, alright! So in our resources we often find students looking for help to build their own argument building arguments and evidence is important.
[00:27:15.000]
It kind of plays a role in almost every you know.
[00:27:18.000]
Curriculum area that students are in. It is something that we know folks are after in our resource.
[00:27:24.000]
And when you're doing that it's great to have statistics and hard numbers to be able to report on the reference.
[00:27:33.000]
Content can help you. Do that as well. It typically is not or not.
[00:27:34.000]
It's not going to have a point of view. It may talk about different points of view, but it's just trying to give you the facts.
[00:27:43.000]
Periodicals are often doing that in a recording, just giving you the information. So you can seek that out.
[00:27:49.000]
And one of the ways we do that is, I' provide some of that hard data is with infographics that we've built as well as statistics that we've pulled from elsewhere.
[00:27:58.000]
And of course, the reference of periodicals may have their own built in charts and graphs and things so something to seek out within the resource and a place you'll see it quite a bit is in our opposing viewpoints, resource, and because really that resources all about points of
[00:28:15.000]
view. Right. So we want to give kids the options to kind of view viewpoints.
[00:28:20.000]
But when they're building their argument they need to be able to support it, like the folks who are writing the viewpoints on that appear in the resource.
[00:28:27.000]
So when you're searching, just keep an eye out.
[00:28:31.000]
Digital currency. Here. Again, the topic over, we could be, you know, good place to find that fast facts and things like that.
[00:28:40.000]
We'd look at, but keep an eye out in the content types for infographics and statistics, you might still might see another databases to.
[00:28:48.000]
But this is where probably most often so we've got an infographic.
[00:28:53.000]
And what's cool about these is their interactive. So you can change what's displaying.
[00:28:59.000]
Often the students have the option to kind of click around. In some cases.
[00:29:02.000]
So this one we've got the percentage of us adults who say, a user investing cryptocurrency.
[00:29:10.000]
We can kind of move by these different statistics, by gender age group, and so on.
[00:29:15.000]
And again, this is something that's engaging. They can interact with.
[00:29:16.000]
So these are a lot of I’ll say fine, I’m sure I high school is a little different than mine, but you got to get the idea here.
[00:29:28.000]
Something that you're not just, you know, scrolling through text right?
[00:29:32.000]
You have to click and interact with it, and then can pull these numbers to help support their own argument.
[00:29:37.000]
So the statistics as well. Those are typically not interactive.
[00:29:42.000]
But again provide good data. So value of Bitcoin. From September 2020, through September 2021 of me.
[00:29:49.000]
But this is also a way for students to kind of start understanding those visual representations of data too.
[00:29:52.000]
So they can be handy in other ways, but helping them build their argument with hard numbers is great, and then again, looking through the periodicals, if we jumped into, say, the magazine results here.
[00:30:10.000]
That's where you want to again keep an eye on that document type right?
[00:30:11.000]
Because it will label something that's in editorial.
[00:30:17.000]
So you know, it's got an opinion. We'll label something critical essay if it's got some criticism.
[00:30:19.000]
So the document type is really valuable to BC.
[00:30:25.000]
Article, or Britain, you're probably just getting, you know, straight reporting.
[00:30:30.000]
So again, another great tool to keep an eye out for.
[00:30:36.000]
Alright! So moving on to Number 4. Here, you student note, taking right as they're doing their research.
[00:30:37.000]
They're keeping track of what's jumping out of them, what's notable, what they're going to want to include in their ultimate paper or project.
[00:30:50.000]
We offer highlights and notes tool within the resource.
[00:30:53.000]
That's what I’ve got a little screenshot of here, but you can also, if kids are already using Google Drive or Microsoft OneDrive to keep track of their research, we've integrated with that there without those tools as well, and they both offer highlights and notes tool as well.
[00:31:12.000]
so you can kind of take content from the resource, and then apply those skills there.
[00:31:16.000]
But basically, you're marking up this research that you found as you found it.
[00:31:21.000]
So let's go ahead and pip in. We're going to use another feature of mine of your resources, daily contact us, history.
[00:31:30.000]
And my favorite piece of this resource is the primary documents.
[00:31:34.000]
So we've got a portal dedicated to manifest destiny, and westward expansion and there's some great primary sources here, and here's where I’m going to put my document type filter to work.
[00:31:44.000]
I want to look for more personal accounts of this time.
[00:31:45.000]
So something labeled. Personal account sounds right, diary, memoir.
[00:31:55.000]
Letters might be good, kind of pick and choose from this list and that.
[00:31:59.000]
Apply, and we have an account of Elizabeth Stewart Warner.
[00:32:05.000]
Is. She was moved West on her honeymoon, which you know, sounds very lovely at that time.
[00:32:06.000]
Frame, our primary documents always introduce what you're about to read, so give you a little introduction to it.
[00:32:17.000]
Kind of prep you for this primary source. You know the language might be a little tricky when it's coming from 1856, and understanding why, it's important, is always useful so that commentary is a good one to jump out you want to take advantage of our highlights and notes tool.
[00:32:33.000]
You go ahead and click as if you're going to copy like click and drag.
[00:32:37.000]
I’m going to go ahead and just do a bit of that.
[00:32:42.000]
So as you do that when you let go after you're done dragging you choose the highlight color you want, and maybe reading here about the price of different things.
[00:32:56.000]
I want to, check those prices elsewhere. Give myself a little note.
[00:33:00.000]
Now I will say that a reason you might want to use the Google one drive. No, the Google drive. And Microsoft.
[00:33:08.000]
One drive is what I’m about to tell you about our highlights and feature when we log into the databases, whether it's new or your students, I don't have to give it any information about myself.
[00:33:21.000]
It doesn't know that I’m Stacy. We user privacy is important.
[00:33:24.000]
We don't do any sort of exchange of information with our users.
[00:33:28.000]
Aside from just making sure they can use the databases.
[00:33:31.000]
So it doesn't know that. I mean if I close my browser right now, this highlight note I just created gets cleaned out, and the next time I come back it won't be here.
[00:33:40.000]
I have to take it with me before I go, so if I send this to Google, drive, it will do that.
[00:33:43.000]
It will send this out to my Google drive, and it will grab my highlights and notes right if I print.
[00:33:54.000]
If I email any of these options here we call our retrieval options, it will give me that highlights in notes along with the article that's go ahead and do that and see what that looks like.
[00:34:07.000]
It goes into a folder named after the researcher. We're using.
[00:34:10.000]
So there's beyond context Us. History. And here is my primary document.
[00:34:15.000]
It's going to again you know. Start up with the details.
[00:34:18.000]
I get the commentary. There's my primary, Doc.
[00:34:22.000]
I have the highlighting. It's even in green, like I gave it scroll to the bottom it reprints the highlighted path that so now I’m got it.
[00:34:32.000]
But again you always you know, it doesn't really tell you that when you're marking it out we have a place late.
[00:34:38.000]
Another stop that warns you, but it didn't tell me what I was making it up.
[00:34:40.000]
So a lot of schools recommend students actually mark up here. So you can do the same thing.
[00:34:47.000]
You can add highlighted text use, you know, to change the text color or use the highlighter and when you add a couple this is one of my favorite features of Google and Microsoft, it stays in line with your highlights.
[00:34:58.000]
So very brief one there, rather than kind of putting it the bounds, so that's a reason. If you're a Google or Microsoft user, these might be tools you're already using when you're students. So it just perfectly fits into their workflow to send the content there and mark it up
[00:35:17.000]
Stacey.
[00:35:18.000]
from here. So both places. Oh, John, go ahead!
[00:35:20.000]
Yeah, this is Jen. And I, I just wanted to suggest to that.
[00:35:23.000]
You know, so many classroom teachers are focused on things like vocabulary development or identifying main ideas, or whatever the focus of a lesson is.
[00:35:34.000]
So we can point out to the classroom teachers that you can find this great article you want to use.
[00:35:39.000]
Share it through Google. Drive with your students and then have them collaboratively work on something, you know, like Group One, is going to look for this and group 2 is, going to look for that.
[00:35:44.000]
However, you want them to work with it. I really like the idea of you know.
[00:35:53.000]
Is there some great content in here? And then, if you share it through Google, drive and then do the highlighting and collaboration like Elizabeth pointed out, there's benefits to that.
[00:35:59.000]
Plus if you have, if you're teachers or you have Google classroom, or another LMS, where you've chosen to save gale content, you could do the same thing then, and even assign it through that that adds a layer of complication maybe don't
[00:36:21.000]
start with that if they haven't, if they don't have that yet.
[00:36:23.000]
Right. But no, that's a perfect use for it absolutely, and you can even actually, I think I’ve got an example.
[00:36:28.000]
Let me pop back out to my!
[00:36:35.000]
Holder here. Yeah, Mike, so this is a book club example.
[00:36:36.000]
But basically, we were having a conversation in this document. So certainly multiple students could do that, you know, again, with their teacher, or as a group project.
[00:36:47.000]
But yeah, it's a great way to bring folks together, and it's asynchronous you go in there when you've got time.
[00:36:58.000]
We have these kind of endless possibilities with all the sharing options that both Google and Microsoft offer.
[00:37:05.000]
No, and you can embed too kind of building off Jen's idea, mentioning the LMS.
[00:37:11.000]
So might notice there's a shared classroom actually let me use my annotate tool here.
[00:37:17.000]
If you're a Google classroom user or your teachers are, they can embed this content right into their Google classroom stream.
[00:37:23.000]
So. But again remember our highlights and notes wouldn't go there.
[00:37:28.000]
It only goes to kind of your personal stuff. Google classroom every time you click, it starts a new session.
[00:37:30.000]
When, when you come into our resource, so that if a teacher marked up this article it wouldn't go over.
[00:37:41.000]
But if I marked it up in my Google drive and then added to my classroom string, you get all of those.
[00:37:50.000]
So yeah, lots of ways to work with this content.
[00:37:54.000]
Okay. Lots of windows open here. Double check my notes there.
[00:37:58.000]
Okay, yeah, I think we're in good shape. So we're still good on time.
[00:38:02.000]
The last couple of things will go kind of quick.
[00:38:06.000]
Okay. So we also want to use these resources to help support our struggling readers. Right?
[00:38:12.000]
We have, we've, you know, talked before about the different levels and being able to level that reference, content from deal which is nice.
[00:38:20.000]
But another way to help raise comprehension is to take advantage of our listen, tool and our display options.
[00:38:27.000]
Feature. So let me go ahead and show that off. So one of the other areas we've been focusing some content.
[00:38:30.000]
In all of the Gale In Context: Middle School, High School and Elementary is a financial literacy.
[00:38:40.000]
So I thought I'd show up one of the new portals we created.
[00:38:44.000]
Saving money is new. I think we have regular. I think we have money for a while, but anyway, when you're in an article, I’m just going to jump into the overview here, look for the icons that interact with text.
[00:38:58.000]
Alright. So here, on the right hand side and the other resources, they appear.
[00:39:03.000]
On the left, and are not quite as colorful. But I’ll do the same thing.
[00:39:04.000]
Listen! Is our text to speech tools. So it's going to start reading our call.
[00:39:13.000]
Unlike a screen, reader, it doesn't try to read everything on the page.
[00:39:14.000]
It reaches the text that goes with any images.
[00:39:15.000]
Saving Credit Union Customers, open accounts in a credit union in New York customers open accounts in a credit union in New York, copyright.
[00:39:24.000]
Francis Robert.
[00:39:25.000]
And it's got features you can enable. Once you open, once you click, listen!
[00:39:26.000]
The player opens up, and there's a year icon here, so you can change the way that it's highlighting the text as its ratings.
[00:39:35.000]
You can actually turn it off if you don't like it, you can have it slowed down, which I think is helpful again.
[00:39:41.000]
That can help with reading, comprehension, enhanced text visibility is a that.
[00:39:49.000]
Saving money.
[00:39:50.000]
What it's going to do is pop out the tag at the bottom of the screen that we see.
[00:39:53.000]
So it gives you an easier way to follow along with that tax.
[00:39:54.000]
Credit union customers, customers, open accounts in a credit union in New York.
[00:40:01.000]
Customers open accounts in a credit.
[00:40:02.000]
Add a much bigger right? So we large-.
[00:40:04.000]
Great way to help kids who are struggling with breeding and you've also got the option just going to pop back into one of the other resources.
[00:40:14.000]
Make sure I’m in the right one. Yes, so wrinkle in time, so popular, and in Ela classes.
[00:40:23.000]
And again we just moved those buttons here to right above the article, that's quite so colorful in the other databases.
[00:40:29.000]
But we've added a display options tool that works with the text itself.
[00:40:33.000]
So we can use a different background color. I have a nephew who to really see the text well needs a greener blue background, so I can turn that on.
[00:40:43.000]
You can change the phone, open dyslexic was a popular request.
[00:40:46.000]
We're able to operate that we can change the spacing of the words.
[00:40:47.000]
And this can just be a more comfortable reading experience, or a needed one, you know I like the sepia, you know, star white and black techs often isn't easy on the eyes, so you know, I can make it look the way I want and both of these listen.
[00:41:04.000]
Tools and the display options. Tools. Set a cookie so I now go and look at another article, or if I click, play on another article, it's going to remember the settings and give them back to me for the next thing.
[00:41:18.000]
I look at so really handy, especially if kids are using their own devices.
[00:41:24.000]
Yeah, sure.
[00:41:25.000]
Stacey, let me ask you a question about that. So you said it'll the cookie will remember.
[00:41:29.000]
Do you know how long the cookie lasts? I feel like we have cookies in Oregon for logins that disappear within intentionally disappear within a couple of days?
[00:41:35.000]
So if those disappeared, this probably would disappear too right. The settings saving.
[00:41:43.000]
Let me ask about that. I haven't with that me clearing my cookies I haven't had it disappear on me yet, so let me check if we do have a kind of built-in timer on it, and I’ll try and get that answer before I send the follow
[00:42:03.000]
up out tomorrow, but if not, I’ll just send another.
[00:42:04.000]
Awesome. Thank you.
[00:42:06.000]
Yeah, let me check with our tech team.
[00:42:12.000]
Yeah, alrighty. So next option, another quick one. So we want to reach our non-English speakers as well, and there are couple of different ways.
[00:42:23.000]
You can do that within our databases. And actually, I’m just going to in the interest of time.
[00:42:28.000]
I’ll kind of come back to the same article right there in the same row as the display options in the listen, you've got the on demand.
[00:42:32.000]
Translate, and this is for the article itself.
[00:42:39.000]
So it will give you a little preview of the translation, and then you can choose to complete it.
[00:42:45.000]
And for probably about half the languages in that list, if not more.
[00:42:50.000]
When you click, listen! Oh, about this person didn't update.
[00:42:53.000]
I’ll have to let me go ahead and select text.
[00:42:56.000]
You can hear. So if you select text and click, listen, it will reach the text, so I’m not sure how well you're able to hear that.
[00:43:09.000]
But it's reading in spam. So the listen button will stick around for the languages that we have.
[00:43:16.000]
It enable, or, I should say, enabled, it's either 2 different tools, so they don't have all the same languages in common.
[00:43:19.000]
But if the listen buttons there, you'll hear in that language with a native speaker the other option for language translation is actually way up here in the toolbar.
[00:43:35.000]
The top toolbar. I should say you can change the display.
[00:43:37.000]
Language of the interface. So if I do that here, I’ll go with Spanish again.
[00:43:47.000]
So it's my zoom panel's getting in my way here.
[00:43:48.000]
The content doesn't. Well, this article I already translated, span or no.
[00:43:58.000]
If you go back oh, something's happened here. Investigate what's going on here, but you'll see the citation.
[00:44:06.000]
You know the name of the company that editor hasn't changed, but you'll see it, says editorial right for Editor.
[00:44:13.000]
If I look at the different items in the toolbar, those have all changed to Spanish, so you can change the interface, the content of the database is still going to be in English, you would still need to search in English all the browsing here for the different topics that are in English.
[00:44:30.000]
But kind of the tools you would use have changed into Spanish.
[00:44:36.000]
And of course, Google is recognized that on this, and is offering to translate it for itself.
[00:44:41.000]
Yeah, alright. And our last item, this is a great way for you and your teachers to kind of engage your professional development.
[00:44:45.000]
You have a lot of periodical resources at your disposal, and we have a tool called build power search.
[00:44:57.000]
That will let you scoop them all up into a big serge, so you can subscribe to library.
[00:45:03.000]
You know, industry journals, you can set up search alerts for topics.
[00:45:04.000]
You're interested in. If you go to our Gale product menu at the far end of our menu here in the gray bar there's a cross search and you want to go with Gale power search, and it scoops up all of these databases into one big mega search so
[00:45:24.000]
you lose the topic pages that you have in your vale and context resources, but you get all that content in one place, and when you issue a search, say, for example.
[00:45:39.000]
School libraries and grant writing something we might be interested in.
[00:45:45.000]
It brings up all of the search results blended from those databases together, and if this is a topic I want to follow, then I can look for the search alert.
[00:45:52.000]
Oh, sorry folks, I’m just noticing the time we're on a little over the circular button here, and this is, if you ever set up an alert elsewhere.
[00:46:04.000]
It's probably very similar. You can just email or not RSS, use an aggregator.
[00:46:09.000]
Give us your email address. How often you'd like us to perform this search.
[00:46:10.000]
I should say us the day basis, of course, and then do have to be 18 years old, older, because you're turning over your email address.
[00:46:19.000]
To fill in your birth year, agreed to the terms and boom! It's set up.
[00:46:25.000]
It will run that search, for me every day, and let me know when something new has come into the database.
[00:46:30.000]
You can do the same thing, or Oh, great! That's right, Jenny. Thank you.
[00:46:38.000]
Again the homepage offers a few search options, and we talked about topic fighter.
[00:46:43.000]
We talked about subject guide, time to talk about publication, search.
[00:46:46.000]
So publication search is just a quick way for you to see if we have a publication.
[00:46:50.000]
So school, library Journal. Next I can pull it up and grab an issue and flip through it and sign up for an alert create journal, alert.
[00:47:07.000]
So when that may issue comes in, you'd get notified like that right now.
[00:47:14.000]
School library journal is, you know, something you may already get, but like more obscure ones.
[00:47:18.000]
For example, the pages.
[00:47:29.000]
Elementary STEM Journal didn't know it existed, but it does, and we can see a little bit about it.
[00:47:40.000]
Yeah, this sounds great. Oh, it costs a $150 a year to subscribe to let me sign up for the journal, alert and save myself that money right?
[00:47:48.000]
So this is a great way for you to stay up to date on what's happening in school libraries and schools, right with your teachers, your administrators, to take advantage of the library resources as well.
[00:47:54.000]
So journal and search alerts through power search are huge professional development.
[00:48:03.000]
I see.
[00:48:04.000]
Was yeah, Jen. Go ahead? Oh, sure.
[00:48:06.000]
If you could go back to that previous page if it's easy enough, and I know we're running over and I’ll try to keep it short.
[00:48:10.000]
But I wanted to point out 2 things. One is that in the very, in the gray column on the left, the first thing says index coverage, and the next one says full text coverage, and then notice that it says September 18 through current, that current is important to cause I’ve had people say I signed up
[00:48:31.000]
for a journal, alert. And I’m you know, that's not helpful, or whatever the problem is, it's like, well, that's because it actually the full text coverage ended in 2021 or something.
[00:48:40.000]
So there is no coverage to send you, you know, so it only it's only helpful for a publication journal, alert.
[00:48:46.000]
If the full text coverage is current. So that's something to know.
[00:48:51.000]
That's a good night.
[00:48:52.000]
But also I know that when I was in the schools, or some calls coming to me, ask, Do we?
[00:48:59.000]
Do you have the Oregonian in the Gale databases?
[00:49:03.000]
It's more like begging. Please tell me you have the Oregonian, and unfortunately we don't have the Oregonian, but the most recent one I got asked about was the New York Times, and so the gale power search is almost a de Facto Master Title list publication title list We're
[00:49:21.000]
like do we have access to this somewhere in our databases?
[00:49:24.000]
It's not quite a 100% a master title list, but it acts in that capacity.
[00:49:32.000]
And we recently added, and this is where you'll see.
[00:49:36.000]
I think this first one so yeah, here's where you can see we had coverage for the New York Times book review, just for indexing for a while.
[00:49:40.000]
But then I think about 2 months ago, we were able to add full text coverage.
[00:49:49.000]
So we started a new publication details page because we were able to get it going back to 1985.
[00:49:55.000]
And now it's current so you can get the sign up for the New York Times Book Review and get that delivered in your inbox every week.
[00:50:04.000]
Awesome.
[00:50:05.000]
So that's a recent addition. So, yeah, but yeah, that current is important.
[00:50:08.000]
Sometimes we'll lose content, and we'll be able to keep the back file, or if it goes out of publication or something like that.
[00:50:14.000]
So, yeah, look for you want full text coverage through current, you know, indexing coverage.
[00:50:19.000]
Probably not as helpful, right. Who wants to citations? But yeah, the full text or current is what we want to look for.
[00:50:26.000]
There. So all right, let's roll again. Animations that I forget about let's wrap up here with our support.
[00:50:30.000]
Lots of good stuff. I’ll put more details in my follow up email but no need to recreate the wheel.
[00:50:39.000]
We've got activities and projects for you to use with your kids, escape rooms are new and really fun.
[00:50:42.000]
In our training center. I’ll send the links to those directly, and then lots of marketing materials.
[00:50:46.000]
I take a look there again. No need to regret. Well, you're looking for bookmarks.
[00:50:53.000]
You're looking for social media posts. We've got a lot of that stuff ready to go.
[00:51:00.000]
And then, of course, you can always reach out again. I’m your deal trainer, happy to hear from you, John. I apologize.
[00:51:06.000]
I should have your information on this slide, too, but we are always happy to take questions.
[00:51:07.000]
Take your feedback and can always stay up to date with what's happening with our databases.
[00:51:13.000]
I recommend our blog. You can also get inspired by a lot of the success stories there.
[00:51:16.000]
So it is a really great way to keep up to date on what's happening with the resources.
[00:51:26.000]
So I do. Want to remind you about the evaluations we have both of these here in QR. Quotes.
[00:51:34.000]
If you want to quickly do it. Now, we've got one for library staff, one for non-library staff, and then the links will be in your follow up email as well, so you can always take care of this tomorrow after you receive that but we really want to know what you thought of the
[00:51:49.000]
session. This is our first pass at doing it.
[00:51:52.000]
So love any feedback on how we can improve and what are, and certainly always let me hear what we like about it, too.
[00:51:58.000]
So glad to have the feedback so, and Jen is sharing those links right in the chat, too.
[00:52:00.000]
So you can click right from there very easy and get those out of the way right now.
[00:52:03.000]
So I will say thanks for tuning in again. Apologize for running on.
[00:52:13.000]
They always have more to say about these are resources. We appreciate your time, keep it out for my follow up email tomorrow with all that extra information I’ll link to the slides and the recording and the like.
[00:52:24.000]
So thanks all, Jen. Anything you want to add.
[00:52:27.000]
No, thank you, Stacey. This was very helpful. Good information. A new twist on the databases.
[00:52:33.000]
Oh, good! We'd love to love to hear it. I’ll write.
[00:52:36.000]
I’m going to keep this open and interactive for a few more minutes.
[00:52:37.000]
See if anybody has any questions or anything. But if everybody's all set thanks so much for tuning in today, we know it's probably was a long day at school, so we're glad to let you move on to the rest of your day.
[00:52:51.000]
Thanks all for tuning in.
Alright. Hello, I’m Stacey, Gale trainer. Thanks for joining us to take a look at our 8 Ways To Get More From Your Gale Databases.
[00:00:07.000]
I’m happy to be joined today by Jen Mauer from the State Library of Oregon.
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Jen, do you want to say hello and give folks a welcome?
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Yes, happy after your work day. I’m glad you stuck with us, and you can tell I was going to say, you can tell who's on the East Coast news on the West Coast.
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But you can't see me, which is totally fine, but you know I do not have on a sweater.
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I’m not bundled. I know that Stacy is not bundled.
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I know that Stacy is on the in the very cold east coast and I just want to thank her and all of you for her for presenting.
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And all of you guys for joining us today, this is going to be some good stuff that's going to help us see the databases in a different light.
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Absolutely well, thanks, Jen. I’m glad to be with you all.
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We actually had a warm day here I’m coming to you from Buffalo, New York, and it was warm today, but somehow managed to stay cold in my house.
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So, yeah, the perils of buffalo.
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So glad to be with you all, to take a look at your uses, resources, and help you discover some new ways to kind of come at them.
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So just to give you a very brief agenda.
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We are going to quickly kind of refresh your memory and make sure everybody realizes all the resources you have access to.
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And then we're going to count down those 8 ways to get more out of them.
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I’m going to send a follow up email. You'll probably get that tomorrow.
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Once the recording is processed and ready, I’ll send everything out all at once.
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And I’ll include my slides as well in case you need a little refresher about all the different tools we're making use of.
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Along with that you'll get all of our custom information and I’ll share all the links that I’ll talk about when we look at Gale Support as well, so you can always reach back out to Jenner.
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I with any questions we're happy to hear from you.
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We're also going to share links to the evaluations for the session. Here at the end.
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But then also there'll be in the follow up email that you'll see tomorrow. So we'd love to hear your thoughts on these trainings that we've been offering.
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So, let's go ahead and dive in. We've got oh, great! So!
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And folks keep an eye on the chat to Jen, and I will periodically be sending stuff out there.
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But of course you walk and make a little use of it during the session to ask questions and give any feedback.
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We've also got the tools, if you prefer to use that, go ahead lots of ways to get in touch with us today.
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So again, we're going to give you just a quick reminder about the resources that are available that we want to dive right in to our 8 ways.
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So you've got a great collection of content within us.
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There is something really for everybody we're going to look probably most at the gale and context resources as well as a few of the gale.
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One file databases happy answer questions about any of these, but it really is such a well-rounded collection a great, for, of course, when kids are coming into the library for research purposes, but also could be used in a classroom so we're going to give you some ways.
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To help support that work. They're doing both in the library and in the classroom.
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So again this will come to you as a slide. So if anybody needs a reminder about what's in here, you'll have this kind of a handout. Alrighty.
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So let's dive into the countdown, looking at our 8 ways, and these are in an order we I kind of put them together Jim and I work these out, and we've got him kind of in an order from a way you might approach the resource.
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But all the tools and things I’m going to show off today are things you can do.
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In all of the different resources, for the most part so, as I’m in, say, Gale and context, elementary, know that you can do what I’m doing, in Gale and context high School.
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And you know General Gale, German, one file and things like that.
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So they all have a lot of things in common in terms of the tools and search paths that you can take in these resources.
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So one thing we've heard a lot this school year is about media literacy and helping students understand all the different types of media that are out there.
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And my mind always goes first to the journalism. Right? That's why, when I think of the media, that's what I think of. But really it's got a much bigger definition, you know, talking about the different forms of information that kids can take in, you know expands.
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Even to ads and things like that. So it's a really wide landscape.
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And to help kind of put kids minds around it. The databases do a really nice job of telling them about different types of media.
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But when they don't even, really realize that it's happening.
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So our databases are built around grouping your search results by the types of content they're coming from.
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So the content types that we identify like book articles, magazines, news are all different types of media.
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So just breaking those down that way gives them an introduction.
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And even the way that you organize a library, a reference here, magazines here, newspapers here does the same thing.
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We also take it a step further in our resources with a document type.
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Identifying. We're going to take a look at those little later.
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And then, of course, knowing what these sources are, you have when you're looking at your result.
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But then we also have a citation generator to remind kids how important it is to cite these media sources that you're finding so you always know where that information came from.
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So, let's go and dive into a few of the resources and show off these tools.
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So I’m going to start looking at our registration list.
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We had a, you know, really wide range of folks attending in terms of grade level.
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So I’m trying to hit a lot of the different resources.
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And of course, you access these right through office. However, since I’m not a member, I’m going to go ahead and use our another way into these resources.
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But you've got a great, you know, way to find the content from us is broken down by, you know, elementary and secondary, and Jen has lots of great tools on these pages and encourage you to scroll to the bottom of these and use some of the help, tools, and the like that.
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Are here, too. So I’m going to start out in Yealink context, elementary again. So let me just jump in.
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There for my other path. And of course this is contact aimed at an elementary reading level.
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But really any student can't use it. Pardon me, any student can use it if you need this reading level.
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You know this is the resource you can jump into.
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We'll also talk about another path, maybe to get content at a reading level that's needed.
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But not specifically setting the student to a user. So say, if they're in sixth grade.
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But they really need, you know, say, a fourth grade reading level.
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There's another way to get content in front of them.
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So we'll talk about that because the interface here really is driven by that younger audience.
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It's very colorful. Big buttons, big tax even.
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You know, the fund is kind of fun. So let's take a look at again.
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These pages that we organize by their content type.
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So also wanted to show off some new content that's come into the resource in this school year we had a focus of adding more content around native American studies.
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So if we pop into social studies, we've got a new topic tree to follow native American tribes.
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You'll also find throughout the people's Topic Tree and other places.
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We've highlighted there as well, and as you scroll and see, we're covering many tribes here, jumping through as well as some topics.
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So, for example, native American storytelling is a new topic we've created.
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And when you're in the gal and context databases, this is where I think students really on the first resource they may be using for research.
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Get that. Look at these different types of media in this way we start out with an overview.
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We're going to come back and talk about that. And a little more later in our countdown.
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But here, looking at our search, result again. That layout here book articles are kept here. Magazines are here.
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News! Are here. We have multimedia, those are separated, depending on the resource, renewal.
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Really see the different layouts. So this kind of gives you the option to explain the kids.
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You know what makes a magazine different from a newspaper, and different from a book article, or reference source.
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All of the resources. Do this, and I’m going to pop in to deal and context high school here quickly and you can look at, of course, how it differs.
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And here I’m going to go ahead and search lots of talk about artificial intelligence, chat Gpt about.
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This might be a distress one. But here we have actually a lot more content types to work with.
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And they're summarized here at the top of the page.
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You can see how many hits you have for each. But again, just breaking down these different types of media.
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What makes an academic journal different from a reference source?
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That type of thing. So you can have that conversation and easily share examples.
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You also are seeing, a course from each entry. The citation details.
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So when was it published? Where is it coming from? And that document type I mentioned.
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This is really one of the my favorite things we do in our databases.
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You'll see it tech here in these little gray boxes, and it's all over the place.
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In our resources. When we're adding content to databases, we have subject heading, indexers that are signing subject headings.
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But they're also signing things like these. These documents types, and they become a tool you can use later to filter results.
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But it's also a good identifier. So am I looking at an interview.
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Am I looking at an editorial? What makes an editorial different from you know, an article that might appear on the front page of the newspaper, that type of thing.
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So we can have those conversations about even these narrower slices of media.
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Just taking the example, are taking advantage of these document types.
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The circle screens for a little bit here, and of course we're getting citation details here on the results.
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Page you also, though, can jump right into an entry and always leading it off.
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Our more details about it. So you know, of course, we knew the date.
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We knew the source, but now we also know how many words it has.
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The reading level, the I’m sure the author. All those things are here right at the top of the article, and then every student's favorite feature, of course, lets them cite this content without doing a whole lot of work on their part.
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I would love this when I was in school. The citation generators, probably something you found.
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Can I?
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But again, it's a way that you can introduce this topic to students, both in the elementary database and the middle school and high School, all of them offer this tool so as they learn about citations and the different styles that their teachers may require you get it done right here and talk about the
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differences. The kind of information needs to be included here.
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So it's always embedded 2 at the bottom of an article right here, at the bottom of the page there, so you can always grab from there.
[00:11:20.000]
Stacey.
[00:11:21.000]
Oh, sure! Jen!
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Can, if you scroll back up to the top.
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I wanted to point out something when you were showing that middle icon where it says from the Washington Post and publisher, the Washington Post, I think that's especially helpful to point out library staff to your students and are asked teachers to point it out, because you know if you ask the kid what's your source
[00:11:43.000]
they're going to say Gale or Gale In Context, and it's like it's like, if you know how MLA is promoting citations.
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Now it's like no, Gale is a platform or a what are they?
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A container, and you have to drill down through the containers.
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And so the second to the most you know least container is the Washington Post.
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That's the true authorship. That's the true source of the of the information.
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And then the least container, the smallest container is the actual article from the Washington Post, so I think that's very helpful, and you know, to trying to help kids understand.
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Okay, you saw it on Twitter. But your source is not Twitter.
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Twitter didn't write that information, you know. Where did you see it?
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Where does it? Where did it come from?
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Yeah, that's a great. That's a great way to come at it.
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Jen, and just in the citation, too. You can see that in action where we're the paper itself.
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But then also the so the container is there too.
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The Gio in context, high school as well as where did it originally come from?
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So, yeah, all of the results will do that. And you know, I think it jumps out.
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Actually the most in the periodical content in the multimedia, because sometimes scale is the source for a publisher to.
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But you know, you see, who the editor is, and things like that.
[00:12:57.000]
So, yeah, the citations are really, sensation generators. Kind of shows you that level of where it's all coming from.
[00:13:06.000]
Excellent thanks, Jack! Alright, so let's go ahead and pop out.
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We're going to go ahead and move on to Number 7.
[00:13:15.000]
And here we're taking advantage of a tool that is a favorite of a lot of books.
[00:13:16.000]
So when you are using these databases, performing your searches effectively is, you know, the best way to get to great content right?
[00:13:27.000]
But the other thing that happens, you know, particularly in libraries, is your discovering content along the way and branching off maybe into a broader topic or a narrower topic, or a related topic, and making it really easier for students to get to things that they may need as well so to the same way they might go to
[00:13:48.000]
the shelf and pull the book that they need off.
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They also find 2 or 3 others in the area, and that's what some of the tools in our resources can help. You do. So.
[00:13:56.000]
Related to subjects, and the explore panel really help you find new content.
[00:14:00.000]
It didn't come directly from your search result. We also offer a visual search tool, which is again a favorite of a lot of folks.
[00:14:04.000]
Our topic finder allows you to visualize your search with the key words.
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That kind of go along with your topic. So what do we talk about when we talk about this thing?
[00:14:20.000]
Here are a lot of key words found in articles about that something, and then those can come become related searches you can even perform separate searches on them.
[00:14:29.000]
Take them out to other sources you know. Search in your catalog for them.
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It just kind of builds out what they're searching for.
[00:14:37.000]
So let's take a look at some examples. So in this case go ahead and take a look at a resource that may be our middle school and high school libraries might take more advantage of.
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I’m going to pop over to our periodicals here and pick up the newspaper database.
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So gale, one file news of pardon me right there, brand me in the center of the page is a resource.
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Actually, let me make this a little bigger on your end. So the gill one bail databases are mostly made up of periodical resources.
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This one focuses on newspapers and news wires.
[00:15:10.000]
So of course, news from around the world, across the Us.
[00:15:13.000]
Lots of content if you notice here in the lower right hand corner, it currently has over 274 million articles in it.
[00:15:21.000]
So these are big databases. It's when you're looking.
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Usually at the Yellow one. File resources, lots and lots of sources here, and putting in a topic like book banning.
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Look at the hits just here across the top of my results.
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You can again see we're breaking down by those content types less here.
[00:15:42.000]
Because again, this database focuses on news sources.
[00:15:43.000]
But you know, look at the number of kids. It's maybe not the same hundreds of thousands, or, you know, 3.8 million.
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We might get with a Google search. But it's still a really hefty amount.
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But we can work with this content. And again, let me get rid of the circles.
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I like to call them out, but then they stick around. I get rid of them when you're looking at these results.
[00:16:07.000]
Certainly, you know the first pages, so you can kind of take a look.
[00:16:08.000]
See what works, but using the topic finder over here on the right is going to be a way to kind of filter and 0 in a bit more on this topic, as well as find related and broader topic.
[00:16:23.000]
So once you've issued a search over on the right, you'll have this topic finder option what it does is take those results that were in my, you know, top, you know, ranked results.
[00:16:36.000]
It just takes those just take everything that was in the result, and it then reads the first 100 words or so of every one of those top ranked articles and pulls the keywords and creates this visualization around it.
[00:16:49.000]
Kind of this word cloud. You can also display it I’ve got sets, tiles, and that is our default. I prefer it.
[00:16:54.000]
I like the look, but I also think I see eyes on a little bit more.
[00:16:59.000]
You can also switch to the wheel, which I think the training team is equally split between which we all prefer.
[00:17:06.000]
You see, kind of the groupings a little more here.
[00:17:09.000]
So with each of these, those again, what we talk about when we talk about book banning, we see libraries prominently as a key workaround. It's read.
[00:17:18.000]
It's a bigger piece of how we've got this kind of visual confirmation that this is an important key keyword.
[00:17:25.000]
We've also see. Well, censorship, right? So that kind of gives us even a bigger topic to look at again.
[00:17:30.000]
And build on our search book challenges. Oh, that's another search.
[00:17:34.000]
I may want to use a certain term I want to use right? So we're finding related to.
[00:17:39.000]
And as you move around here you can click on any of those bigger pieces of trial, and then see within that grouping what are some key words mentioned within those results.
[00:17:48.000]
And over here on the right. It's just showing us what matches up so it's an interesting way.
[00:17:55.000]
I’m going to actually go back to the wheel for a second, so you can see it does the same type of thing here when we have the inner circle here, it gives us the broader term, and then the smaller wheels off of it are just those key terms that are found within it so
[00:18:10.000]
it's a really great way again to see what we talk about when we talk about the other thing.
[00:18:17.000]
I'd like to do, though, before I use topic. But I’m just going to use our previous page tool here to get back.
[00:18:23.000]
Oh, I did not need to go that far back. Hang on!
[00:18:25.000]
We have the filter tool here, and I can place limits on this result and then run the topic finder.
[00:18:37.000]
Let's do that and see how this changes. So I’m going to pick an easy one here, just maybe grab publication date things from just a last year.
[00:18:44.000]
So it just narrows down. You can see our hit.
[00:18:45.000]
Count has come down still a lot of hits, but you know narrowed down a bit.
[00:18:51.000]
Go ahead and run the topic finder. Now let's see how this changes.
[00:18:56.000]
Alright. So my guess is, yeah. Libraries. Still, you know, ranking theirs, we can imagine.
[00:18:57.000]
But you can see these other tiles have gotten bigger.
[00:19:03.000]
I don't remember seeing Bill quite so large in the in the previous version, so you can filter your results.
[00:19:04.000]
But then kind of get those same keyword connections when you come in.
[00:19:16.000]
So it's also really engaging way to search. It's interactive.
[00:19:20.000]
It's colorful. So it does tend to grab kids attention more than have lists of texts.
[00:19:23.000]
So we'd love the topic finder here, and it's available in all of the resources you can actually, from the one file databases, it actually is available right here on the homepage.
[00:19:38.000]
You can jump right to topic finder and put in a topic.
[00:19:44.000]
And really start from there rather than using the basic search there at the top of the window.
[00:19:51.000]
Where you'll find those going to pop into the high school database is when you're in a search result, or when you've come to a topic page like this, where I remember artificial intelligence kind of pulls everything we have we don't see it here, but if you go into one
[00:20:05.000]
of your results that say, for example, if I go into news, then topic finder becomes available on that.
[00:20:10.000]
That was that content type result list. If you go to advanced search just a quick away here from the basic search Topic Finder is available here in the sub banner, and you could start there so a big favor of a lot of folks Alright.
[00:20:30.000]
So let's also that I’m going to pop back to the news database.
[00:20:33.000]
Yeah. Again. Keeping up with the same search. Here there are lots of different ways to do some of these things in our resources.
[00:20:40.000]
So the topic factor again very visual with engaging the other thing I'd like to show off, though.
[00:20:45.000]
I mentioned our subject, heading Indexes before you can see that subject, heading, indexing in action here in the Filter.
[00:20:48.000]
Your results, Field. That's always an option. You can filter right?
[00:20:55.000]
So you can narrow your results. But to me it's also showing me what do we talk about when we talk about book Banning?
[00:21:02.000]
So again there's censorship, a slightly broader term, freedom of speech.
[00:21:03.000]
We're bringing in, you know, different ideas into this topic.
[00:21:09.000]
So I can give you more past to go down in my research.
[00:21:10.000]
So just seeing those in the subjects lists are really handy, and then you'll see them also.
[00:21:20.000]
Get the explore panel of most articles. You'll have us more.
[00:21:23.000]
We'll say their subject items related subjects, so we could branch off, read about public libraries in general, I get banned books here because it is a you also get a more of this panel where it's giving you recommendations for other articles.
[00:21:40.000]
So finding again just discovering, more content, based off your search.
[00:21:41.000]
So lots of ways to get to this content. The other one I would mention in the deal one file resources, another search that's available right from the homepage is our subject guide server.
[00:21:59.000]
And this is actually going to put that controlled vocabulary to work that are indexers work within.
[00:22:08.000]
So I did a quick, invasive species search before. Let's do that here.
[00:22:13.000]
Instead of going immediately to results. What it does is check the subject.
[00:22:17.000]
Guy looks like invasive species. Is not our subject heading that we use, we use introduce species.
[00:22:23.000]
So once you get you know, pointed to the right, and you get the option of narrowing down that topic.
[00:22:30.000]
It's a big topic right there are 5,400 articles now.
[00:22:35.000]
I can narrow them down by environmental aspects. Case studies.
[00:22:40.000]
And look at this almost from sections I might include in the paper I’m writing right.
[00:22:45.000]
So it's a extra step or 2 to get your results.
[00:22:49.000]
But they're going to be very on target results, because we don't just assign subject hangs really nearly.
[00:22:55.000]
But it also leads you to other paths. You can find related terms and the like.
[00:22:59.000]
So using these different search paths and these different search options is a really great way to kind of open students, eyes to their research topic and find more terms.
[00:23:10.000]
Alright. So back to our slides on to Number 6.
[00:23:16.000]
So now we want to take a look at building background knowledge.
[00:23:19.000]
And this is another way, helping kids find c words and vocabulary for their terms.
[00:23:21.000]
For their research topic to just build their knowledge and know what they can kind of take with them to other resources.
[00:23:25.000]
And so on, and oh! The daily context, databases always offer a topic overview, and that is a great place to get started with.
[00:23:37.000]
These. So we're going to go ahead and jump into yelling context middle school to show this off.
[00:23:49.000]
But again, it's something we'll find in all of the resources. So we've got an add solar eclipse coming up.
[00:23:56.000]
And I think October, and this is the topic overview.
[00:24:02.000]
These are hand selected by our editors to kick off research into your topic.
[00:24:03.000]
So each one that you see in all of these scale and context databases, one of our contact managers picked this article to lead off and what they're looking for is a good background article.
[00:24:19.000]
So you can build that background knowledge to then get more specific.
[00:24:20.000]
Learn about the different types of eclipses we offer often offer these fast facts options here to kind of give you a quick bit of information.
[00:24:35.000]
You'll see other things. We're going to take a look at a couple of other of the settings that pop up, but it's a good way to kind of pick up the vocabulary.
[00:24:45.000]
You'll see as you're doing, your research and just build that base of knowledge.
[00:24:49.000]
Words to know is another thing that comes up often in the sidebars, just giving you that vocabulary right off the bat.
[00:24:52.000]
So typically the words that are used within the article, and just give you a definition.
[00:25:00.000]
Sometimes they'll lead it off, which is actually what happens.
[00:25:05.000]
So again, Gale is a publisher. So a lot of times what we'll do for these topic overviews are really, we're trying to do it for all of them.
[00:25:13.000]
I should say is, offer them in 2 different reading levels. So you'll see over here to the upper left of the article title.
[00:25:21.000]
We have 2 different Lexile levels. For this eclipse article.
[00:25:24.000]
So we've jumped into the 9 90, but I can easily.
[00:25:30.000]
Get over to the 6 40, and I think oh, sorry! No, I can't think of the main ideas. I thought.
[00:25:35.000]
The vocabulary added this one off. That's often where you'll see it.
[00:25:39.000]
But no main ideas is great, too. So it's giving you a quick introduction and things you're going to learn about in this article.
[00:25:42.000]
So we love the main ideas tool. When you're in reference, content.
[00:25:50.000]
That's where you're going to find a lot of the gale resources, and we are able to, of course, take advantage of that.
[00:25:57.000]
And you're seeing more and more of these side bars popping up.
[00:26:01.000]
We're going to talk about another one. Later. The critical thinking questions.
[00:26:03.000]
But these are there to specifically kind of give the students something to think about as they read the article again, or provide in this case background information, and again help them kick off this research.
[00:26:16.000]
So you also have this quite a bit, and Gale and context elementary.
[00:26:24.000]
You will see the main ideas and the fast facts, but you'll also often see in the topic overview that vocabulary kind of kicking things off the words.
[00:26:28.000]
No, started off, and again, you're going to have multiple reading levels here, too.
[00:26:36.000]
Just there's the level one level 2 here as well.
[00:26:42.000]
So those topics overviews while we're trying to get to 100%.
[00:26:46.000]
So they all have multiple renewables. Great way to dive into those.
[00:26:53.000]
Alright so onto. Let me just double check my notes. Yeah, alright, we're going to move on to Number 5.
[00:27:01.000]
Oh, I forget I forget animation! Oh, well, alright! So in our resources we often find students looking for help to build their own argument building arguments and evidence is important.
[00:27:15.000]
It kind of plays a role in almost every you know.
[00:27:18.000]
Curriculum area that students are in. It is something that we know folks are after in our resource.
[00:27:24.000]
And when you're doing that it's great to have statistics and hard numbers to be able to report on the reference.
[00:27:33.000]
Content can help you. Do that as well. It typically is not or not.
[00:27:34.000]
It's not going to have a point of view. It may talk about different points of view, but it's just trying to give you the facts.
[00:27:43.000]
Periodicals are often doing that in a recording, just giving you the information. So you can seek that out.
[00:27:49.000]
And one of the ways we do that is, I' provide some of that hard data is with infographics that we've built as well as statistics that we've pulled from elsewhere.
[00:27:58.000]
And of course, the reference of periodicals may have their own built in charts and graphs and things so something to seek out within the resource and a place you'll see it quite a bit is in our opposing viewpoints, resource, and because really that resources all about points of
[00:28:15.000]
view. Right. So we want to give kids the options to kind of view viewpoints.
[00:28:20.000]
But when they're building their argument they need to be able to support it, like the folks who are writing the viewpoints on that appear in the resource.
[00:28:27.000]
So when you're searching, just keep an eye out.
[00:28:31.000]
Digital currency. Here. Again, the topic over, we could be, you know, good place to find that fast facts and things like that.
[00:28:40.000]
We'd look at, but keep an eye out in the content types for infographics and statistics, you might still might see another databases to.
[00:28:48.000]
But this is where probably most often so we've got an infographic.
[00:28:53.000]
And what's cool about these is their interactive. So you can change what's displaying.
[00:28:59.000]
Often the students have the option to kind of click around. In some cases.
[00:29:02.000]
So this one we've got the percentage of us adults who say, a user investing cryptocurrency.
[00:29:10.000]
We can kind of move by these different statistics, by gender age group, and so on.
[00:29:15.000]
And again, this is something that's engaging. They can interact with.
[00:29:16.000]
So these are a lot of I’ll say fine, I’m sure I high school is a little different than mine, but you got to get the idea here.
[00:29:28.000]
Something that you're not just, you know, scrolling through text right?
[00:29:32.000]
You have to click and interact with it, and then can pull these numbers to help support their own argument.
[00:29:37.000]
So the statistics as well. Those are typically not interactive.
[00:29:42.000]
But again provide good data. So value of Bitcoin. From September 2020, through September 2021 of me.
[00:29:49.000]
But this is also a way for students to kind of start understanding those visual representations of data too.
[00:29:52.000]
So they can be handy in other ways, but helping them build their argument with hard numbers is great, and then again, looking through the periodicals, if we jumped into, say, the magazine results here.
[00:30:10.000]
That's where you want to again keep an eye on that document type right?
[00:30:11.000]
Because it will label something that's in editorial.
[00:30:17.000]
So you know, it's got an opinion. We'll label something critical essay if it's got some criticism.
[00:30:19.000]
So the document type is really valuable to BC.
[00:30:25.000]
Article, or Britain, you're probably just getting, you know, straight reporting.
[00:30:30.000]
So again, another great tool to keep an eye out for.
[00:30:36.000]
Alright! So moving on to Number 4. Here, you student note, taking right as they're doing their research.
[00:30:37.000]
They're keeping track of what's jumping out of them, what's notable, what they're going to want to include in their ultimate paper or project.
[00:30:50.000]
We offer highlights and notes tool within the resource.
[00:30:53.000]
That's what I’ve got a little screenshot of here, but you can also, if kids are already using Google Drive or Microsoft OneDrive to keep track of their research, we've integrated with that there without those tools as well, and they both offer highlights and notes tool as well.
[00:31:12.000]
so you can kind of take content from the resource, and then apply those skills there.
[00:31:16.000]
But basically, you're marking up this research that you found as you found it.
[00:31:21.000]
So let's go ahead and pip in. We're going to use another feature of mine of your resources, daily contact us, history.
[00:31:30.000]
And my favorite piece of this resource is the primary documents.
[00:31:34.000]
So we've got a portal dedicated to manifest destiny, and westward expansion and there's some great primary sources here, and here's where I’m going to put my document type filter to work.
[00:31:44.000]
I want to look for more personal accounts of this time.
[00:31:45.000]
So something labeled. Personal account sounds right, diary, memoir.
[00:31:55.000]
Letters might be good, kind of pick and choose from this list and that.
[00:31:59.000]
Apply, and we have an account of Elizabeth Stewart Warner.
[00:32:05.000]
Is. She was moved West on her honeymoon, which you know, sounds very lovely at that time.
[00:32:06.000]
Frame, our primary documents always introduce what you're about to read, so give you a little introduction to it.
[00:32:17.000]
Kind of prep you for this primary source. You know the language might be a little tricky when it's coming from 1856, and understanding why, it's important, is always useful so that commentary is a good one to jump out you want to take advantage of our highlights and notes tool.
[00:32:33.000]
You go ahead and click as if you're going to copy like click and drag.
[00:32:37.000]
I’m going to go ahead and just do a bit of that.
[00:32:42.000]
So as you do that when you let go after you're done dragging you choose the highlight color you want, and maybe reading here about the price of different things.
[00:32:56.000]
I want to, check those prices elsewhere. Give myself a little note.
[00:33:00.000]
Now I will say that a reason you might want to use the Google one drive. No, the Google drive. And Microsoft.
[00:33:08.000]
One drive is what I’m about to tell you about our highlights and feature when we log into the databases, whether it's new or your students, I don't have to give it any information about myself.
[00:33:21.000]
It doesn't know that I’m Stacy. We user privacy is important.
[00:33:24.000]
We don't do any sort of exchange of information with our users.
[00:33:28.000]
Aside from just making sure they can use the databases.
[00:33:31.000]
So it doesn't know that. I mean if I close my browser right now, this highlight note I just created gets cleaned out, and the next time I come back it won't be here.
[00:33:40.000]
I have to take it with me before I go, so if I send this to Google, drive, it will do that.
[00:33:43.000]
It will send this out to my Google drive, and it will grab my highlights and notes right if I print.
[00:33:54.000]
If I email any of these options here we call our retrieval options, it will give me that highlights in notes along with the article that's go ahead and do that and see what that looks like.
[00:34:07.000]
It goes into a folder named after the researcher. We're using.
[00:34:10.000]
So there's beyond context Us. History. And here is my primary document.
[00:34:15.000]
It's going to again you know. Start up with the details.
[00:34:18.000]
I get the commentary. There's my primary, Doc.
[00:34:22.000]
I have the highlighting. It's even in green, like I gave it scroll to the bottom it reprints the highlighted path that so now I’m got it.
[00:34:32.000]
But again you always you know, it doesn't really tell you that when you're marking it out we have a place late.
[00:34:38.000]
Another stop that warns you, but it didn't tell me what I was making it up.
[00:34:40.000]
So a lot of schools recommend students actually mark up here. So you can do the same thing.
[00:34:47.000]
You can add highlighted text use, you know, to change the text color or use the highlighter and when you add a couple this is one of my favorite features of Google and Microsoft, it stays in line with your highlights.
[00:34:58.000]
So very brief one there, rather than kind of putting it the bounds, so that's a reason. If you're a Google or Microsoft user, these might be tools you're already using when you're students. So it just perfectly fits into their workflow to send the content there and mark it up
[00:35:17.000]
Stacey.
[00:35:18.000]
from here. So both places. Oh, John, go ahead!
[00:35:20.000]
Yeah, this is Jen. And I, I just wanted to suggest to that.
[00:35:23.000]
You know, so many classroom teachers are focused on things like vocabulary development or identifying main ideas, or whatever the focus of a lesson is.
[00:35:34.000]
So we can point out to the classroom teachers that you can find this great article you want to use.
[00:35:39.000]
Share it through Google. Drive with your students and then have them collaboratively work on something, you know, like Group One, is going to look for this and group 2 is, going to look for that.
[00:35:44.000]
However, you want them to work with it. I really like the idea of you know.
[00:35:53.000]
Is there some great content in here? And then, if you share it through Google, drive and then do the highlighting and collaboration like Elizabeth pointed out, there's benefits to that.
[00:35:59.000]
Plus if you have, if you're teachers or you have Google classroom, or another LMS, where you've chosen to save gale content, you could do the same thing then, and even assign it through that that adds a layer of complication maybe don't
[00:36:21.000]
start with that if they haven't, if they don't have that yet.
[00:36:23.000]
Right. But no, that's a perfect use for it absolutely, and you can even actually, I think I’ve got an example.
[00:36:28.000]
Let me pop back out to my!
[00:36:35.000]
Holder here. Yeah, Mike, so this is a book club example.
[00:36:36.000]
But basically, we were having a conversation in this document. So certainly multiple students could do that, you know, again, with their teacher, or as a group project.
[00:36:47.000]
But yeah, it's a great way to bring folks together, and it's asynchronous you go in there when you've got time.
[00:36:58.000]
We have these kind of endless possibilities with all the sharing options that both Google and Microsoft offer.
[00:37:05.000]
No, and you can embed too kind of building off Jen's idea, mentioning the LMS.
[00:37:11.000]
So might notice there's a shared classroom actually let me use my annotate tool here.
[00:37:17.000]
If you're a Google classroom user or your teachers are, they can embed this content right into their Google classroom stream.
[00:37:23.000]
So. But again remember our highlights and notes wouldn't go there.
[00:37:28.000]
It only goes to kind of your personal stuff. Google classroom every time you click, it starts a new session.
[00:37:30.000]
When, when you come into our resource, so that if a teacher marked up this article it wouldn't go over.
[00:37:41.000]
But if I marked it up in my Google drive and then added to my classroom string, you get all of those.
[00:37:50.000]
So yeah, lots of ways to work with this content.
[00:37:54.000]
Okay. Lots of windows open here. Double check my notes there.
[00:37:58.000]
Okay, yeah, I think we're in good shape. So we're still good on time.
[00:38:02.000]
The last couple of things will go kind of quick.
[00:38:06.000]
Okay. So we also want to use these resources to help support our struggling readers. Right?
[00:38:12.000]
We have, we've, you know, talked before about the different levels and being able to level that reference, content from deal which is nice.
[00:38:20.000]
But another way to help raise comprehension is to take advantage of our listen, tool and our display options.
[00:38:27.000]
Feature. So let me go ahead and show that off. So one of the other areas we've been focusing some content.
[00:38:30.000]
In all of the Gale In Context: Middle School, High School and Elementary is a financial literacy.
[00:38:40.000]
So I thought I'd show up one of the new portals we created.
[00:38:44.000]
Saving money is new. I think we have regular. I think we have money for a while, but anyway, when you're in an article, I’m just going to jump into the overview here, look for the icons that interact with text.
[00:38:58.000]
Alright. So here, on the right hand side and the other resources, they appear.
[00:39:03.000]
On the left, and are not quite as colorful. But I’ll do the same thing.
[00:39:04.000]
Listen! Is our text to speech tools. So it's going to start reading our call.
[00:39:13.000]
Unlike a screen, reader, it doesn't try to read everything on the page.
[00:39:14.000]
It reaches the text that goes with any images.
[00:39:15.000]
Saving Credit Union Customers, open accounts in a credit union in New York customers open accounts in a credit union in New York, copyright.
[00:39:24.000]
Francis Robert.
[00:39:25.000]
And it's got features you can enable. Once you open, once you click, listen!
[00:39:26.000]
The player opens up, and there's a year icon here, so you can change the way that it's highlighting the text as its ratings.
[00:39:35.000]
You can actually turn it off if you don't like it, you can have it slowed down, which I think is helpful again.
[00:39:41.000]
That can help with reading, comprehension, enhanced text visibility is a that.
[00:39:49.000]
Saving money.
[00:39:50.000]
What it's going to do is pop out the tag at the bottom of the screen that we see.
[00:39:53.000]
So it gives you an easier way to follow along with that tax.
[00:39:54.000]
Credit union customers, customers, open accounts in a credit union in New York.
[00:40:01.000]
Customers open accounts in a credit.
[00:40:02.000]
Add a much bigger right? So we large-.
[00:40:04.000]
Great way to help kids who are struggling with breeding and you've also got the option just going to pop back into one of the other resources.
[00:40:14.000]
Make sure I’m in the right one. Yes, so wrinkle in time, so popular, and in Ela classes.
[00:40:23.000]
And again we just moved those buttons here to right above the article, that's quite so colorful in the other databases.
[00:40:29.000]
But we've added a display options tool that works with the text itself.
[00:40:33.000]
So we can use a different background color. I have a nephew who to really see the text well needs a greener blue background, so I can turn that on.
[00:40:43.000]
You can change the phone, open dyslexic was a popular request.
[00:40:46.000]
We're able to operate that we can change the spacing of the words.
[00:40:47.000]
And this can just be a more comfortable reading experience, or a needed one, you know I like the sepia, you know, star white and black techs often isn't easy on the eyes, so you know, I can make it look the way I want and both of these listen.
[00:41:04.000]
Tools and the display options. Tools. Set a cookie so I now go and look at another article, or if I click, play on another article, it's going to remember the settings and give them back to me for the next thing.
[00:41:18.000]
I look at so really handy, especially if kids are using their own devices.
[00:41:24.000]
Yeah, sure.
[00:41:25.000]
Stacey, let me ask you a question about that. So you said it'll the cookie will remember.
[00:41:29.000]
Do you know how long the cookie lasts? I feel like we have cookies in Oregon for logins that disappear within intentionally disappear within a couple of days?
[00:41:35.000]
So if those disappeared, this probably would disappear too right. The settings saving.
[00:41:43.000]
Let me ask about that. I haven't with that me clearing my cookies I haven't had it disappear on me yet, so let me check if we do have a kind of built-in timer on it, and I’ll try and get that answer before I send the follow
[00:42:03.000]
up out tomorrow, but if not, I’ll just send another.
[00:42:04.000]
Awesome. Thank you.
[00:42:06.000]
Yeah, let me check with our tech team.
[00:42:12.000]
Yeah, alrighty. So next option, another quick one. So we want to reach our non-English speakers as well, and there are couple of different ways.
[00:42:23.000]
You can do that within our databases. And actually, I’m just going to in the interest of time.
[00:42:28.000]
I’ll kind of come back to the same article right there in the same row as the display options in the listen, you've got the on demand.
[00:42:32.000]
Translate, and this is for the article itself.
[00:42:39.000]
So it will give you a little preview of the translation, and then you can choose to complete it.
[00:42:45.000]
And for probably about half the languages in that list, if not more.
[00:42:50.000]
When you click, listen! Oh, about this person didn't update.
[00:42:53.000]
I’ll have to let me go ahead and select text.
[00:42:56.000]
You can hear. So if you select text and click, listen, it will reach the text, so I’m not sure how well you're able to hear that.
[00:43:09.000]
But it's reading in spam. So the listen button will stick around for the languages that we have.
[00:43:16.000]
It enable, or, I should say, enabled, it's either 2 different tools, so they don't have all the same languages in common.
[00:43:19.000]
But if the listen buttons there, you'll hear in that language with a native speaker the other option for language translation is actually way up here in the toolbar.
[00:43:35.000]
The top toolbar. I should say you can change the display.
[00:43:37.000]
Language of the interface. So if I do that here, I’ll go with Spanish again.
[00:43:47.000]
So it's my zoom panel's getting in my way here.
[00:43:48.000]
The content doesn't. Well, this article I already translated, span or no.
[00:43:58.000]
If you go back oh, something's happened here. Investigate what's going on here, but you'll see the citation.
[00:44:06.000]
You know the name of the company that editor hasn't changed, but you'll see it, says editorial right for Editor.
[00:44:13.000]
If I look at the different items in the toolbar, those have all changed to Spanish, so you can change the interface, the content of the database is still going to be in English, you would still need to search in English all the browsing here for the different topics that are in English.
[00:44:30.000]
But kind of the tools you would use have changed into Spanish.
[00:44:36.000]
And of course, Google is recognized that on this, and is offering to translate it for itself.
[00:44:41.000]
Yeah, alright. And our last item, this is a great way for you and your teachers to kind of engage your professional development.
[00:44:45.000]
You have a lot of periodical resources at your disposal, and we have a tool called build power search.
[00:44:57.000]
That will let you scoop them all up into a big serge, so you can subscribe to library.
[00:45:03.000]
You know, industry journals, you can set up search alerts for topics.
[00:45:04.000]
You're interested in. If you go to our Gale product menu at the far end of our menu here in the gray bar there's a cross search and you want to go with Gale power search, and it scoops up all of these databases into one big mega search so
[00:45:24.000]
you lose the topic pages that you have in your vale and context resources, but you get all that content in one place, and when you issue a search, say, for example.
[00:45:39.000]
School libraries and grant writing something we might be interested in.
[00:45:45.000]
It brings up all of the search results blended from those databases together, and if this is a topic I want to follow, then I can look for the search alert.
[00:45:52.000]
Oh, sorry folks, I’m just noticing the time we're on a little over the circular button here, and this is, if you ever set up an alert elsewhere.
[00:46:04.000]
It's probably very similar. You can just email or not RSS, use an aggregator.
[00:46:09.000]
Give us your email address. How often you'd like us to perform this search.
[00:46:10.000]
I should say us the day basis, of course, and then do have to be 18 years old, older, because you're turning over your email address.
[00:46:19.000]
To fill in your birth year, agreed to the terms and boom! It's set up.
[00:46:25.000]
It will run that search, for me every day, and let me know when something new has come into the database.
[00:46:30.000]
You can do the same thing, or Oh, great! That's right, Jenny. Thank you.
[00:46:38.000]
Again the homepage offers a few search options, and we talked about topic fighter.
[00:46:43.000]
We talked about subject guide, time to talk about publication, search.
[00:46:46.000]
So publication search is just a quick way for you to see if we have a publication.
[00:46:50.000]
So school, library Journal. Next I can pull it up and grab an issue and flip through it and sign up for an alert create journal, alert.
[00:47:07.000]
So when that may issue comes in, you'd get notified like that right now.
[00:47:14.000]
School library journal is, you know, something you may already get, but like more obscure ones.
[00:47:18.000]
For example, the pages.
[00:47:29.000]
Elementary STEM Journal didn't know it existed, but it does, and we can see a little bit about it.
[00:47:40.000]
Yeah, this sounds great. Oh, it costs a $150 a year to subscribe to let me sign up for the journal, alert and save myself that money right?
[00:47:48.000]
So this is a great way for you to stay up to date on what's happening in school libraries and schools, right with your teachers, your administrators, to take advantage of the library resources as well.
[00:47:54.000]
So journal and search alerts through power search are huge professional development.
[00:48:03.000]
I see.
[00:48:04.000]
Was yeah, Jen. Go ahead? Oh, sure.
[00:48:06.000]
If you could go back to that previous page if it's easy enough, and I know we're running over and I’ll try to keep it short.
[00:48:10.000]
But I wanted to point out 2 things. One is that in the very, in the gray column on the left, the first thing says index coverage, and the next one says full text coverage, and then notice that it says September 18 through current, that current is important to cause I’ve had people say I signed up
[00:48:31.000]
for a journal, alert. And I’m you know, that's not helpful, or whatever the problem is, it's like, well, that's because it actually the full text coverage ended in 2021 or something.
[00:48:40.000]
So there is no coverage to send you, you know, so it only it's only helpful for a publication journal, alert.
[00:48:46.000]
If the full text coverage is current. So that's something to know.
[00:48:51.000]
That's a good night.
[00:48:52.000]
But also I know that when I was in the schools, or some calls coming to me, ask, Do we?
[00:48:59.000]
Do you have the Oregonian in the Gale databases?
[00:49:03.000]
It's more like begging. Please tell me you have the Oregonian, and unfortunately we don't have the Oregonian, but the most recent one I got asked about was the New York Times, and so the gale power search is almost a de Facto Master Title list publication title list We're
[00:49:21.000]
like do we have access to this somewhere in our databases?
[00:49:24.000]
It's not quite a 100% a master title list, but it acts in that capacity.
[00:49:32.000]
And we recently added, and this is where you'll see.
[00:49:36.000]
I think this first one so yeah, here's where you can see we had coverage for the New York Times book review, just for indexing for a while.
[00:49:40.000]
But then I think about 2 months ago, we were able to add full text coverage.
[00:49:49.000]
So we started a new publication details page because we were able to get it going back to 1985.
[00:49:55.000]
And now it's current so you can get the sign up for the New York Times Book Review and get that delivered in your inbox every week.
[00:50:04.000]
Awesome.
[00:50:05.000]
So that's a recent addition. So, yeah, but yeah, that current is important.
[00:50:08.000]
Sometimes we'll lose content, and we'll be able to keep the back file, or if it goes out of publication or something like that.
[00:50:14.000]
So, yeah, look for you want full text coverage through current, you know, indexing coverage.
[00:50:19.000]
Probably not as helpful, right. Who wants to citations? But yeah, the full text or current is what we want to look for.
[00:50:26.000]
There. So all right, let's roll again. Animations that I forget about let's wrap up here with our support.
[00:50:30.000]
Lots of good stuff. I’ll put more details in my follow up email but no need to recreate the wheel.
[00:50:39.000]
We've got activities and projects for you to use with your kids, escape rooms are new and really fun.
[00:50:42.000]
In our training center. I’ll send the links to those directly, and then lots of marketing materials.
[00:50:46.000]
I take a look there again. No need to regret. Well, you're looking for bookmarks.
[00:50:53.000]
You're looking for social media posts. We've got a lot of that stuff ready to go.
[00:51:00.000]
And then, of course, you can always reach out again. I’m your deal trainer, happy to hear from you, John. I apologize.
[00:51:06.000]
I should have your information on this slide, too, but we are always happy to take questions.
[00:51:07.000]
Take your feedback and can always stay up to date with what's happening with our databases.
[00:51:13.000]
I recommend our blog. You can also get inspired by a lot of the success stories there.
[00:51:16.000]
So it is a really great way to keep up to date on what's happening with the resources.
[00:51:26.000]
So I do. Want to remind you about the evaluations we have both of these here in QR. Quotes.
[00:51:34.000]
If you want to quickly do it. Now, we've got one for library staff, one for non-library staff, and then the links will be in your follow up email as well, so you can always take care of this tomorrow after you receive that but we really want to know what you thought of the
[00:51:49.000]
session. This is our first pass at doing it.
[00:51:52.000]
So love any feedback on how we can improve and what are, and certainly always let me hear what we like about it, too.
[00:51:58.000]
So glad to have the feedback so, and Jen is sharing those links right in the chat, too.
[00:52:00.000]
So you can click right from there very easy and get those out of the way right now.
[00:52:03.000]
So I will say thanks for tuning in again. Apologize for running on.
[00:52:13.000]
They always have more to say about these are resources. We appreciate your time, keep it out for my follow up email tomorrow with all that extra information I’ll link to the slides and the recording and the like.
[00:52:24.000]
So thanks all, Jen. Anything you want to add.
[00:52:27.000]
No, thank you, Stacey. This was very helpful. Good information. A new twist on the databases.
[00:52:33.000]
Oh, good! We'd love to love to hear it. I’ll write.
[00:52:36.000]
I’m going to keep this open and interactive for a few more minutes.
[00:52:37.000]
See if anybody has any questions or anything. But if everybody's all set thanks so much for tuning in today, we know it's probably was a long day at school, so we're glad to let you move on to the rest of your day.
[00:52:51.000]
Thanks all for tuning in.