Duration: 30 Minutes
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Hello and welcome everyone today. We're going
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to talk about how you can support your CTE
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classes or career technical education
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classes with your Gale in Context
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resources. My name is Amber Winters
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and I am a senior training consultant here
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with Gale
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today. First, we're going to take a look at our Gale in
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Context resources and I'll suggest
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a few that you may want to take a look at as
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you're guiding your teachers and your students to
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content,
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we'll then talk quickly about Gale's
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role within the CTE learning
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environment. So how exactly
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we can support your curriculum and what our aims
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are within our resources?
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Then we're going to dive right into a couple of our different
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resources. Today, we're going to take a look at Gale In Context: High School
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and Gale In Context: Opposing Viewpoints
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to take a look at
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some different workflows your students can use to
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find the content that they need.
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And of course, at the end of the session, we will have
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time for any questions that I wasn't able to
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answer as we move along today and
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some wrap up contact information.
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Again, if you do have questions as
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we move through the session. Don't feel like you need to wait
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until the end. Go ahead and put them into the Q
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and A. If it gets back up, backed
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up, I'll wait until the end to answer them. But I'm going to try
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to answer as we move along through
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the session today.
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So first, let's talk about the Gale in
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Context Suite. Now, I will mention here that
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these are at each individual resources.
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So your library or your school
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may have access to a different collection
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than, than what would you see on the screen and the screen.
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Now is everything within the in context
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suite. But I do want to point out a few resources
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that may come in handy as you're starting to do your own
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research and figure out what you want to
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share out with your learning community.
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The first are going to be our cross curricular resources.
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So those are gal in context, elementary, middle
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school and high school.
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And these really give a nice foundation
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for whatever your students are planning on learning
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about. So if they're interested
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in something in the science field
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or maybe in business or in,
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you know, the arts, this is a nice
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place to have them start, they'll get kind of a broad
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view of the information
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that's available and they can move forward from there
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if they're more interested, say in
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um maybe politics or something like
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that they may be interested in our current events,
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resource resources which are gal in context,
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opposing viewpoints and gil in context global
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issues. These are also great
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for users who are trying to understand some of the
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issues that are surrounding whatever career choice
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they're interested in. Maybe it's entering
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the military. If they want to get into,
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you know, technology, maybe they want to learn a bit more
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about A I, they wanna work with A I. once
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they graduate,
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they can take a look at our current
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events, resources and find things that come in handy
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there, our science resources
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are also going to be helpful. So if you have,
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you know, stem students who are really interested in
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going into medicine maybe or
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and going into something related to the environment,
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maybe working
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with animals or something like that. Our two
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science resources gale in context, science and
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gale in context environmental studies can
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certainly help them with that as well.
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And of course, our other resources are certainly going
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to come in handy for them, but those are a few I wanted to
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point out for you. So as you're looking at your
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collection, if you do have access to those,
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you may want to dive in and forward that information
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along to your students.
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Now, let's talk about Gail's role within
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the CTE learning environment.
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So our goal is really to provide first
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off background information on career
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planning current trends within
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careers, current technologies and issues,
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focus on all of the 16 career clusters.
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So within this resource, you're not necessarily
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going to find,
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you know, an outline of a career with predicted
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salary, with number of individuals
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within that career. The predicted growth,
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what you're going to get is background knowledge
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about those careers. So you're going to see
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reference materials that are going to talk maybe
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a little bit about
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excuse me, what a specific
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career path does or things like that, you're
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also going to find news and magazines. So
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your users are going to kind of see
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what's going on in the real world related
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to whatever career they're interested in.
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They're also going to find some great multimedia content
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and statistics and things like that.
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So it's going to be really helpful for users who
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may struggle with the reading if they prefer
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to get their information in other ways. We've got great
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podcasts available and
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we do have industry publications as well, like
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things like business publications. So
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if you have students looking for that sort of information,
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if they really want to see what's being talked about in
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their industry of interest,
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they'll find that within our resource and they can utilize
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that for whatever project they're working
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on or just for general learning. If they're just
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interested,
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we also provide some really great financial
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literacy information. I know this isn't
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directly related to career and technological
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education. But it's something that I want to bring
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your attention because it's a very closely related,
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as your students start to kind
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of gain interest in different careers. Of course,
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they want to know the financial outlooks of
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those careers. You know,
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they want to know how minimum wage,
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works throughout society. They want
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to see what minimum wage can do as they start
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to live. They want to kind of figure out
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if they're going to be buying houses,
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if they're preparing for retirement, if they
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want to learn about health insurance, all of these
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things, of course, are going to be directly related to the
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careers they choose. So we've included
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that information especially within
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our core cross curricular
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resources. So Gale In Context
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elementary, middle school and high school, they'll
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get a lot of that information
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to kind of reinforce where they need to be with
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their careers and what they need to do to get there.
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In addition, one kind of final role, I think
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we do a really nice job of playing is providing
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a huge collection of biographies for
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your students. So if they're looking
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for role models with role models within these
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categories and these career clusters,
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they can use all of our resources. We have biographies
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and all of our resources to find
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individuals that can inspire them, that
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they can learn from individual individuals who are
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like them.
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Excuse me.
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Um So they'll be able to go through and find
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individuals and not only just see them and
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understand how they're really impacting the
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world but also read through their history,
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you know, what did they have to do to get where they are? What
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sort of schooling did they need if they you
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know, had additional school after high school,
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if they didn't take
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a traditional career path through college, what
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sort of things that they do to get to where they are
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within their career
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choice. So this is a really
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nice way to find that information
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to make sure your students are motivated and
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that they see themselves in whatever career they're interested
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in. Now,
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let's just dive right in and take a look at the resources
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and we'll take a look at some of the workflows we can use to
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find content.
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Before I do, I've not seen any questions
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pop up, but I will just pause here. Does
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anyone have any questions just about the basics
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of the gal and context resources?
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OK. I don't see any, not a problem.
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We'll go ahead and get going here. So as
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I mentioned, at the very beginning of the session, we're gonna take
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a look at two resources today. First,
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we're going to take a quick look at Gill and context
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high school and then we'll take a look at Gill and
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context opposing viewpoints
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and you'll notice both of the resources have
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near identical platforms, of
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course, the topics and the content
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changes, but the platforms stay consistent
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throughout the full in context suites
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except for gel in context elementary, which has made
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a little bit easier for young students. But
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as go through if you only have access right
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now to gel and context middle school, this
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is still going to be completely applicable applicable
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to you. This is still going to help your students
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find content. So I do suggest even
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if you don't have access to gel and context high school,
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stick on the line, you're still going to see the workflows
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that are going to be beneficial for you.
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So we're right here on the home page within Galen context
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high School. This is what your students are going to see.
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immediately upon sign in
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what I want to go through today while we're here is
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our different topic pages and
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our kind of topic organization, it's
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going to come in really handy for your students
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who are maybe looking for information, but they
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don't know exactly what they're looking for. This
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is a really nice place to get them started.
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So scrolling very at the very bottom
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of the home page, you'll see we've got different
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topic kind of categories
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available here.
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A few of them are going to be really beneficial
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for CTE learning, things
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like business and economics, government.
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If they're planning on maybe going into politics
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or something like that. A full science
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and health section.
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Sports here, literature and arts as
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well. So this is a nice place for them to get
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started here if they kind of know
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maybe what career they want to take a look at, but don't know what
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to search
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and they want to make sure they're right
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in the right in context, resource. This is
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a nice place for them to go and they can click
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into any of these sections. So maybe you wanna look
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at business and economics today
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and they're going to be taken one step lower here
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to these different topic pages. You'll see
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a lot of these topic pages are about
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specific topics like agriculture.
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So if we have farmers on the line may
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maybe want to start an urban farm or something like that.
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We have information on that,
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but we also have information on individuals
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and you'll see different companies here
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as well. So if they're planning on,
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you know, go into space, they really want to learn
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about spacex. You'll see, they've got a topic page
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here where we've curated all of our content
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related to SpaceX and they could really kind of
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dive in and take a look.
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So scrolling down to here, you see, we have quite a few different
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options under business
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and economics, but they can also change
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that at any time using this topics drop
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down. So maybe they're actually interested in
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science and health. Let's say
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they can click over here into science and health and kind of
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move forward there. So maybe they're interested
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in engineering. We've got a full topic page here
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so they can take a look at current events
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around engineering background on engineering,
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famous engineers, all that good stuff.
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But let's go back. Let's stick here with business
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and economics because that is a pretty big
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um category.
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So scrolling down, I'm going to click into the film
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industry. I think that's a, a fun
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option that I'm sure a lot of your students
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are currently looking at. Of course,
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I know a lot are moving over to influencing, but
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today we're gonna stick with film in industry
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because it's a pretty broad
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set of careers, of course, acting
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as well as you know, the technical side of
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the film industry.
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So let's take a look. Now, this
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is a topic page here and what we do with our topic
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pages is we kind of curate all
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of the content related to that topic
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on one easy to read page. So you'll
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see at the top here. I've got a nice overview
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about the film industry. I could read more
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here. It's going
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to give me some background knowledge.
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What I love is a lot of these articles scroll
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back up here, have these critical thinking
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questions. So not only are your students
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just reading about whatever career they're
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interested in? We're prompting them
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to think about what they're reading so to dive
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a little bit deeper,
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jumping back here to the topic page
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as I start to scroll down, you'll see all of the different
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content types I have available related to
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my topic. So this is going to
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really kind of get your students engaged because
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not only are they going to see, you know, the expected
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reference works and academic journals
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and things like that.
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But this is where they'll be able to click into
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audio files. So they'll see a lot of different podcasts,
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they can take a look at magazines and news.
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So again, they'll find a lot of industry publications
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that may be interesting to them, as well
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as more general publications
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within these options as well. You'll see some even
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have primary sources depending on
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the topic also
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images here.
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And from here, they can start to kind of scroll down,
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take a look at what's available again,
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you'll see, we have our videos pulled up here
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so they can easily click into the videos. If they like,
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they'll be able to click and take a look at whatever
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interests them the most.
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They can jump back to the topic page here.
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Oops, scrolling down.
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Let me scroll back up here
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and you see, they can choose right here. They can choose to take
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a look at magazines or news or critical
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essays
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and then at the very bottom of any topic
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page, we're going to have related topics
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here. So you'll see this relates to Disney,
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of course, Walt Disney here
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as well. So that's going to be his individual
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topic page. So will have biographies on him,
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things like that
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and musical theater listed here as well because of course,
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that's a an extension of the film
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industry.
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But let's click into one of these articles here because
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I want to show you some of the different
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tools we have that are going to help your users kind
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of organize their learning and their research.
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I'm just gonna click into this top one
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here. So the female gaze through camera lens,
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the African woman making waves in
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the film industry.
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So when I click into this here, you'll see.
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I have quite a bit of information right on this page.
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So first I have this nice explore
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panels here on this right hand
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side. So I can find more articles
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like this one. If I want to, if there
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are any documents, I'll see them here.
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And I also have related subjects so
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I can go through and kind of read through this,
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learn more about whatever topic I'm
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taking a look at. I can also
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save this information by sending
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it over to a drive, either Google
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or Microsoft Onedrive. I can email
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it to myself. I can also
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download or print this. So if this is something
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I want to keep and hold on to, I maybe want to dig
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in a little bit deeper. Later on,
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I can use any of these tools to do that.
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If I'm using this article for a project
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that I'm doing or an activity,
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I also have the option to cite this using
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my little C button right up top here
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and we have citations for everything. So
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if your students find a video, they want to share
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with you or with their colleagues or, and
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their colleagues or their peers an
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image they want to use, they'll be able
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to get the citation and paste that wherever
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they need to need it to go. You'll see. We have Mlaap
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A Chicago and Harvard versions here.
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And they can also highlight this information.
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So if they find particular paragraphs
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that are interesting to them,
[00:14:25.450]
they can click and drag and save though. So they can really kind
[00:14:27.509]
of talk to this text and mark it up
[00:14:30.719]
and save it for later. And if they do take
[00:14:32.830]
highlights, just know it's session based.
[00:14:35.359]
So once they sign off the session, all of that
[00:14:37.450]
will disappear. So they want
[00:14:39.558]
to get this document out of the platform if they do
[00:14:41.590]
decide to annotate, so they can send
[00:14:43.739]
it over to the drives, download or print any
[00:14:46.029]
of those will hold on to the highlights for them.
[00:14:49.729]
We've also got some really great accessibility
[00:14:52.418]
tools that are going to be helpful for your students
[00:14:54.599]
who may be struggling readers or just learning
[00:14:56.690]
English.
[00:14:57.548]
You see, we have a few different options
[00:14:59.590]
listed here under the title. The first one is our translate
[00:15:02.129]
feature.
[00:15:03.279]
And you see, I have the option to translate my article
[00:15:05.580]
into quite a few different languages.
[00:15:08.609]
And I also have the option to set an interface
[00:15:10.700]
language and that's going to turn all
[00:15:12.750]
of the tools and all of the buttons to
[00:15:14.808]
whatever language I choose here.
[00:15:17.750]
I could also increase or decrease the font size
[00:15:20.460]
to make this a little bit easier to read.
[00:15:22.808]
Right next to that, I have some more detailed display
[00:15:24.899]
options.
[00:15:25.889]
So in addition to changing the font size, I can
[00:15:28.109]
change the color of the background that I'm reading,
[00:15:30.979]
I can change the font type itself.
[00:15:33.009]
You'll see, we actually have a dyslexia font available
[00:15:35.500]
for dyslexic students who prefer that
[00:15:37.859]
we can also change the line letter and word spacing.
[00:15:41.340]
So we're really trying to make this as accessible
[00:15:43.489]
as possible even for your struggling
[00:15:45.649]
reader students. So they'll be able to choose which
[00:15:47.788]
settings they want to change it to
[00:15:49.928]
and they'll be able to read through.
[00:15:51.658]
I'm going to go back to my default though
[00:15:55.879]
and right next to my display options. I also
[00:15:58.058]
have a listen tool. We're not going to listen
[00:16:00.149]
today because I'm not sharing my audio or my
[00:16:02.250]
get my audio with you but
[00:16:04.369]
when they hit this listen tool, I will read through the full
[00:16:06.428]
article for them. They can choose a speed.
[00:16:08.719]
They want to using our little settings button here
[00:16:11.979]
and they can also choose if they want what's being
[00:16:14.158]
read highlighted. again,
[00:16:16.469]
if they have trouble reading and they just need this
[00:16:18.479]
read to them, they'll be able to do that and
[00:16:20.649]
it actually reads to them in whatever language
[00:16:22.869]
the article is translated it to. So
[00:16:24.899]
if you have students who need Spanish
[00:16:27.070]
language, texts, they could translate
[00:16:29.210]
to Spanish. And then if they still want it
[00:16:31.250]
to be read to them as opposed to them reading it, they'll
[00:16:33.298]
just hit play and it will read to them
[00:16:35.469]
in Spanish.
[00:16:40.529]
Now, I also want to show you how our advanced
[00:16:42.969]
search works, but I'm going to actually
[00:16:45.099]
do that within gal in context, opposing viewpoints
[00:16:47.440]
so we can get a look at another resource.
[00:16:49.928]
While I switch over again, I've not seen any
[00:16:52.080]
questions, but I do wanna make sure I answer
[00:16:54.379]
all of them. So does anyone have any questions
[00:16:56.879]
about just the topic page workflow or
[00:16:59.200]
about our document tools?
[00:17:04.799]
No. OK.
[00:17:06.140]
Not a problem. So again, I wanna show
[00:17:08.150]
our advanced search I will mention here
[00:17:10.328]
on G and context opposing viewpoints again,
[00:17:13.189]
scrolling down. It looks the exact same as Gill
[00:17:15.420]
and context High School, of course, with some different
[00:17:17.549]
topics.
[00:17:18.650]
When we're talking about CTE we have
[00:17:20.769]
a few different things. You may want to take a look at. We do
[00:17:22.828]
have a business and economics. Section
[00:17:24.930]
here as well. We have a health and medicine
[00:17:27.519]
that is actually separate from science and technology.
[00:17:30.229]
So we have both options.
[00:17:32.410]
We also have a lot of politics here
[00:17:34.689]
in our society and culture section is also
[00:17:36.920]
going to be pretty important for
[00:17:39.279]
career and technical learning. It's going to
[00:17:41.338]
provide information like,
[00:17:43.549]
you know, um
[00:17:45.289]
workers rights, things like that, labor
[00:17:47.479]
laws, they'll be able to find that under society
[00:17:49.930]
and culture here. So that's one section. You may want
[00:17:52.098]
to keep in mind if you are using gale
[00:17:54.279]
and context opposing viewpoints.
[00:17:57.229]
But let's take a look here at my advanced search
[00:17:59.900]
is found right here under basic search
[00:18:03.430]
because this is going to be really helpful if your
[00:18:05.739]
users are looking for a specific document
[00:18:08.348]
type, maybe not a specific top topic,
[00:18:10.828]
but a specific document type here.
[00:18:13.088]
You see, I can actually scroll down
[00:18:15.229]
and narrow it down based on a content
[00:18:17.250]
type. So today,
[00:18:19.500]
I'm actually going to search for military. Of course, the
[00:18:21.509]
military is a, a very popular
[00:18:23.848]
career pathway that a lot of students are interested
[00:18:25.989]
in. So
[00:18:28.390]
I'm going to pop that into my advanced search
[00:18:31.000]
and I'm going to narrow down just to
[00:18:33.299]
my infographics and my statistics
[00:18:35.799]
here. So if your students are
[00:18:37.910]
interested in going into the military, but maybe they want
[00:18:40.019]
to learn a little bit more about,
[00:18:42.410]
you know, um
[00:18:44.039]
the statistics around the number of people
[00:18:46.078]
within the military, maybe the number of casualties
[00:18:48.500]
compared to the full population of individuals
[00:18:50.848]
in the military.
[00:18:52.140]
Um the
[00:18:54.289]
percentage of women in the military, if
[00:18:56.588]
they're looking for statistics and of course, that's not just
[00:18:58.779]
the military that could be for um any
[00:19:01.059]
career path.
[00:19:02.279]
they can choose just infographics and
[00:19:04.430]
statistics and they can run their search
[00:19:06.699]
now and
[00:19:10.969]
I will quickly kind of point out the difference between
[00:19:13.390]
infographics and statistics. So
[00:19:15.670]
as an infographic is
[00:19:17.779]
interactive, so your students will be able
[00:19:19.959]
to hover over parts of the graph
[00:19:22.259]
to understand what that piece of information
[00:19:24.479]
is telling them. Statistics are going to
[00:19:26.519]
be static. So they're still providing
[00:19:28.618]
that statistical information,
[00:19:31.848]
but your students will be able to kind of
[00:19:33.959]
um manipulate it.
[00:19:36.759]
So let's click into my infographics
[00:19:43.150]
now while I'm scrolling down here, you'll see, we have quite
[00:19:45.358]
a few different um bits of information
[00:19:47.979]
that your students can look at. So
[00:19:50.229]
again, if they're interested in maybe the proportions of
[00:19:52.299]
women and men serving in the military, they can
[00:19:54.420]
take a look at that all the way up to 2022
[00:19:57.559]
scrolling down, you'll see military spending
[00:20:00.130]
in the US. That's of course something that students
[00:20:02.358]
most like you want to know if our military
[00:20:04.838]
is increasing in size
[00:20:07.189]
and spending or if it's decrease in size in
[00:20:09.269]
size and spending,
[00:20:11.509]
we do have us military casualties
[00:20:13.598]
here as well. So quite a bit of
[00:20:15.689]
different information that students can
[00:20:17.828]
kind of take a look at, let's click into
[00:20:19.979]
this one. That's kind of towards the top here.
[00:20:22.279]
Proportions of women and men serving in the US
[00:20:24.430]
military.
[00:20:27.459]
Take just a quick second here. Um
[00:20:29.949]
So again, this is an interactive infographic
[00:20:32.509]
for your students. So they can actually hover over
[00:20:34.848]
these different bars and it's
[00:20:37.009]
going to tell them what this different statistic
[00:20:39.789]
means.
[00:20:41.209]
And you'll see, we have a list for total number
[00:20:43.509]
as well as a percentage of individuals
[00:20:45.828]
in the military. So you'll see I could navigate
[00:20:48.130]
between that and get two different numbers here
[00:20:51.890]
scrolling down. You'll actually see there are
[00:20:54.160]
um
[00:20:55.140]
a few other graphs down here below as well.
[00:20:57.160]
So I can hover over these to get a better understanding
[00:21:00.118]
of the specific bit of information.
[00:21:03.049]
So these statistics come in really handy
[00:21:05.489]
if you're trying to help your students understand,
[00:21:07.789]
you know, what's going on in their career.
[00:21:10.019]
We also have some great statistics around
[00:21:12.078]
things like technology. So if you have
[00:21:14.400]
individuals wanting to go into tech careers,
[00:21:16.900]
they may want to take a look at those, you
[00:21:18.969]
know, learn what trends are going on. You
[00:21:20.989]
know, everyone's kind of pushing towards A I,
[00:21:24.650]
excuse me.
[00:21:26.068]
So that's a nice place that you can send them to
[00:21:28.108]
kind of get some statistics on A I and how
[00:21:30.469]
those careers are kind of developing.
[00:21:35.180]
We've got a quick question here. Um Would you say there's
[00:21:37.539]
a kind of lib guide that is specifically
[00:21:39.709]
career focused for career browsing.
[00:21:41.939]
Um So we don't, we're not set up quite like
[00:21:44.160]
that. So the goal of these resources and not
[00:21:46.269]
necessarily to provide like um
[00:21:49.390]
career profiles or things like that.
[00:21:51.838]
We're here for the supplemental information for
[00:21:54.078]
the statistics surrounding a career,
[00:21:56.348]
for the current events
[00:21:58.380]
happening around a career for the current technologies
[00:22:00.660]
being built. So we're more focused
[00:22:02.709]
on providing that kind of
[00:22:04.769]
supplemental information as opposed to
[00:22:07.559]
a standard, you know, industry profile
[00:22:09.578]
where we're giving
[00:22:11.009]
salary ranges and numbers
[00:22:13.420]
of individuals working in, you know, say Michigan
[00:22:15.739]
in that career.
[00:22:22.140]
And I will say we do have some career topic pages
[00:22:24.299]
that you'll find. Again, they won't be career
[00:22:26.400]
profiles necessarily.
[00:22:28.269]
but they will outline the history
[00:22:30.539]
of a career, the current events around
[00:22:32.719]
that career. Um They'll pull forward biographies
[00:22:35.160]
about key individuals in different careers. So
[00:22:37.250]
you will find those on certain industries
[00:22:39.630]
like engineering has one things like that.
[00:22:42.390]
Um But again,
[00:22:44.459]
we're focused kind of on that supplemental that supporting
[00:22:47.029]
content to provide some context for your
[00:22:49.108]
students around their career choices.
[00:22:54.459]
Now, just to end our session here,
[00:22:56.779]
um I do have some contact information.
[00:22:58.868]
So again, if you have additional questions
[00:23:01.150]
for me or want to reach out about the support site,
[00:23:03.699]
my name is Amber Winters and it's just
[00:23:05.779]
[email protected]
[00:23:08.769]
If you want to talk a little more specifically
[00:23:10.838]
about how you can integrate your resources
[00:23:13.078]
in your lessons. So specific for your learning
[00:23:15.150]
community, as opposed to just the general that we
[00:23:17.299]
went over today,
[00:23:18.459]
reach out to your Gale Customer Success Manager.
[00:23:20.689]
If you haven't spoken to them
[00:23:22.769]
yet or you don't know who it is, just send an email
[00:23:24.868]
to Gale.customersuccesscengage.com
[00:23:27.000]
and we'll forward you to the correct
[00:23:29.289]
person and you can schedule with them and kind of
[00:23:31.729]
uh work out how you
[00:23:33.750]
can use this specifically with your students and
[00:23:35.828]
with your teachers.
[00:23:38.068]
If you want to talk about accessing an in context
[00:23:40.529]
resource that you don't currently have access to,
[00:23:42.979]
you can reach out to your sales consultant. If you
[00:23:45.009]
don't know who that is, you can go to support.gale.com/repfinder
[00:23:49.039]
and we'll direct you to the correct individual
[00:23:51.049]
once you put in your
[00:23:52.769]
your site information.
[00:23:54.529]
Again, our support site is support.gale.com.
[00:23:57.029]
You'll find recorded webinars,
[00:23:59.118]
tutorials, tip sheets, lesson
[00:24:01.160]
plans, training slide
[00:24:03.259]
decks. If you're planning on training your teacher, the list
[00:24:05.479]
goes on and on, but you'll find all of that on our support
[00:24:07.779]
site.
[00:24:09.479]
And I do also want to include our technical
[00:24:11.489]
support here. So if you're planning on
[00:24:13.519]
maybe integrating with an LMS and want
[00:24:15.709]
to get that set up or if you just have some sort
[00:24:17.848]
of tech question for us, uh you can
[00:24:19.910]
reach out to our technical support at
[00:24:21.920]
[email protected]
[00:24:24.059]
and they'd be happy to help you with
[00:24:26.189]
any tech questions
[00:24:28.219]
you have.
[00:24:30.180]
And we've got about four minutes here and again,
[00:24:32.328]
I don't see any questions come in, but
[00:24:34.380]
I do wanna make sure I get any answers. So if
[00:24:36.469]
you do have questions, go ahead and pop
[00:24:38.559]
them into the Q and A and I'll stay on just for
[00:24:40.680]
a few minutes. If you don't have questions,
[00:24:43.140]
please feel free to hop off. I do appreciate
[00:24:45.189]
you for being on the line. Hopefully we'll
[00:24:47.229]
see you in future sessions and please
[00:24:49.459]
everyone who's hopping off. Enjoy the rest of your
[00:24:51.479]
day.
Hello and welcome everyone today. We're going
[00:00:07.209]
to talk about how you can support your CTE
[00:00:09.989]
classes or career technical education
[00:00:12.198]
classes with your Gale in Context
[00:00:14.618]
resources. My name is Amber Winters
[00:00:16.839]
and I am a senior training consultant here
[00:00:18.859]
with Gale
[00:00:21.298]
today. First, we're going to take a look at our Gale in
[00:00:23.318]
Context resources and I'll suggest
[00:00:25.429]
a few that you may want to take a look at as
[00:00:27.658]
you're guiding your teachers and your students to
[00:00:29.690]
content,
[00:00:31.010]
we'll then talk quickly about Gale's
[00:00:33.098]
role within the CTE learning
[00:00:35.469]
environment. So how exactly
[00:00:37.579]
we can support your curriculum and what our aims
[00:00:39.598]
are within our resources?
[00:00:41.880]
Then we're going to dive right into a couple of our different
[00:00:44.039]
resources. Today, we're going to take a look at Gale In Context: High School
[00:00:46.060]
and Gale In Context: Opposing Viewpoints
[00:00:48.340]
to take a look at
[00:00:50.459]
some different workflows your students can use to
[00:00:52.668]
find the content that they need.
[00:00:55.079]
And of course, at the end of the session, we will have
[00:00:57.209]
time for any questions that I wasn't able to
[00:00:59.219]
answer as we move along today and
[00:01:01.429]
some wrap up contact information.
[00:01:03.509]
Again, if you do have questions as
[00:01:05.588]
we move through the session. Don't feel like you need to wait
[00:01:07.629]
until the end. Go ahead and put them into the Q
[00:01:09.819]
and A. If it gets back up, backed
[00:01:11.838]
up, I'll wait until the end to answer them. But I'm going to try
[00:01:13.969]
to answer as we move along through
[00:01:16.028]
the session today.
[00:01:18.638]
So first, let's talk about the Gale in
[00:01:20.698]
Context Suite. Now, I will mention here that
[00:01:22.790]
these are at each individual resources.
[00:01:25.588]
So your library or your school
[00:01:27.629]
may have access to a different collection
[00:01:29.778]
than, than what would you see on the screen and the screen.
[00:01:31.900]
Now is everything within the in context
[00:01:34.198]
suite. But I do want to point out a few resources
[00:01:36.680]
that may come in handy as you're starting to do your own
[00:01:38.829]
research and figure out what you want to
[00:01:40.888]
share out with your learning community.
[00:01:42.750]
The first are going to be our cross curricular resources.
[00:01:45.439]
So those are gal in context, elementary, middle
[00:01:47.668]
school and high school.
[00:01:49.558]
And these really give a nice foundation
[00:01:51.588]
for whatever your students are planning on learning
[00:01:53.838]
about. So if they're interested
[00:01:55.870]
in something in the science field
[00:01:58.099]
or maybe in business or in,
[00:02:00.799]
you know, the arts, this is a nice
[00:02:02.879]
place to have them start, they'll get kind of a broad
[00:02:05.198]
view of the information
[00:02:07.379]
that's available and they can move forward from there
[00:02:09.937]
if they're more interested, say in
[00:02:12.419]
um maybe politics or something like
[00:02:14.528]
that they may be interested in our current events,
[00:02:16.737]
resource resources which are gal in context,
[00:02:19.118]
opposing viewpoints and gil in context global
[00:02:21.437]
issues. These are also great
[00:02:23.457]
for users who are trying to understand some of the
[00:02:25.568]
issues that are surrounding whatever career choice
[00:02:27.778]
they're interested in. Maybe it's entering
[00:02:30.088]
the military. If they want to get into,
[00:02:32.979]
you know, technology, maybe they want to learn a bit more
[00:02:35.048]
about A I, they wanna work with A I. once
[00:02:37.278]
they graduate,
[00:02:38.429]
they can take a look at our current
[00:02:40.460]
events, resources and find things that come in handy
[00:02:42.508]
there, our science resources
[00:02:44.689]
are also going to be helpful. So if you have,
[00:02:47.088]
you know, stem students who are really interested in
[00:02:49.110]
going into medicine maybe or
[00:02:51.240]
and going into something related to the environment,
[00:02:53.830]
maybe working
[00:02:55.528]
with animals or something like that. Our two
[00:02:57.599]
science resources gale in context, science and
[00:02:59.710]
gale in context environmental studies can
[00:03:01.729]
certainly help them with that as well.
[00:03:03.838]
And of course, our other resources are certainly going
[00:03:05.949]
to come in handy for them, but those are a few I wanted to
[00:03:07.960]
point out for you. So as you're looking at your
[00:03:10.008]
collection, if you do have access to those,
[00:03:12.169]
you may want to dive in and forward that information
[00:03:14.588]
along to your students.
[00:03:17.669]
Now, let's talk about Gail's role within
[00:03:20.058]
the CTE learning environment.
[00:03:22.308]
So our goal is really to provide first
[00:03:24.819]
off background information on career
[00:03:27.038]
planning current trends within
[00:03:29.159]
careers, current technologies and issues,
[00:03:31.750]
focus on all of the 16 career clusters.
[00:03:34.618]
So within this resource, you're not necessarily
[00:03:36.710]
going to find,
[00:03:38.449]
you know, an outline of a career with predicted
[00:03:40.500]
salary, with number of individuals
[00:03:43.189]
within that career. The predicted growth,
[00:03:45.599]
what you're going to get is background knowledge
[00:03:47.639]
about those careers. So you're going to see
[00:03:49.800]
reference materials that are going to talk maybe
[00:03:51.960]
a little bit about
[00:03:53.838]
excuse me, what a specific
[00:03:56.319]
career path does or things like that, you're
[00:03:58.399]
also going to find news and magazines. So
[00:04:00.409]
your users are going to kind of see
[00:04:02.520]
what's going on in the real world related
[00:04:04.960]
to whatever career they're interested in.
[00:04:07.508]
They're also going to find some great multimedia content
[00:04:09.969]
and statistics and things like that.
[00:04:12.038]
So it's going to be really helpful for users who
[00:04:14.149]
may struggle with the reading if they prefer
[00:04:16.459]
to get their information in other ways. We've got great
[00:04:18.629]
podcasts available and
[00:04:20.858]
we do have industry publications as well, like
[00:04:23.199]
things like business publications. So
[00:04:25.278]
if you have students looking for that sort of information,
[00:04:27.528]
if they really want to see what's being talked about in
[00:04:29.540]
their industry of interest,
[00:04:31.290]
they'll find that within our resource and they can utilize
[00:04:33.519]
that for whatever project they're working
[00:04:35.730]
on or just for general learning. If they're just
[00:04:37.750]
interested,
[00:04:40.259]
we also provide some really great financial
[00:04:42.850]
literacy information. I know this isn't
[00:04:45.108]
directly related to career and technological
[00:04:47.588]
education. But it's something that I want to bring
[00:04:49.809]
your attention because it's a very closely related,
[00:04:52.608]
as your students start to kind
[00:04:54.639]
of gain interest in different careers. Of course,
[00:04:56.850]
they want to know the financial outlooks of
[00:04:58.928]
those careers. You know,
[00:05:00.269]
they want to know how minimum wage,
[00:05:02.970]
works throughout society. They want
[00:05:05.100]
to see what minimum wage can do as they start
[00:05:07.108]
to live. They want to kind of figure out
[00:05:09.410]
if they're going to be buying houses,
[00:05:11.509]
if they're preparing for retirement, if they
[00:05:13.569]
want to learn about health insurance, all of these
[00:05:15.709]
things, of course, are going to be directly related to the
[00:05:17.759]
careers they choose. So we've included
[00:05:19.920]
that information especially within
[00:05:22.230]
our core cross curricular
[00:05:24.639]
resources. So Gale In Context
[00:05:26.920]
elementary, middle school and high school, they'll
[00:05:28.988]
get a lot of that information
[00:05:31.178]
to kind of reinforce where they need to be with
[00:05:33.298]
their careers and what they need to do to get there.
[00:05:37.798]
In addition, one kind of final role, I think
[00:05:40.059]
we do a really nice job of playing is providing
[00:05:42.619]
a huge collection of biographies for
[00:05:44.660]
your students. So if they're looking
[00:05:46.720]
for role models with role models within these
[00:05:49.209]
categories and these career clusters,
[00:05:51.488]
they can use all of our resources. We have biographies
[00:05:53.750]
and all of our resources to find
[00:05:55.939]
individuals that can inspire them, that
[00:05:57.959]
they can learn from individual individuals who are
[00:05:59.988]
like them.
[00:06:01.528]
Excuse me.
[00:06:03.608]
Um So they'll be able to go through and find
[00:06:05.660]
individuals and not only just see them and
[00:06:07.720]
understand how they're really impacting the
[00:06:09.809]
world but also read through their history,
[00:06:12.480]
you know, what did they have to do to get where they are? What
[00:06:14.509]
sort of schooling did they need if they you
[00:06:16.879]
know, had additional school after high school,
[00:06:19.509]
if they didn't take
[00:06:21.629]
a traditional career path through college, what
[00:06:23.920]
sort of things that they do to get to where they are
[00:06:25.939]
within their career
[00:06:27.608]
choice. So this is a really
[00:06:29.699]
nice way to find that information
[00:06:31.869]
to make sure your students are motivated and
[00:06:34.009]
that they see themselves in whatever career they're interested
[00:06:36.608]
in. Now,
[00:06:40.660]
let's just dive right in and take a look at the resources
[00:06:43.088]
and we'll take a look at some of the workflows we can use to
[00:06:45.230]
find content.
[00:06:46.639]
Before I do, I've not seen any questions
[00:06:48.678]
pop up, but I will just pause here. Does
[00:06:50.750]
anyone have any questions just about the basics
[00:06:53.540]
of the gal and context resources?
[00:07:01.838]
OK. I don't see any, not a problem.
[00:07:03.920]
We'll go ahead and get going here. So as
[00:07:05.928]
I mentioned, at the very beginning of the session, we're gonna take
[00:07:08.069]
a look at two resources today. First,
[00:07:10.189]
we're going to take a quick look at Gill and context
[00:07:12.410]
high school and then we'll take a look at Gill and
[00:07:14.428]
context opposing viewpoints
[00:07:16.720]
and you'll notice both of the resources have
[00:07:18.790]
near identical platforms, of
[00:07:20.949]
course, the topics and the content
[00:07:23.139]
changes, but the platforms stay consistent
[00:07:25.569]
throughout the full in context suites
[00:07:27.988]
except for gel in context elementary, which has made
[00:07:30.230]
a little bit easier for young students. But
[00:07:32.548]
as go through if you only have access right
[00:07:34.600]
now to gel and context middle school, this
[00:07:36.850]
is still going to be completely applicable applicable
[00:07:39.019]
to you. This is still going to help your students
[00:07:41.079]
find content. So I do suggest even
[00:07:43.178]
if you don't have access to gel and context high school,
[00:07:45.439]
stick on the line, you're still going to see the workflows
[00:07:47.730]
that are going to be beneficial for you.
[00:07:50.970]
So we're right here on the home page within Galen context
[00:07:53.389]
high School. This is what your students are going to see.
[00:07:55.519]
immediately upon sign in
[00:07:57.838]
what I want to go through today while we're here is
[00:07:59.988]
our different topic pages and
[00:08:02.028]
our kind of topic organization, it's
[00:08:04.119]
going to come in really handy for your students
[00:08:06.369]
who are maybe looking for information, but they
[00:08:08.389]
don't know exactly what they're looking for. This
[00:08:10.699]
is a really nice place to get them started.
[00:08:13.838]
So scrolling very at the very bottom
[00:08:16.009]
of the home page, you'll see we've got different
[00:08:18.470]
topic kind of categories
[00:08:20.579]
available here.
[00:08:22.220]
A few of them are going to be really beneficial
[00:08:24.790]
for CTE learning, things
[00:08:27.129]
like business and economics, government.
[00:08:29.269]
If they're planning on maybe going into politics
[00:08:31.329]
or something like that. A full science
[00:08:33.509]
and health section.
[00:08:35.690]
Sports here, literature and arts as
[00:08:37.719]
well. So this is a nice place for them to get
[00:08:39.928]
started here if they kind of know
[00:08:42.149]
maybe what career they want to take a look at, but don't know what
[00:08:44.279]
to search
[00:08:45.428]
and they want to make sure they're right
[00:08:47.158]
in the right in context, resource. This is
[00:08:49.279]
a nice place for them to go and they can click
[00:08:51.418]
into any of these sections. So maybe you wanna look
[00:08:53.469]
at business and economics today
[00:08:57.389]
and they're going to be taken one step lower here
[00:08:59.479]
to these different topic pages. You'll see
[00:09:01.750]
a lot of these topic pages are about
[00:09:03.899]
specific topics like agriculture.
[00:09:06.678]
So if we have farmers on the line may
[00:09:08.979]
maybe want to start an urban farm or something like that.
[00:09:11.590]
We have information on that,
[00:09:13.719]
but we also have information on individuals
[00:09:16.788]
and you'll see different companies here
[00:09:18.940]
as well. So if they're planning on,
[00:09:22.460]
you know, go into space, they really want to learn
[00:09:24.529]
about spacex. You'll see, they've got a topic page
[00:09:26.808]
here where we've curated all of our content
[00:09:29.168]
related to SpaceX and they could really kind of
[00:09:31.190]
dive in and take a look.
[00:09:34.609]
So scrolling down to here, you see, we have quite a few different
[00:09:36.849]
options under business
[00:09:38.979]
and economics, but they can also change
[00:09:41.190]
that at any time using this topics drop
[00:09:43.379]
down. So maybe they're actually interested in
[00:09:45.869]
science and health. Let's say
[00:09:47.879]
they can click over here into science and health and kind of
[00:09:49.940]
move forward there. So maybe they're interested
[00:09:52.639]
in engineering. We've got a full topic page here
[00:09:54.960]
so they can take a look at current events
[00:09:57.279]
around engineering background on engineering,
[00:09:59.399]
famous engineers, all that good stuff.
[00:10:03.408]
But let's go back. Let's stick here with business
[00:10:05.668]
and economics because that is a pretty big
[00:10:07.820]
um category.
[00:10:09.849]
So scrolling down, I'm going to click into the film
[00:10:12.129]
industry. I think that's a, a fun
[00:10:14.320]
option that I'm sure a lot of your students
[00:10:16.389]
are currently looking at. Of course,
[00:10:18.440]
I know a lot are moving over to influencing, but
[00:10:20.519]
today we're gonna stick with film in industry
[00:10:22.609]
because it's a pretty broad
[00:10:25.038]
set of careers, of course, acting
[00:10:27.279]
as well as you know, the technical side of
[00:10:29.320]
the film industry.
[00:10:30.928]
So let's take a look. Now, this
[00:10:32.940]
is a topic page here and what we do with our topic
[00:10:35.219]
pages is we kind of curate all
[00:10:37.269]
of the content related to that topic
[00:10:39.558]
on one easy to read page. So you'll
[00:10:41.629]
see at the top here. I've got a nice overview
[00:10:44.119]
about the film industry. I could read more
[00:10:46.330]
here. It's going
[00:10:48.509]
to give me some background knowledge.
[00:10:51.629]
What I love is a lot of these articles scroll
[00:10:53.820]
back up here, have these critical thinking
[00:10:55.859]
questions. So not only are your students
[00:10:58.298]
just reading about whatever career they're
[00:11:00.308]
interested in? We're prompting them
[00:11:02.500]
to think about what they're reading so to dive
[00:11:04.750]
a little bit deeper,
[00:11:08.210]
jumping back here to the topic page
[00:11:12.908]
as I start to scroll down, you'll see all of the different
[00:11:15.090]
content types I have available related to
[00:11:17.149]
my topic. So this is going to
[00:11:19.259]
really kind of get your students engaged because
[00:11:21.469]
not only are they going to see, you know, the expected
[00:11:23.960]
reference works and academic journals
[00:11:26.239]
and things like that.
[00:11:27.298]
But this is where they'll be able to click into
[00:11:29.308]
audio files. So they'll see a lot of different podcasts,
[00:11:32.460]
they can take a look at magazines and news.
[00:11:34.700]
So again, they'll find a lot of industry publications
[00:11:37.168]
that may be interesting to them, as well
[00:11:39.259]
as more general publications
[00:11:41.538]
within these options as well. You'll see some even
[00:11:43.558]
have primary sources depending on
[00:11:45.700]
the topic also
[00:11:47.729]
images here.
[00:11:49.440]
And from here, they can start to kind of scroll down,
[00:11:53.308]
take a look at what's available again,
[00:11:55.879]
you'll see, we have our videos pulled up here
[00:11:58.359]
so they can easily click into the videos. If they like,
[00:12:04.889]
they'll be able to click and take a look at whatever
[00:12:07.320]
interests them the most.
[00:12:10.599]
They can jump back to the topic page here.
[00:12:12.788]
Oops, scrolling down.
[00:12:14.899]
Let me scroll back up here
[00:12:18.349]
and you see, they can choose right here. They can choose to take
[00:12:20.500]
a look at magazines or news or critical
[00:12:22.599]
essays
[00:12:23.759]
and then at the very bottom of any topic
[00:12:25.918]
page, we're going to have related topics
[00:12:28.058]
here. So you'll see this relates to Disney,
[00:12:30.538]
of course, Walt Disney here
[00:12:32.558]
as well. So that's going to be his individual
[00:12:35.580]
topic page. So will have biographies on him,
[00:12:37.729]
things like that
[00:12:38.889]
and musical theater listed here as well because of course,
[00:12:41.019]
that's a an extension of the film
[00:12:43.288]
industry.
[00:12:45.219]
But let's click into one of these articles here because
[00:12:47.340]
I want to show you some of the different
[00:12:49.639]
tools we have that are going to help your users kind
[00:12:51.779]
of organize their learning and their research.
[00:12:54.369]
I'm just gonna click into this top one
[00:12:56.750]
here. So the female gaze through camera lens,
[00:12:59.080]
the African woman making waves in
[00:13:01.099]
the film industry.
[00:13:02.700]
So when I click into this here, you'll see.
[00:13:04.719]
I have quite a bit of information right on this page.
[00:13:06.969]
So first I have this nice explore
[00:13:09.129]
panels here on this right hand
[00:13:11.229]
side. So I can find more articles
[00:13:13.250]
like this one. If I want to, if there
[00:13:15.279]
are any documents, I'll see them here.
[00:13:19.460]
And I also have related subjects so
[00:13:21.739]
I can go through and kind of read through this,
[00:13:23.908]
learn more about whatever topic I'm
[00:13:25.989]
taking a look at. I can also
[00:13:28.009]
save this information by sending
[00:13:30.048]
it over to a drive, either Google
[00:13:32.229]
or Microsoft Onedrive. I can email
[00:13:34.359]
it to myself. I can also
[00:13:36.399]
download or print this. So if this is something
[00:13:38.590]
I want to keep and hold on to, I maybe want to dig
[00:13:40.658]
in a little bit deeper. Later on,
[00:13:42.629]
I can use any of these tools to do that.
[00:13:45.849]
If I'm using this article for a project
[00:13:48.658]
that I'm doing or an activity,
[00:13:50.859]
I also have the option to cite this using
[00:13:53.178]
my little C button right up top here
[00:13:56.308]
and we have citations for everything. So
[00:13:58.500]
if your students find a video, they want to share
[00:14:00.658]
with you or with their colleagues or, and
[00:14:02.700]
their colleagues or their peers an
[00:14:05.019]
image they want to use, they'll be able
[00:14:07.058]
to get the citation and paste that wherever
[00:14:09.139]
they need to need it to go. You'll see. We have Mlaap
[00:14:12.168]
A Chicago and Harvard versions here.
[00:14:17.229]
And they can also highlight this information.
[00:14:19.279]
So if they find particular paragraphs
[00:14:21.750]
that are interesting to them,
[00:14:25.450]
they can click and drag and save though. So they can really kind
[00:14:27.509]
of talk to this text and mark it up
[00:14:30.719]
and save it for later. And if they do take
[00:14:32.830]
highlights, just know it's session based.
[00:14:35.359]
So once they sign off the session, all of that
[00:14:37.450]
will disappear. So they want
[00:14:39.558]
to get this document out of the platform if they do
[00:14:41.590]
decide to annotate, so they can send
[00:14:43.739]
it over to the drives, download or print any
[00:14:46.029]
of those will hold on to the highlights for them.
[00:14:49.729]
We've also got some really great accessibility
[00:14:52.418]
tools that are going to be helpful for your students
[00:14:54.599]
who may be struggling readers or just learning
[00:14:56.690]
English.
[00:14:57.548]
You see, we have a few different options
[00:14:59.590]
listed here under the title. The first one is our translate
[00:15:02.129]
feature.
[00:15:03.279]
And you see, I have the option to translate my article
[00:15:05.580]
into quite a few different languages.
[00:15:08.609]
And I also have the option to set an interface
[00:15:10.700]
language and that's going to turn all
[00:15:12.750]
of the tools and all of the buttons to
[00:15:14.808]
whatever language I choose here.
[00:15:17.750]
I could also increase or decrease the font size
[00:15:20.460]
to make this a little bit easier to read.
[00:15:22.808]
Right next to that, I have some more detailed display
[00:15:24.899]
options.
[00:15:25.889]
So in addition to changing the font size, I can
[00:15:28.109]
change the color of the background that I'm reading,
[00:15:30.979]
I can change the font type itself.
[00:15:33.009]
You'll see, we actually have a dyslexia font available
[00:15:35.500]
for dyslexic students who prefer that
[00:15:37.859]
we can also change the line letter and word spacing.
[00:15:41.340]
So we're really trying to make this as accessible
[00:15:43.489]
as possible even for your struggling
[00:15:45.649]
reader students. So they'll be able to choose which
[00:15:47.788]
settings they want to change it to
[00:15:49.928]
and they'll be able to read through.
[00:15:51.658]
I'm going to go back to my default though
[00:15:55.879]
and right next to my display options. I also
[00:15:58.058]
have a listen tool. We're not going to listen
[00:16:00.149]
today because I'm not sharing my audio or my
[00:16:02.250]
get my audio with you but
[00:16:04.369]
when they hit this listen tool, I will read through the full
[00:16:06.428]
article for them. They can choose a speed.
[00:16:08.719]
They want to using our little settings button here
[00:16:11.979]
and they can also choose if they want what's being
[00:16:14.158]
read highlighted. again,
[00:16:16.469]
if they have trouble reading and they just need this
[00:16:18.479]
read to them, they'll be able to do that and
[00:16:20.649]
it actually reads to them in whatever language
[00:16:22.869]
the article is translated it to. So
[00:16:24.899]
if you have students who need Spanish
[00:16:27.070]
language, texts, they could translate
[00:16:29.210]
to Spanish. And then if they still want it
[00:16:31.250]
to be read to them as opposed to them reading it, they'll
[00:16:33.298]
just hit play and it will read to them
[00:16:35.469]
in Spanish.
[00:16:40.529]
Now, I also want to show you how our advanced
[00:16:42.969]
search works, but I'm going to actually
[00:16:45.099]
do that within gal in context, opposing viewpoints
[00:16:47.440]
so we can get a look at another resource.
[00:16:49.928]
While I switch over again, I've not seen any
[00:16:52.080]
questions, but I do wanna make sure I answer
[00:16:54.379]
all of them. So does anyone have any questions
[00:16:56.879]
about just the topic page workflow or
[00:16:59.200]
about our document tools?
[00:17:04.799]
No. OK.
[00:17:06.140]
Not a problem. So again, I wanna show
[00:17:08.150]
our advanced search I will mention here
[00:17:10.328]
on G and context opposing viewpoints again,
[00:17:13.189]
scrolling down. It looks the exact same as Gill
[00:17:15.420]
and context High School, of course, with some different
[00:17:17.549]
topics.
[00:17:18.650]
When we're talking about CTE we have
[00:17:20.769]
a few different things. You may want to take a look at. We do
[00:17:22.828]
have a business and economics. Section
[00:17:24.930]
here as well. We have a health and medicine
[00:17:27.519]
that is actually separate from science and technology.
[00:17:30.229]
So we have both options.
[00:17:32.410]
We also have a lot of politics here
[00:17:34.689]
in our society and culture section is also
[00:17:36.920]
going to be pretty important for
[00:17:39.279]
career and technical learning. It's going to
[00:17:41.338]
provide information like,
[00:17:43.549]
you know, um
[00:17:45.289]
workers rights, things like that, labor
[00:17:47.479]
laws, they'll be able to find that under society
[00:17:49.930]
and culture here. So that's one section. You may want
[00:17:52.098]
to keep in mind if you are using gale
[00:17:54.279]
and context opposing viewpoints.
[00:17:57.229]
But let's take a look here at my advanced search
[00:17:59.900]
is found right here under basic search
[00:18:03.430]
because this is going to be really helpful if your
[00:18:05.739]
users are looking for a specific document
[00:18:08.348]
type, maybe not a specific top topic,
[00:18:10.828]
but a specific document type here.
[00:18:13.088]
You see, I can actually scroll down
[00:18:15.229]
and narrow it down based on a content
[00:18:17.250]
type. So today,
[00:18:19.500]
I'm actually going to search for military. Of course, the
[00:18:21.509]
military is a, a very popular
[00:18:23.848]
career pathway that a lot of students are interested
[00:18:25.989]
in. So
[00:18:28.390]
I'm going to pop that into my advanced search
[00:18:31.000]
and I'm going to narrow down just to
[00:18:33.299]
my infographics and my statistics
[00:18:35.799]
here. So if your students are
[00:18:37.910]
interested in going into the military, but maybe they want
[00:18:40.019]
to learn a little bit more about,
[00:18:42.410]
you know, um
[00:18:44.039]
the statistics around the number of people
[00:18:46.078]
within the military, maybe the number of casualties
[00:18:48.500]
compared to the full population of individuals
[00:18:50.848]
in the military.
[00:18:52.140]
Um the
[00:18:54.289]
percentage of women in the military, if
[00:18:56.588]
they're looking for statistics and of course, that's not just
[00:18:58.779]
the military that could be for um any
[00:19:01.059]
career path.
[00:19:02.279]
they can choose just infographics and
[00:19:04.430]
statistics and they can run their search
[00:19:06.699]
now and
[00:19:10.969]
I will quickly kind of point out the difference between
[00:19:13.390]
infographics and statistics. So
[00:19:15.670]
as an infographic is
[00:19:17.779]
interactive, so your students will be able
[00:19:19.959]
to hover over parts of the graph
[00:19:22.259]
to understand what that piece of information
[00:19:24.479]
is telling them. Statistics are going to
[00:19:26.519]
be static. So they're still providing
[00:19:28.618]
that statistical information,
[00:19:31.848]
but your students will be able to kind of
[00:19:33.959]
um manipulate it.
[00:19:36.759]
So let's click into my infographics
[00:19:43.150]
now while I'm scrolling down here, you'll see, we have quite
[00:19:45.358]
a few different um bits of information
[00:19:47.979]
that your students can look at. So
[00:19:50.229]
again, if they're interested in maybe the proportions of
[00:19:52.299]
women and men serving in the military, they can
[00:19:54.420]
take a look at that all the way up to 2022
[00:19:57.559]
scrolling down, you'll see military spending
[00:20:00.130]
in the US. That's of course something that students
[00:20:02.358]
most like you want to know if our military
[00:20:04.838]
is increasing in size
[00:20:07.189]
and spending or if it's decrease in size in
[00:20:09.269]
size and spending,
[00:20:11.509]
we do have us military casualties
[00:20:13.598]
here as well. So quite a bit of
[00:20:15.689]
different information that students can
[00:20:17.828]
kind of take a look at, let's click into
[00:20:19.979]
this one. That's kind of towards the top here.
[00:20:22.279]
Proportions of women and men serving in the US
[00:20:24.430]
military.
[00:20:27.459]
Take just a quick second here. Um
[00:20:29.949]
So again, this is an interactive infographic
[00:20:32.509]
for your students. So they can actually hover over
[00:20:34.848]
these different bars and it's
[00:20:37.009]
going to tell them what this different statistic
[00:20:39.789]
means.
[00:20:41.209]
And you'll see, we have a list for total number
[00:20:43.509]
as well as a percentage of individuals
[00:20:45.828]
in the military. So you'll see I could navigate
[00:20:48.130]
between that and get two different numbers here
[00:20:51.890]
scrolling down. You'll actually see there are
[00:20:54.160]
um
[00:20:55.140]
a few other graphs down here below as well.
[00:20:57.160]
So I can hover over these to get a better understanding
[00:21:00.118]
of the specific bit of information.
[00:21:03.049]
So these statistics come in really handy
[00:21:05.489]
if you're trying to help your students understand,
[00:21:07.789]
you know, what's going on in their career.
[00:21:10.019]
We also have some great statistics around
[00:21:12.078]
things like technology. So if you have
[00:21:14.400]
individuals wanting to go into tech careers,
[00:21:16.900]
they may want to take a look at those, you
[00:21:18.969]
know, learn what trends are going on. You
[00:21:20.989]
know, everyone's kind of pushing towards A I,
[00:21:24.650]
excuse me.
[00:21:26.068]
So that's a nice place that you can send them to
[00:21:28.108]
kind of get some statistics on A I and how
[00:21:30.469]
those careers are kind of developing.
[00:21:35.180]
We've got a quick question here. Um Would you say there's
[00:21:37.539]
a kind of lib guide that is specifically
[00:21:39.709]
career focused for career browsing.
[00:21:41.939]
Um So we don't, we're not set up quite like
[00:21:44.160]
that. So the goal of these resources and not
[00:21:46.269]
necessarily to provide like um
[00:21:49.390]
career profiles or things like that.
[00:21:51.838]
We're here for the supplemental information for
[00:21:54.078]
the statistics surrounding a career,
[00:21:56.348]
for the current events
[00:21:58.380]
happening around a career for the current technologies
[00:22:00.660]
being built. So we're more focused
[00:22:02.709]
on providing that kind of
[00:22:04.769]
supplemental information as opposed to
[00:22:07.559]
a standard, you know, industry profile
[00:22:09.578]
where we're giving
[00:22:11.009]
salary ranges and numbers
[00:22:13.420]
of individuals working in, you know, say Michigan
[00:22:15.739]
in that career.
[00:22:22.140]
And I will say we do have some career topic pages
[00:22:24.299]
that you'll find. Again, they won't be career
[00:22:26.400]
profiles necessarily.
[00:22:28.269]
but they will outline the history
[00:22:30.539]
of a career, the current events around
[00:22:32.719]
that career. Um They'll pull forward biographies
[00:22:35.160]
about key individuals in different careers. So
[00:22:37.250]
you will find those on certain industries
[00:22:39.630]
like engineering has one things like that.
[00:22:42.390]
Um But again,
[00:22:44.459]
we're focused kind of on that supplemental that supporting
[00:22:47.029]
content to provide some context for your
[00:22:49.108]
students around their career choices.
[00:22:54.459]
Now, just to end our session here,
[00:22:56.779]
um I do have some contact information.
[00:22:58.868]
So again, if you have additional questions
[00:23:01.150]
for me or want to reach out about the support site,
[00:23:03.699]
my name is Amber Winters and it's just
[00:23:05.779]
[email protected]
[00:23:08.769]
If you want to talk a little more specifically
[00:23:10.838]
about how you can integrate your resources
[00:23:13.078]
in your lessons. So specific for your learning
[00:23:15.150]
community, as opposed to just the general that we
[00:23:17.299]
went over today,
[00:23:18.459]
reach out to your Gale Customer Success Manager.
[00:23:20.689]
If you haven't spoken to them
[00:23:22.769]
yet or you don't know who it is, just send an email
[00:23:24.868]
to Gale.customersuccesscengage.com
[00:23:27.000]
and we'll forward you to the correct
[00:23:29.289]
person and you can schedule with them and kind of
[00:23:31.729]
uh work out how you
[00:23:33.750]
can use this specifically with your students and
[00:23:35.828]
with your teachers.
[00:23:38.068]
If you want to talk about accessing an in context
[00:23:40.529]
resource that you don't currently have access to,
[00:23:42.979]
you can reach out to your sales consultant. If you
[00:23:45.009]
don't know who that is, you can go to support.gale.com/repfinder
[00:23:49.039]
and we'll direct you to the correct individual
[00:23:51.049]
once you put in your
[00:23:52.769]
your site information.
[00:23:54.529]
Again, our support site is support.gale.com.
[00:23:57.029]
You'll find recorded webinars,
[00:23:59.118]
tutorials, tip sheets, lesson
[00:24:01.160]
plans, training slide
[00:24:03.259]
decks. If you're planning on training your teacher, the list
[00:24:05.479]
goes on and on, but you'll find all of that on our support
[00:24:07.779]
site.
[00:24:09.479]
And I do also want to include our technical
[00:24:11.489]
support here. So if you're planning on
[00:24:13.519]
maybe integrating with an LMS and want
[00:24:15.709]
to get that set up or if you just have some sort
[00:24:17.848]
of tech question for us, uh you can
[00:24:19.910]
reach out to our technical support at
[00:24:21.920]
[email protected]
[00:24:24.059]
and they'd be happy to help you with
[00:24:26.189]
any tech questions
[00:24:28.219]
you have.
[00:24:30.180]
And we've got about four minutes here and again,
[00:24:32.328]
I don't see any questions come in, but
[00:24:34.380]
I do wanna make sure I get any answers. So if
[00:24:36.469]
you do have questions, go ahead and pop
[00:24:38.559]
them into the Q and A and I'll stay on just for
[00:24:40.680]
a few minutes. If you don't have questions,
[00:24:43.140]
please feel free to hop off. I do appreciate
[00:24:45.189]
you for being on the line. Hopefully we'll
[00:24:47.229]
see you in future sessions and please
[00:24:49.459]
everyone who's hopping off. Enjoy the rest of your
[00:24:51.479]
day.