21st Century Information Fluency Project, 174
abbreviations, origins of, 71
“About Us” sections of websites, 171 abstraction in formal information-retrieval systems, 22–24
access to information
and evaluation of quality of information, 123–149
library’s tradition of respecting, 202
school policies on blocking of, 158–159
See also school’s control over Internet use
activism, propaganda for, 148–149
advertising websites, evaluation of, 132–134, 172–173, 182
advocacy organizations, evaluation of websites of, 131–132, 168
affordances, 41
American Association of School Librarians, 162, 201–202
American flag, co-optation of, 144, 175
America’s Voice, 147
anger, bullying as expression of, 116
Angie’s list as informal information system, 8
anonymity of ICTs
and bullying, 116
and moral issues, 102, 114–115
Anti-Defamation League, 144–145
antimainstreaming as propaganda technique, 148–149
anti-Semitic groups on Internet, 142–143
“app” fatigue, 83–84
“apps” on social networking sites, 80
ARPANET, 67
arts-based online communities, 61, 81
“Ask an Expert” services, 12
assessment of Web 2.0 assignments, 200–201
Association for Library Collections and Technical Services (ALCTS), 20–21
audience and use of technology, 125
audience for website in evaluation, 171
author blogs, 63
affected by Internet and sharing culture, 127
and reliability approach, 192
authorship of website in evaluation, 171–173, 175, 181
awareness ribbons, 144
away messages, uses of, 73–74, 83, 84–85
bandwagon effect, 175–176
Berman, Sanford, 25–26
bias in website evaluation, 171–172
bibliographic citations and website evaluation, 174–175
bibliographic databases, searching of vs. full-text searching, 187–188
blocking feature on IM, 84, 89, 118
blocking of access to Internet. See filtering software; technological control of Internet use
blogs
conflicts of interest on, 172
effect on ranking of results, 182
evaluation of, 168
as informal information source, 10
as personal expression, 61–63, 91
brarydog, 189
browse displays, 31
browsing as search technique, 10, 30, 39
bulletin boards, online. See web forums
bullying and harassment, 116–120, 157
Butz (Arthur) holocaust denial site, 141, 166
card stacking as persuasion technique, 175
catalog notes field, 32
Cataloging in Publication statement, 185
catalogs
changing functions of, 199
children’s difficulties in searching, 31–33
level of specificity in, 22
next generation of, 35–36
See also formal information-retrieval systems
character education programs, mixed responses to, 163–164
chat reference services, 12
cheating and plagiarism, 105, 107–108, 163
checklists for website evaluation, 173, 174
Children’s Internet Protection Act (CIPA), 158, 193
Christian patriot movement, 141–142
Church of Scientology, 146
Citizens Commission on Human Rights, 146
class and race in social networking sites, 81
class discussion in online environment, 200
classification systems, 29–30
cloaking as propaganda technique, 145–147
Clones R Us website, 146
cloud computing, 59
clustering techniques in search results, 23, 40–41
cognitive psychology approach to ethics instruction, 103, 160
assessment of Web 2.0
assignments, 200–201
community building, 95–96
in searching, 45–46
support for in library, 197
between teachers and librarians, 201
collaborative work spaces, 58–59
“collect-then-discard” search strategy, 42
commercial websites, credibility of information on, 132–134
communication and direct engagement with content, 15
community building, 78–99
collaboration, 95–96
exclusion from community, 84–85
gaming, 97–99
inclusion, 79–82
music sharing, 96–97
and privacy, 82–84
socializing, 86–95
compare-and-corroborate strategy, 174
conflict of interest in website evaluation, 171–172
content creation
and personal websites, 61
by teens using social media, 49
control, teens’ lack of, 96, 149
controlled vocabulary, use of, 24–29, 184, 186
copyright and intellectual property, 56, 96–97, 108–110
See also plagiarism and cheating
crackpots and wackos, 136–137
credibility assessment of Web information
affected by Internet and sharing culture, 127
vs. relevance ranking of results, 182
critical evaluation skills, developing, 169–176
curriculum for Internet behavior, 161
DARE (Drug Abuse Resistance Education) program, 163–164
deconstruction techniques, 167, 173–176
Deleting Online Predators Act, 92–93, 158, 162
Delicious.com, 59
depressed teens, quality of support for, 94–95
See also vulnerabilities and insecurities
design as evaluation criterion, 173
developmental tasks for teens
effect on ability to evaluate websites, 190–191
intellectual growth outpacing moral development, 103
role of gaming in, 198
use of Internet for, 127
digital literacy vs. information literacy, 199
Digital Youth Project, 204–205
digital-rights management, 56, 109
dilemma-discussion approach, 164
See also scenarios
discussion boards. See web forums
disruptive activities, 127
domain name registrars, 175
Durkheim (Émile) theory of moral development, 103, 160, 161, 164
earthquakes in California, searches for, 184, 186
elevator speeches for librarians, 205
confidentiality of, 115–116
effect of spamming on, 134
ethics related to, 165
as information tool, 11, 48, 68, 70
overview, 53
school policies on, 158–159
and web forums, 57
e-mail addresses, 68
eOpinions.com as informal information system, 8
ethics
access to inappropriate content, 120
cheating and plagiarism, 105, 107–108, 163
freedom of expression, 114–120
instruction in, 154, 163, 201–203
intellectual property, 108–110
and Internet activities, 102
modeled by teachers, 160–161, 203–204
evaluation of websites
information retrieval systems, 41–45
and lack of information literacy skills, 190–191
and links to website, 191–192
teaching methods for, 166–167, 199
everyday life information seeking (ELIS), 6–8, 11
See also nonacademic uses of Internet in school
and schoolwork, 95
tagging of photos scenario, 119
untagging images on others’ websites, 115
faceted navigation, 35
faceted syntax, 25
face-to-face communication vs. online communication, 87–88
Factcheck.org, 192
fair use, 110
false hits, 185
fanfiction.net, 81
FAST (Faceted Application of Subject Terminology), 25
fear of detection and unethical behavior, 103
federated search systems, 35
feedback, absence of, and unethical behavior, 103
fiction, subject headings for, 26
file-sharing movement, 96–97
filtering of information through current needs and interests, 10, 192
filtering software, use of, 154, 158, 193
folksonomies, 46
formal information-retrieval systems
changes in society, 34–36
organization challenges, 20–30
searching challenges, 30–34
selection and evaluation criteria, 41–43
structure of, 22
formal learning environments, teens use of, 200–201
format agnostics, 179–180
freedom of expression, 114–120, 149
freedom of speech and hatemongering sites, 138
maintenance of using ICTs, 78
in social networking, 92
use of digital media to extend, 69
full-text systems, 22–23, 185–186
gaming
role of parents in monitoring, 157
as social experience, 97–99
use of by teens, 48
“give ’em what they want” model of library service, 195–196
“good enough” principle of evaluation, 43
See also “satisficing” behaviors
GoodPlay Project, 103–104
Google, 57
Google Books, 185
Google Scholar, 188
graphical displays of subject hierarchies, 31–32
harassment. See bullying and harassment
harmful practices, websites supporting, 136–137, 149
See also risk-taking by teens
hashtags, use of, 192
hatemongering
co-optation of symbols by, 144
deconstruction of, 167
persuasion techniques used by, 137–139, 176
See also propaganda and persuasion techniques
Holocaust deniers, 141, 143–144
ICTs. See information and communication technology (ICT)
identity, development of, 73–78, 81, 98
identity theft, online, 114
IM. See instant messaging (IM)
imposed query
and affective factors, 33–34
interest level of, 42–43
Internet searches for, 40
and teen suspicions of library, 6
inappropriate content
ethical implications of Internet activities, 120
identification of, 124–128
management of, 193
restricting students to preselected sites, 193
inclusion and community building, 79–82, 87
indexers, human, 183
informal information-retrieval systems
and crowd wisdom, 129
organizational challenges, 36–38
searching challenges, 39–41
information and communication technology (ICT)
definition, 15–17
messaging, 50–53
for personal expressions, 60–63
role of in life of teens, 48–50, 72–73, 74
sharing, 53–60
information communication technology, 16
information literacy vs. digital literacy, 190–192, 199, 204
information neighborhoods metaphor, 130–131, 168–169
information overload, 42
interactive and communicative factors, 45–46
selection and evaluation criteria, 41–45 See also formal information-retrieval systems; informal information-retrieval systems
instant messaging (IM)
and chat, 50–52
confidentiality of, 115–116
as information tool, 48
and multitasking, 77
objectionable behavior in, 89–90
and socializing, 87
use of blocking feature, 84, 89, 118
See also away messages, uses of
Institute for Historical Review, 143–144, 145–146
Institute for Propaganda Analysis, 170, 175
intellectual property
music copying scenario, 109
intellectual property and copyright, 56, 96–97, 108–110
See also plagiarism and cheating
interactive communications, 45–46
interest-sharing groups and social networking, 81
International Society for Technology in Education, 202
Internet
as formal information system, 11
resources not available using search engines, 180–181
use of for school research, 13–14
visible Web vs. invisible Web, 14–15, 182
vs. library use, 11–13
Internet addiction, 79
Internet portals, 38
Internet safety
education-related technology implementation, 200
instruction in, 158–159
and interest-sharing groups, 81
teens’ response to strangers, 156–157
Internet Scout Project Report, 187
intimacy and closeness, 71–72
invisible Web, 29, 36–37, 181, 188
ipl2: Information You can Trust, 186–187
jargon, 88–89
“just say no” approaches, 164
K–12
netTrekker, 187
keyword searching, hazards of, 19, 22–23
Kid’s Catalog, 32
Kohlberg (Lawrence) theory of moral development, 103, 160, 161, 164
Ku Klux Klan, 147–148
language, changes in, 70–71, 87–88
learning, use of digital media to facilitate, 69
librarians
continuing need for, 195–196
as gatekeepers, 14
need to learn new technologies, 196–197
relationships with teens, 3–4, 16–17
libraries
adapting traditional services, 198–200
changing roles of, 194–196
vs. Internet, 11–13
and collaboration in searching, 46
design considerations for teens, 197
and welcoming environment, 4
Library Bill of Rights, 202, 203
Library of Congress American Memory service, 180
Library of Congress Subject Headings (LCSH), 24–27
library websites, 188–189, 200
lifelong learning, promotion of, 168–169
listening skills in online environment, 200
literacy, changing notions of, 127
Martin Luther King Jr. website as cloaked propaganda, 146, 167, 175, 182
message boards. See web forums messaging, 50–53
See also e-mail; instant messaging (IM); text messaging
metasearch engines on Internet, 37
microblogging, 62
See also Twitter
misconduct in social networking, 94
MMOG (massively multiplayer online games), 98
modeling of ethical behavior, 160–161, 203–204
Modern Language Association Bibliography subject headings, 29
moral issues
as concern of librarians, 202–203
Internet-related, 101–102
as student’s choice to make, 161
teens’ engagement in, 149
multiple-choice questions and recognition skills, 31
music industry
effect of online music on, 96–97
and hatemongering groups, 138–139
music sharing
as community building, 56–57
My Time to Quit website, 172
National Alliance, 142–143, 167
National Educational Technology Standards and Performance Indicators for Students, 162
National Organization for Marriage, 147
National Recycling Coalition, 144
natural language searching, 185
netTrekker, 187
news groups. See web forums
news vs. propaganda, 131
NewsTrust, 192
nonacademic uses of Internet in school, 6–8, 126–127, 168, 173
See also everyday life information seeking (ELIS)
NoodleBib, 175
objective and subjective information, use of, 8–9
occult materials, 136
online games. See gaming
online predators. See sexual predators
Open Directory Project, 38, 187
open source movement, 108
outreach, gaming as, 198
pagan symbols, 144–145
parental controls
monitoring teens’ activities, 156–158
privacy settings used against, 91
on texting, 52
and use of jargon to circumvent, 88
parents
establishing a separate identity from, 75–76
and imposed query, 33–34
teaching deconstruction techniques to, 176–177
passwords, theft of, 112–114
peer-to-peer (P2P) file sharing, 56, 96–97, 135
See also formal information-retrieval systems permalinks, 63
personal information management tools, 35
personal interests, use of library for, 6–8, 126–127, 168, 173
personal websites, 60–61
physical constraints and evaluation of information, 43
Piaget (Jean) theory of moral development, 103, 160
place and uses of technology, 125
plagiarism and cheating, 105, 107–108, 163
“plain folks” propaganda technique, 147–148, 175
point of view websites, 175
policies on Internet use in school, 125–126, 154, 202
pornography, 120, 134–135, 146
print resources, continuing value of, 181
privacy, 90–95
and advertising content, 134
community building and, 82–84
fluidity of concept, 115
library’s tradition of respecting, 202
losses of using social networking sites, 90–91
and online pornography, 135
and parents, 156
and pursuit of bullying, 120
problem behaviors
See also scenarios
propaganda and persuasion techniques, 140–149
antimainstreaming, 148–149
appearances, 143–147
claims of authority, 140–142
cloaking, 145–147
co-opting symbols and traditions, 144–145
deconstruction of, 170
mainstreaming, 147–148
misuse of statistics, 142–143
PubMed, 188
purpose and use of technology, 125
purpose of website in evaluation criteria, 170–171, 175
quality control in searching databases, 187–188
race and class in social networking sites, 81
reader-response criticism, subject heading for, 27–29
reading, encouragement of, 197–198
rebellion, activism as expression of, 149
recognition tasks vs. recall tasks, 31, 35
regulatory control. See policies on Internet use in school
relationships and social networking sites, 54
relevance ranking of results, 35, 37, 182
respectful climate for teens, 160
See also welcoming environment for teens
risk-taking by teens
effect of ethics instruction on, 165
and school’s controls on Internet access, 158–159
and sexual predators/online behavior, 93–94
targeting risky behavior, 162
role-playing games, 98–99
See also gaming
rules and unethical behavior, 103, 111–112
See also policies on Internet use in school
SafeKids.com, 162
safety. See Internet safety
“satisficing” behaviors, 44, 129
See also “good enough” principle of evaluation
scenarios
anorexia websites, 121
hacking, 113
Party On [e-mail use], 106
popularity poll, 117
tagging of photos, 119
scholarly literature, distinguishing from popular literature, 170–171
school’s control over Internet use and bullying, 118–119
and inappropriate content, 125
methods of, 153–155, 158–166, 202
See also nonacademic uses of Internet in school; policies on Internet use in school; technological control of Internet use
schoolwork, use of social media for, 95
Scirus, 188
screen names, 84
screening of all-school mailing lists, 165
search directories, 186–187
search engine optimization techniques, 182
search engines
algorithms used by, 37
and blogs, 63
limitations of, 180
need for user monitoring of changes in, 181–182
sameness of results displays, 124
used for content creators, 61
and visible Web, 14
vs. subject directories, 39, 187
search strategies for different kinds of resources, 184–190
in formal information retrieval systems, 30–33
as interactive, 45
searchenginewatch.com, 182
searching, 37
selection of websites. See evaluation of websites
sensitive materials, instruction using, 167
sexual abstinence education programs, 163–164
sexual predators, concerns about concerns about, 92–93
and online community policing, 155–156
and parental controls, 156
sexuality, teen curiosity about, 135
sharing
collaborative work spaces, 58–59
media-sharing services, 55–57
on social networking sites, 53–55, 81–82
tagging and RSS, 59–60
web forums, 57–58
See also music sharing
smoking cessation website, 172
Snopes.com, 192
social bookmarking, 189
social information spaces and sharing of information, 47
social justice, teens’ conceptions of, 103, 112
social networking
in academic setting, 127
and need for affiliation, 79–82
Ning.com, 59
overview, 53–55
use of by teens, 48
socializing
in community building, 86–95
in developmental growth, 86
spamming, student response to, 134
specificity. See abstraction in formal information-retrieval systems sponsored links, 182
statistics, misuse of, 142–143
See also Web directories
subject headings
failure to change over time, 34
maintenance of, 20–21
structure of, 24
variations in, 26–27
subject hierarchies, graphical displays of, 31–32
subject searching in catalogs vs. in Google, 23–24
subjective and objective information, 8–9
subscription databases, 13, 14–15, 32–33
See also formal information-retrieval systems
support from friends using ICTs, 85, 94
swastikas, 144–145
tagging
of bibliographic records by users, 35, 46
of blogs, 63
and RSS, 59–60
and social bookmarking, 189
talking to YAs, 4
tattooing, 136
taxpayer-funded resources and inappropriate uses of Internet in school, 126
teachers
bullying of, 118
collaboration with librarians, 201
technological control of Internet use, 158, 159–160, 202
See also filtering software
technologies, advantages and disadvantages, 70–73
teenagers
appeal of misbehavior to, 4, 102–103
engagement in social issues, 149
as format agnostics, 179–180
and informal learning systems, 10–11
as powerless in society, 96, 149
role of ICTs in life of, 16, 72–73
unethical behavior by, 101
use of blogs by, 62–63
use of Internet by, 13–15
variations in mastery of digital media, 69–70
See also risk-taking by teens
Teenbreaks.com, 146–147
testimonials as propaganda technique, 147, 175
text messaging (texting), 52
as alternative to e-mail, 68
and control of unscheduled time, 74–75, 96
as cryptic, 70–71
and privacy from adults, 75–76
as vehicle for communication with friends known in real life, 69, 78
The Body website, 172–173
threads in discussion groups, 57
time constraints and evaluation of information, 43
transparency of operation in library finding tools, 183
“trusted user” principle, 56, 59, 98
as blogging, 62
as informal information source, 10
and social justice actions, 112
verifying information on, 192
See also microblogging
Twitter Journalism blog, 192
typewriter, effect of on language use, 71
unfriending and exclusion, 85
untagging images on others’ websites, 115–116, 119
Usenet, 57
user behavior, self-regulation of, 155–156
See also problem behaviors
user information needs, misconceptions about, 8–9
user profiles as expression of identity, 73–74
“viral” status on media sharing, 55–56
virtual friendships and gaming, 98
virtual reference service, 198–199
virus attacks and peer-to-peer (P2P) file sharing, 56
vocabulary as propaganda technique, 148
vocabulary control, 24–29, 184, 186
VoIP (Voice over Internet Protocol), 51
vulnerabilities and insecurities revealed only online, 91, 94
wackos and crackpots, 136–137
“walled garden” method of control of Internet use, 158–159
warnings in instant messages, 89
Web 2.0 and personalized portals, 41
Web directories vs. search engines, 186–187
See also subject directories
website “collections,” 186
website evaluation checklists, 173, 174
websites, personal, 60–61
WebTools3U2Use, 196–197
welcoming environment for teens, 4
See also respectful climate for teens
white supremacist movement, 139
Wikipedia
as collaborative work space, 58–59
credibility of, 45
deliberate inaccuracies in, 129
as directory service, 187
wikis. See collaborative work spaces
Wilson Select Plus, 188
wisdom of the crowd, 128–130, 189
See also crowdsourcing
witchcraft, access to information on, 126
word clouds, 35
Xanga.com (blog-hosting service), 62
Yahoo! Groups, 57
Young Adult Library Services Association (YALSA), 162–163