Bell, Mary Ann. "Anti-Filtering Snapping Turtle." MultiMedia & Internet@Schools 16.2 (2009): 37-39. Academic Search Premier. EBSCO. Web. 10 Apr. 2011.
In her article, Mary Ann Bell brings to light the rationale behind the “overly restrictive filtering” of the Internet in many school districts. Touting their “reasons” are actually excuses that inhibit students’ learning potential. Bell dismantles many of the arguments presented by school districts beginning with the Children’s Internet Protection Act (CIPA). Bell notes that the word “’filter’ actually does not appear in this law.” Other reasons for such extreme filtering include the dangers of social networking, filters safeguard students, parents demand filters and may sue if they are not in place, students and teachers will engage in bad behavior, and problems with bandwidth. Bell even includes many excuses from teachers who submit to these rules, rather than attempt to change the system.
Berger, Pam. "Student Inquiry and Web 2.0." School Library Monthly 26.5 (2010): 14-17. Academic Search Premier. EBSCO. Web. 10 Apr. 2011.
In her article, Pam Berger contends that Web 2.0 tools support active collaboration and learning experiences for students. She maintains that today’s students are “more wired” and have “grown up in a highly digital atmosphere.” By incorporating the use of these types of web-based tools, educators and library media specialists are better able to meet the learning needs, as set forth in the American Associate of School Librarians’ (AASL) Standards for the 21st Century Learner.
Bolan, Kimberly, Meg Canada, and Rob Cullin. "Web, Library, and Teen Services 2.0." Young Adult Library Services 5.2 (2007): 40-43. Academic Search Premier. EBSCO. Web. 10 Apr. 2011.
The authors advocate the development of using Web 2.0 tools to engage teenagers and encourage active participation in the library. This type of engagement includes creating teen advisory boards involved in helping to create programs, make decisions, and even act as representatives on the library board. For effective programs, Web 2.0 tools are not enough. The authors maintain that changes to the physical space create a more colorful atmosphere that attract teens. Additionally, Web 2.0 tools, such as blogs, wikis, gaming, social networking, and podcasts, are excellent ways to connect to today’s teenagers.
Lamb, Annette, and Larry Johnson. "The Digital Dog Ate My Notes: Tools and Strategies for 21st Century Research Projects." Teacher Librarian 37.2 (2009): 77-81. Academic Search Premier. EBSCO. Web. 10 Apr. 2011.
The authors discuss the ways in which tools and strategies aid students in 21st century research and study skills as outlined by the AASL multiple literacy standards. Topics such as electronic journaling using Twitter and Blogger and digital note taking with social bookmarking tools are explored in addition to various other tools for research and citation. The authors also provide information about digital issues that face student and provide an extensive list of websites for the teacher-librarian to aid students in the research process.
Pachler, N., and C. Daly. "Narrative and learning with Web 2.0 technologies: towards a research agenda." Journal of Computer Assisted Learning 25.1 (2009): 6-18. Academic Search Premier. EBSCO. Web. 10 Apr. 2011.
In their article, the authors examine the narrative process as a conceptual tool for organizing information and constructing knowledge through the use of Web. 2.0 technologies. Pachler and Daly contend that Web 2.0 technologies, particularly blogging and microblogging tools, help the researcher to engage with the material in order to “make sense” of the information and share that information collaboratively.
