Electronic Materials Increase Learning Opportunities

Electronic Materials Increase Learning Opportunities

L595 June 20, 2003

By Chris DeVries

Do you remember the first cake you made in home economics or the first wood project you finished in industrial arts? New skills take time before the products are masterpieces that appear in Martha Stewart’s wedding books or auctioned at Christie’s as million dollar treasures. Web design is a skill, and the Internet is its showcase. Therefore, the World Wide Web contains electronic materials in a wide range of qualities. People have created their first cakes, and those sites are available on the Internet along with some of the best cakes you have ever tried. The nature of the Internet means that editors and critics have been taken out of the equation. For example, two Web sites on the Underground Railroad are available on-line.

One is the first Web quest created by an individual while the other is a Web site created by a news organization. Both hopefully give an interactive taste of history. Both are available on the Web without censor.

There are some positive, unique elements as a result of the structure of the Web. Teaching formats can be created and shared with an intended audience without paper and without a classroom. For example, a professor can post assignments electronically and students can access those assignments including the required reading, all on-line In addition, college classes exchange ideas electronically through Oncourse at and K-12 classes can participate in educational projects through Web sites like Co-nect Teleprojects at This expanded teaching capability fits with the mission of schools and libraries because one of the most basic goals is to provide learning experiences to all students/community members. Furthermore, the Internet can be an agent for life-long learning. First of all, all ages are learning technology skills, and second of all, a wealth of information is at our fingertips.

How do electronic resources impact libraries? The biggest unsaid fear is that the Internet will replace libraries. Libraries have survived other media sources while technologies have also exploded over the last century. Electronic materials are different than traditional library resources, but they are also the same. Librarians no longer have the same selection control that libraries afforded. Collection development formally included the materials contained in a library, and the librarians selected and weeded the materials. Today, collection should include the Web sites a library links, lists of materials on subjects that include electronic materials, and formalized program of teaching technology. These technologies can change addresses, format, and accessibility outside the control of the library. Electronic materials are part of the library’s resources, and librarians are needed to guide users in selecting quality materials.

Collection of electronic resources is just as vital as other resources housed in a library. In fact, selection and promotion of quality electronic materials may be even more vital. Furthermore, public libraries and school corporations can work together to align educational electronic resources. An excellent example is Lakewood Public Library’s Project Pathfinders at The opportunity electronic resources provide promote increased learning.

One of the biggest needs concerning electronic materials is instruction. Both educators/librarians and students need training on the use of technology (Mikel). Libraries have adapted to fill the needed role of educating users to navigate electronic materials. Teaching evaluation skills is critical. This aspect of electronic media can make or break the use of technology for a library. One factor to remember is the next generation will be using the new technology whether or not they are taught the essential skills to use the Web effectively. In a 2002 study of secondary students, seventy-eight percent prefer to use the Internet to do research (Mikel).

There are several positive elements of electronic formats.

Access

Linking resources

Interactive.

A participatory, electronic pathfinder or Web quest can expand the experience of the student for these reasons. Access to amazing resources like the Library of Congress’s collection of Civil War photos are not only relegated to a museum. A student of the Civil War of any age, race, or location around the world can view these treasures free on-line. That expands educational opportunity. In addition, the resources that link an electronic resource can further expand the learning experience. Now a student is not only viewing original photographs from the Civil War, but he or she can read original documents by utilizing the resource links. History becomes interactive through more than one learning modalities: visual and auditory. The user is also in charge of the next direction of the search like a make your own adventure mystery.

The question is not whether we should use electronic resources, but how can electronic resources meet users’ needs. Electronic materials are the software people use to structure thoughts, and the information that adds to the knowledge initiated through traditional resources. Children do not usually learn to read from a computer screen, however, a child may be inspired to become a writer or illustrator through an electronic book collection like We should welcome the wealth available through electronic resources, and focus energy on programs and projects that teach people how to evaluate quality. And the next time your computer crashes, feel free to sit down with a good book and a piece of cake.

Bibliography:

Mikel, Walter. “Pew Study: Students Prefer ‘Virtual Library.’” School Library Jouranal. Oct. 1, 2002. [Online]