Computer Class (2 Hours, 2 Students)

I started by helping the first student with Facebook and understanding how his email notifications relate to what he sees on his Facebook page. When the second student came, I gave them a list of search questions, based on things we talked about in the past months. I told them to use their favorite search engine to find the answers.

Next to the questions, I had hints for where they could find the answer and told them to choose which questions most interested them, that they didn't have to go in order or try to answer every question. As they worked on the questions, I provided guidance when they got stuck and reminded them that the best information online will seldom be found by reading the search results page. I told them to use the search results as clues as to where the information might be, but that they need to take the time to click on a link and read the webpage. Sometimes you have click on three different pages before you find what you are looking for, so it is important to pay attention to the meaning of what you read and follow the clues.

I enjoyed teaching this class over the winter and definitely want to start another session in a few months when it is hot enough that people don't want to be inside. For now, I'm ready for a break and then will plan how I want to organize my next session.*
 

*These plans are Plan B or Plan Don't Put Your Life on Hold. Plan A or Plan What I Really Want is to be hired for a library job somewhere.

Computer Class (1 student, 1.5 hours)

With this nice weather, attendance has fallen off. I've decided that next week will be the last week and then we'll pick up again when it's too hot for people to be outside.

I started by having the person read DuckDuckGo's explanation of a search bubble. I don't believe or try to convince people that they are lesser beings if they like the benefits that come from search engine tracking or don't care if their online activities are tracked, I only want them to be aware of how tracking impacts them. Once they have information, it is their responsibility to make the decision.

After talking about search result bubbles, I showed Company Profiles provided in the database package from the state library. Frustratingly, the one company the student wanted to look up, we couldn't find. We found all kinds of companies with the same or similar names, but they were all in different states and were labeled as being independent, not part of a chain. We couldn't find this large business, but we could find a business with less than 150 employees. Databases should make sense, especially when I'm trying to show their value. Grr.

Computer Class (2 Hours, 2 Students)

I started by helping one person post on his friend's Facebook wall. Then I introduced them to the idea of the hidden web. After that, we looked at the databases provided by the state library and talked about how much these cost and where the funding comes from.

We focused on the collection with state-specific information. We browsed two of the 26 databases. One person saw the link to state teaching jobs and said I should use that to get a job and they would provide good references for me.

The crime statistics were especially appealing to these students. They were eager to see how different crimes compared in different towns. I asked them what they thought about all this detailed, personal information on certain offenders being available to anyone.

In the second hour, we explored City-Data. I use this to check cost of living when I see a job opening in a city with which I am unfamiliar. I know the information is a few years old, but it gives me a better idea than not knowing anything. Because the site includes religious and political demographics, it also helps me get an idea of the kind of cultural system in the area. The students enjoyed seeing all the statistics available and we talked a little about how statistics can be misleading.

Computer Class (1.75 Hours, 1 Student)

I knew two people would be gone, but don't know what happened to the third. Anyway, it worked out well to have only one person because I was able to help him with his photos in a way I wouldn't have been able to with a fuller class.

We started by learning how to open a flash drive. Then we opened his pictures. Next, we copy and pasted the pictures into the My Pictures folder that came with the flash drive. We repeated each step several times to build muscle memory. We deleted the pictures outside of My Pictures so that there would only be one copy on his flash drive. Lastly, he emailed a picture as an attachment, getting the file from his flash drive instead of the computer hard drive like we had done before.

Computer Class (2 Hours, 3 Students)

I wanted to talk to them about Google's privacy changes, but I only slightly understand the implications. It would help if I had real life examples of how compiling search histories can be a problem. I know that it is a problem and know that I don't like the practice, but I haven't been able to find any hard evidence as to why this is bad. I also wanted to have a hard copy of this article for them to read if they wanted, but couldn't get it printed out in time.

So we talked a little about how search engine companies keep search histories and use them for targeted ads and theorized about other business purposes and then we cleared and turned off their search histories in Google. I couldn't find direction for how to do it in Yahoo or other accounts, but figured, one step at a time.

Next we explored IMDb. This database is huge, but I try not to yak away all class. I don't think anyone remembers much when someone talks at them for an hour. Instead, I showed them the record for Rear Window (the James Stewart one) because it has an extensive amount of information. Then I told them to search for whatever TV show or movie they wanted. One person found news on Snooki, another found a clip of a Star Trek episode, and another discovered the "if you like this, then maybe you'll like these" feature. Of course, we talk about our discoveries, so everyone benefits from each other's search.

In the second hour, I ran a search engine search for volunteer opportunities and showed them a few sites. Then I had them search for volunteer opportunities related to their specific interests. This was a successful exercise; everyone seemed interested in the variety of opportunities available. Besides showing them another use for the internet, I also wanted to have them practice searching and help them understand the difference between the URL address bar and a search box.  

Computer Class (2 Hours, 3 Students)

We started class with each person making a party invitation in Google Docs, using the skills we covered in the past weeks. Everyone successfully copy and pasted an image, changed text color, and changed font size or style.

It's much easier to teach when I can build skills and then have a cumulative project for review. I think having students come in for one class to get one question answered is useful for them, but more difficult for me.

In the second hour, we explored Google Translate and talked about its limitations. That was a fun exercise which somehow lead to talking about illegal music downloads and questions on if there is any legally free music online. 

I showed them Pandora and Grooveshark. I couldn't sign in to either, but they still got to explore a bit and discuss what Dubstep music might be. As I told them, I've never used Grooveshark and don't know anything about it other than I've heard it is a better service than Pandora. I know Pandora gets its music from the Music Genome project, but I don't know where Grooveshark gets its music.

This was an energetic class that ended with a discussion of The Doctor's holographic family. If you remember that Voyager episode, you will understand how this naturally stems from a music discussion.

Computer Class (2 Hours, 3 Students)

Class started with an introduction to PDFs. I used tax forms as an example because I couldn't come up with any other examples. We practiced rotating and zooming the document. We talked about what a PDF is, including the difference between forms you can fill out and forms that are read-only. I happen to strongly dislike PDFs and barely manage to keep from pulling my hair out when using them. I told them as much so that when they start to smash their computer when attempting to use a PDF, they might remember that the frustration happens to others, too.

That necessary unpleasantness over, we moved on to keystroke shortcuts for copy and pasting. But wait! Google Docs wouldn't paste pictures with the keystrokes. I tried earlier that day to make sure you don't have to use the mouse, but when I got to class it wouldn't work. On to Plan B. 

For those using library computers, I had them open Word and they had success copy and pasting pictures without using the mouse. For those using their own computers and not owning Word, I fussed with it a little to see if I could get it to work, but for some reason, no pictures would paste.

Then I switched everyone to copying and pasting text. This worked in Google Docs, so everyone was able to have a positive experience using keystrokes.

I had them start with pictures because highlighting text takes more mouse skills than clicking on a photo to select it. We used the sample photos from the computer hard drive and text from whatever web page they happened to have open.

Everyone caught on quickly and easily remembered the keystrokes. They also got to see how several copies will be pasted if you continue to hold down the keys and learned to use CTRL + Z to undo a paste.

Computer Class (2 hours, 4 students)

I showed them Google Forms and had them practice making a two question form with answers in different formats (text, multiple choice, etc.). Because of sign-in difficulties, this took an hour and a half. The last half hour, I showed them how to change the desktop background and other display options. They had fun playing with that and sharing their reactions to the different pictures and color schemes.