Google Launches New Search Education Site with Lesson Plans
Can't Confirm That Quotation? Search Google Books
Search by Color? A Little-Known Trick to Find the Right Image
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The form also asks for the URL of the Google search page used to find the image, and the search terms that were used. The company will then evaluate the removal request.\u003c/p>\n\u003cp>While the request could wind up scrubbing problematic images from Google's search tools, \"It's important to note that removing an image from Google results doesn't remove it from the internet,\" the company said as it \u003ca href=\"https://blog.google/products/search/giving-kids-and-teens-more-control-over-their-images-search/\">announced the policy\u003c/a>.\u003c/p>\n\u003cp>The changes come after Google and other tech companies have faced intense criticism for their policies toward children, who now live in the public eye more than any previous generation — facing the prospect of having any moment in their lives shared and preserved online, regardless of their own wishes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The tool states that it is intended for cases in which the subject is under 18. Google says that if adults want material related to them to be removed, they should use a separate \u003ca href=\"https://support.google.com/websearch/troubleshooter/3111061\">set of options\u003c/a>.\u003c/p>\n\u003ch3>Google has faced pressure to protect children and privacy\u003c/h3>\n\u003cp>In 2019, allegations that Google's YouTube subsidiary collected personal information from children without their parents' knowledge or consent resulted in the company \u003ca href=\"https://www.npr.org/2019/09/04/757441886/google-youtube-to-pay-170-million-penalty-over-collecting-kids-personal-info\">paying a $170 million settlement\u003c/a> to state and federal regulators.\u003c/p>\n\u003cp>\"Our children's privacy law doesn't allow companies to track kids across the internet and collect individual data on them without their parents' consent,\" then-FTC commissioner Rohit Chopra \u003ca href=\"https://www.npr.org/2019/09/05/757803879/ftc-fines-google-170-million-for-youtube-childrens-privacy-violation\">told NPR\u003c/a> at the time. \"And that's exactly what YouTube did, and YouTube knew it was targeting children with some of these videos.\"\u003c/p>\n\u003cp>When Google first \u003ca href=\"https://blog.google/technology/families/giving-kids-and-teens-safer-experience-online/\">announced the image-removal initiative\u003c/a> in August, it also pledged to block ads that target people based on their age, gender or interests if they're younger than 18. It also said its YouTube division would change the default privacy settings on video uploads to the tightest restrictions if they come from teens between 13 and 17 years old.\u003c/p>\n\u003cp>One of the biggest early adjustments for Google's search tools stem from Europe, where a Spanish man's case established the \u003ca href=\"https://www.npr.org/sections/thetwo-way/2018/02/28/589411543/google-received-650-000-right-to-be-forgotten-requests-since-2014\">\"right to be forgotten\"\u003c/a> in 2014. In the four years that followed, Google said, people made more than 650,000 requests to remove specific websites from its search results.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Editor's note:\u003c/em>\u003c/strong>\u003cem> Google and YouTube are among NPR's financial sponsors.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=You+can+now+ask+Google+to+scrub+images+of+minors+from+its+search+results&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The new policy follows up on the tech giant's August announcement that it would take a number of steps aiming to protect minors' privacy. 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The form also asks for the URL of the Google search page used to find the image, and the search terms that were used. The company will then evaluate the removal request.\u003c/p>\n\u003cp>While the request could wind up scrubbing problematic images from Google's search tools, \"It's important to note that removing an image from Google results doesn't remove it from the internet,\" the company said as it \u003ca href=\"https://blog.google/products/search/giving-kids-and-teens-more-control-over-their-images-search/\">announced the policy\u003c/a>.\u003c/p>\n\u003cp>The changes come after Google and other tech companies have faced intense criticism for their policies toward children, who now live in the public eye more than any previous generation — facing the prospect of having any moment in their lives shared and preserved online, regardless of their own wishes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The tool states that it is intended for cases in which the subject is under 18. Google says that if adults want material related to them to be removed, they should use a separate \u003ca href=\"https://support.google.com/websearch/troubleshooter/3111061\">set of options\u003c/a>.\u003c/p>\n\u003ch3>Google has faced pressure to protect children and privacy\u003c/h3>\n\u003cp>In 2019, allegations that Google's YouTube subsidiary collected personal information from children without their parents' knowledge or consent resulted in the company \u003ca href=\"https://www.npr.org/2019/09/04/757441886/google-youtube-to-pay-170-million-penalty-over-collecting-kids-personal-info\">paying a $170 million settlement\u003c/a> to state and federal regulators.\u003c/p>\n\u003cp>\"Our children's privacy law doesn't allow companies to track kids across the internet and collect individual data on them without their parents' consent,\" then-FTC commissioner Rohit Chopra \u003ca href=\"https://www.npr.org/2019/09/05/757803879/ftc-fines-google-170-million-for-youtube-childrens-privacy-violation\">told NPR\u003c/a> at the time. \"And that's exactly what YouTube did, and YouTube knew it was targeting children with some of these videos.\"\u003c/p>\n\u003cp>When Google first \u003ca href=\"https://blog.google/technology/families/giving-kids-and-teens-safer-experience-online/\">announced the image-removal initiative\u003c/a> in August, it also pledged to block ads that target people based on their age, gender or interests if they're younger than 18. It also said its YouTube division would change the default privacy settings on video uploads to the tightest restrictions if they come from teens between 13 and 17 years old.\u003c/p>\n\u003cp>One of the biggest early adjustments for Google's search tools stem from Europe, where a Spanish man's case established the \u003ca href=\"https://www.npr.org/sections/thetwo-way/2018/02/28/589411543/google-received-650-000-right-to-be-forgotten-requests-since-2014\">\"right to be forgotten\"\u003c/a> in 2014. In the four years that followed, Google said, people made more than 650,000 requests to remove specific websites from its search results.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Editor's note:\u003c/em>\u003c/strong>\u003cem> Google and YouTube are among NPR's financial sponsors.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=You+can+now+ask+Google+to+scrub+images+of+minors+from+its+search+results&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58688/you-can-now-ask-google-to-scrub-images-of-minors-from-its-search-results","authors":["byline_mindshift_58688"],"categories":["mindshift_21385"],"tags":["mindshift_105","mindshift_117"],"featImg":"mindshift_58689","label":"mindshift"},"mindshift_43662":{"type":"posts","id":"mindshift_43662","meta":{"index":"posts_1591205157","site":"mindshift","id":"43662","score":null,"sort":[1454920978000]},"guestAuthors":[],"slug":"how-has-google-affected-the-way-students-learn","title":"How Has Google Affected The Way Students Learn?","publishDate":1454920978,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Take a look at this question: How do modern novels represent the characteristics of humanity?\u003c/p>\n\u003cp>If you were tasked with answering it, what would your first step be? Would you scribble down your thoughts — or would you Google it?\u003c/p>\n\u003cp>Terry Heick, a former English teacher in Kentucky, had a surprising revelation when his eighth- and ninth-grade students quickly turned to Google.\u003c/p>\n\u003cp>\"What they would do is they would start Googling the question, 'How does a novel represent humanity?' \" Heick says. \"That was a real eye-opener to me.\"\u003c/p>\n\u003cp>For those of us who grew up with search engines, especially Google, at our fingertips — looking at all of you millennials and post-millennials — this might seem intuitive. We grew up having our questions instantly answered as long as we had access to the Internet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, with the advent of personal assistants like Siri and Google Now that aim to serve up information \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2014/03/17/290125070/computers-that-know-what-you-need-before-you-ask\">before you even know you need it\u003c/a>, you don't even need to type the questions. Just say the words and you'll have your answer.\u003c/p>\n\u003cp>But with so much information easily available, does it make us smarter? Compared to the generations before who had to adapt to the Internet, how are those who grew up using the Internet — the so-called \"Google generation\" — different?\u003c/p>\n\u003cp>Heick had intended for his students to take a moment to think, figure out what type of information they needed, how to evaluate the data and how to reconcile conflicting viewpoints. He did not intend for them to immediately Google the question, word by word — eliminating the process of critical thinking.\u003c/p>\n\u003cp>\u003cstrong>More Space To \u003c/strong>\u003cstrong>Think Or Less \u003c/strong>\u003cstrong>Time To Think?\u003c/strong>\u003c/p>\n\u003cp>There is a relative lack of research available examining the effect of search engines on our brains even as the technology is rapidly dominating our lives. Of the studies available, the answers are sometimes unclear.\u003c/p>\n\u003cp>Some argue that with easy access to information, we have more space in our brain to engage in creative activities, as humans have in the past.\u003c/p>\n\u003cp>Whenever new technology emerges — including newspapers and television — discussions about how it will threaten our brainpower always crops up, Harvard psychology professor Steven Pinker \u003ca href=\"http://www.nytimes.com/2010/06/11/opinion/11Pinker.html\">wrote in a 2010 op-ed\u003c/a> in \u003cem>The New York Times. \u003c/em>Instead of making us stupid, he wrote, the Internet and technology \"are the only things that will keep us smart.\"\u003c/p>\n\u003cp>\u003ca href=\"http://web.b.ebscohost.com/ehost/detail/detail?sid=c3559fa5-e2a8-4845-a422-fa7d9c02f21e%40sessionmgr113&vid=0&hid=124&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=57775611&db=a9h\">Daphne Bavelier\u003c/a>, a professor at the University of Geneva, wrote in 2011 that we may have lost the ability for oral memorization valued by the Greeks when writing was invented, but we gained additional skills of reading and text analysis.\u003c/p>\n\u003cp>Writer Nicholas Carr contends that the Internet will take away our ability for contemplation due to the plasticity of our brains. He wrote about the subject in a 2008 article for \u003cem>The Atlantic \u003c/em>titled \"\u003ca href=\"http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/\">Is Google Making Us Stupid\u003c/a>.\"\u003c/p>\n\u003cp>\"... what the [Internet] seems to be doing is chipping away my capacity for concentration and contemplation,\" Carr wrote.\u003c/p>\n\u003cp>The few studies available, however, do not seem to bode well for the Google generation.\u003c/p>\n\u003cp>A 2008 study commissioned by the \u003ca href=\"http://www.webarchive.org.uk/wayback/archive/20140614113419/http:/www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf\">British Library\u003c/a> found that young people go through information online very quickly without evaluating it for accuracy.\u003c/p>\n\u003cp>A \u003ca href=\"http://scholar.harvard.edu/files/dwegner/files/sparrow_et_al._2011.pdf\">2011 study\u003c/a> in the journal \u003cem>Science\u003c/em> showed that when people know they have future access to information, they tend to have a better memory of how and where to find the information — instead of recalling the information itself.\u003c/p>\n\u003cp>That phenomenon is similar to not remembering your friend's birthday because you know you can find it on Facebook. When we know that we can access this information whenever we want, we are not motivated to remember it.\u003c/p>\n\u003cp>\u003cstrong>'I'm Always On My Computer'\u003c/strong>\u003c/p>\n\u003cp>Michele Nelson, an art teacher at Estes Hills Elementary School in Chapel Hill, N.C., seems to share Carr's concerns. Nelson, who has been teaching for more than nine years, says it was obvious with her middle school students and even her 15-year-old daughter that they are unable to read long texts anymore.\u003c/p>\n\u003cp>\"They just had a really hard time comprehending if they went to a website that had a lot of information,\" Nelson says. \"They couldn't grasp it, they couldn't figure out what the important thing was.\"\u003c/p>\n\u003cp>Nelson says she struggles with the same problem.\u003c/p>\n\u003cp>\"I'm always on my computer. ... I don't read books as much as I used to,\" she says. \"It's a lot harder for my brain to get to a place where I can follow and enjoy the reading, and I get distracted very easily.\"\u003c/p>\n\u003cp>The bright side lies in a \u003ca href=\"https://www.psychologytoday.com/files/attachments/5230/136.pdf\">2009 study\u003c/a> conducted by Gary Small, the director of \u003ca href=\"https://www.semel.ucla.edu/longevity\">University of California Los Angeles' Longevity Center\u003c/a>, that explored brain activity when older adults used search engines. He found that among older people who have experience using the Internet, their brains are two times more active than those who don't when conducting Internet searches.\u003c/p>\n\u003cp>Internet searching, Small says, is like a brain exercise that can be good for our mental health.\u003c/p>\n\u003cp>\"If somebody has normal memory when they're older, I always encourage them to use the computer,\" he says. \"It enhances our lives.\"\u003c/p>\n\u003cp>For Small, the problem for younger people is the overuse of the technology that leads to distraction. Otherwise, he is excited for the new innovations in technology.\u003c/p>\n\u003cp>\"We tend to be economical in terms of how we use our brain, so if you know you don't have to memorize the directions to a certain place because you have a GPS in your car, you're not going to bother with that,\" Small says. \"You're going to use your mind to remember other kinds of information.\"\u003c/p>\n\u003cp>\u003cstrong>How To Teach Digital Natives?\u003c/strong>\u003c/p>\n\u003cp>Heick has since left teaching to start \u003ca href=\"http://www.teachthought.com/about/\">TeachThought\u003c/a>, a company that produces content to support teachers in \"innovation in teaching and learning for a 21st century audience.\"\u003c/p>\n\u003cp>To him, the Internet holds great potential for education — but curriculum must change accordingly. Since content is so readily available, teachers should not merely dole out information and instead focus on cultivating critical thinking, he says.\u003c/p>\n\u003cp>\"Classroom walls and school building walls are transparent, with technology essentially bringing the outside world to the classroom and vice versa,\" he says.\u003c/p>\n\u003cp>Heick says his company recently started working with schools and organizations in a few states, including North Carolina, Texas and New York, to develop lesson plans.\u003c/p>\n\u003cp>\"Google really lubricates that access to information and while that is fantastic, it makes us have to change a bit the way we think about things,\" Heick says. \"Because we're so busy, we have this false security that we understand something because we Googled it. Now we're moving on to the next thing instead of really rolling around with this idea and trying to understand it.\"\u003c/p>\n\u003cp>One of his recommendations is to make questions \"Google-proof.\"\u003c/p>\n\u003cp>\"Design it so that Google is crucial to creating a response rather than finding one,\" \u003ca href=\"http://www.teachthought.com/pedagogy/10-ways-teacher-planning-adjust-google-generation/\">he writes in his company's blog\u003c/a>. \"If students can Google answers — stumble on (what) you want them to remember in a few clicks — there's a problem with the instructional design.\"\u003c/p>\n\u003cp>Meanwhile, teenagers are also aware of how the Internet is taking ahold of their lives. Caitlyn Nelson, teacher Michele Nelson's daughter, finds it hard to focus when she is forced to do readings or even exams online. Like most teenagers, sometimes she finds herself surfing the Web when she's supposed to be reading PowerPoint slides in class.\u003c/p>\n\u003cp>Caitlyn talks about a video they watched in English class about the impact of technology.\u003c/p>\n\u003cp>\"We talked about how technology is changing ... how most people are basically becoming zombies and slaves to the Internet because that's all we can do,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I feel really bad that I'm connected to my phone all the time instead of talking to my mom. But she's also addicted to her phone.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=OK%2C+Google%2C+Where+Did+I+Put+My+Thinking+Cap%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"Some researchers say we're losing our critical thinking and memory skills by relying on the search bar. ","status":"publish","parent":0,"modified":1454920978,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":1345},"headData":{"title":"How Has Google Affected The Way Students Learn? | KQED","description":"Some researchers say we're losing our critical thinking and memory skills by relying on the search bar. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Has Google Affected The Way Students Learn?","datePublished":"2016-02-08T08:42:58.000Z","dateModified":"2016-02-08T08:42:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43662 http://ww2.kqed.org/mindshift/?p=43662","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/08/how-has-google-affected-the-way-students-learn/","disqusTitle":"How Has Google Affected The Way Students Learn?","nprImageCredit":"Stuart Kinlough","nprByline":"Zhai Yun Tan","nprImageAgency":"Ikon Images/Getty Images","nprStoryId":"465699380","nprApiLink":"http://api.npr.org/query?id=465699380&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/alltechconsidered/2016/02/05/465699380/ok-google-where-did-i-put-my-thinking-cap?ft=nprml&f=465699380","nprRetrievedStory":"1","nprPubDate":"Fri, 05 Feb 2016 16:37:00 -0500","nprStoryDate":"Fri, 05 Feb 2016 14:52:00 -0500","nprLastModifiedDate":"Fri, 05 Feb 2016 16:37:51 -0500","path":"/mindshift/43662/how-has-google-affected-the-way-students-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Take a look at this question: How do modern novels represent the characteristics of humanity?\u003c/p>\n\u003cp>If you were tasked with answering it, what would your first step be? Would you scribble down your thoughts — or would you Google it?\u003c/p>\n\u003cp>Terry Heick, a former English teacher in Kentucky, had a surprising revelation when his eighth- and ninth-grade students quickly turned to Google.\u003c/p>\n\u003cp>\"What they would do is they would start Googling the question, 'How does a novel represent humanity?' \" Heick says. \"That was a real eye-opener to me.\"\u003c/p>\n\u003cp>For those of us who grew up with search engines, especially Google, at our fingertips — looking at all of you millennials and post-millennials — this might seem intuitive. We grew up having our questions instantly answered as long as we had access to the Internet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, with the advent of personal assistants like Siri and Google Now that aim to serve up information \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2014/03/17/290125070/computers-that-know-what-you-need-before-you-ask\">before you even know you need it\u003c/a>, you don't even need to type the questions. Just say the words and you'll have your answer.\u003c/p>\n\u003cp>But with so much information easily available, does it make us smarter? Compared to the generations before who had to adapt to the Internet, how are those who grew up using the Internet — the so-called \"Google generation\" — different?\u003c/p>\n\u003cp>Heick had intended for his students to take a moment to think, figure out what type of information they needed, how to evaluate the data and how to reconcile conflicting viewpoints. He did not intend for them to immediately Google the question, word by word — eliminating the process of critical thinking.\u003c/p>\n\u003cp>\u003cstrong>More Space To \u003c/strong>\u003cstrong>Think Or Less \u003c/strong>\u003cstrong>Time To Think?\u003c/strong>\u003c/p>\n\u003cp>There is a relative lack of research available examining the effect of search engines on our brains even as the technology is rapidly dominating our lives. Of the studies available, the answers are sometimes unclear.\u003c/p>\n\u003cp>Some argue that with easy access to information, we have more space in our brain to engage in creative activities, as humans have in the past.\u003c/p>\n\u003cp>Whenever new technology emerges — including newspapers and television — discussions about how it will threaten our brainpower always crops up, Harvard psychology professor Steven Pinker \u003ca href=\"http://www.nytimes.com/2010/06/11/opinion/11Pinker.html\">wrote in a 2010 op-ed\u003c/a> in \u003cem>The New York Times. \u003c/em>Instead of making us stupid, he wrote, the Internet and technology \"are the only things that will keep us smart.\"\u003c/p>\n\u003cp>\u003ca href=\"http://web.b.ebscohost.com/ehost/detail/detail?sid=c3559fa5-e2a8-4845-a422-fa7d9c02f21e%40sessionmgr113&vid=0&hid=124&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=57775611&db=a9h\">Daphne Bavelier\u003c/a>, a professor at the University of Geneva, wrote in 2011 that we may have lost the ability for oral memorization valued by the Greeks when writing was invented, but we gained additional skills of reading and text analysis.\u003c/p>\n\u003cp>Writer Nicholas Carr contends that the Internet will take away our ability for contemplation due to the plasticity of our brains. He wrote about the subject in a 2008 article for \u003cem>The Atlantic \u003c/em>titled \"\u003ca href=\"http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/\">Is Google Making Us Stupid\u003c/a>.\"\u003c/p>\n\u003cp>\"... what the [Internet] seems to be doing is chipping away my capacity for concentration and contemplation,\" Carr wrote.\u003c/p>\n\u003cp>The few studies available, however, do not seem to bode well for the Google generation.\u003c/p>\n\u003cp>A 2008 study commissioned by the \u003ca href=\"http://www.webarchive.org.uk/wayback/archive/20140614113419/http:/www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf\">British Library\u003c/a> found that young people go through information online very quickly without evaluating it for accuracy.\u003c/p>\n\u003cp>A \u003ca href=\"http://scholar.harvard.edu/files/dwegner/files/sparrow_et_al._2011.pdf\">2011 study\u003c/a> in the journal \u003cem>Science\u003c/em> showed that when people know they have future access to information, they tend to have a better memory of how and where to find the information — instead of recalling the information itself.\u003c/p>\n\u003cp>That phenomenon is similar to not remembering your friend's birthday because you know you can find it on Facebook. When we know that we can access this information whenever we want, we are not motivated to remember it.\u003c/p>\n\u003cp>\u003cstrong>'I'm Always On My Computer'\u003c/strong>\u003c/p>\n\u003cp>Michele Nelson, an art teacher at Estes Hills Elementary School in Chapel Hill, N.C., seems to share Carr's concerns. Nelson, who has been teaching for more than nine years, says it was obvious with her middle school students and even her 15-year-old daughter that they are unable to read long texts anymore.\u003c/p>\n\u003cp>\"They just had a really hard time comprehending if they went to a website that had a lot of information,\" Nelson says. \"They couldn't grasp it, they couldn't figure out what the important thing was.\"\u003c/p>\n\u003cp>Nelson says she struggles with the same problem.\u003c/p>\n\u003cp>\"I'm always on my computer. ... I don't read books as much as I used to,\" she says. \"It's a lot harder for my brain to get to a place where I can follow and enjoy the reading, and I get distracted very easily.\"\u003c/p>\n\u003cp>The bright side lies in a \u003ca href=\"https://www.psychologytoday.com/files/attachments/5230/136.pdf\">2009 study\u003c/a> conducted by Gary Small, the director of \u003ca href=\"https://www.semel.ucla.edu/longevity\">University of California Los Angeles' Longevity Center\u003c/a>, that explored brain activity when older adults used search engines. He found that among older people who have experience using the Internet, their brains are two times more active than those who don't when conducting Internet searches.\u003c/p>\n\u003cp>Internet searching, Small says, is like a brain exercise that can be good for our mental health.\u003c/p>\n\u003cp>\"If somebody has normal memory when they're older, I always encourage them to use the computer,\" he says. \"It enhances our lives.\"\u003c/p>\n\u003cp>For Small, the problem for younger people is the overuse of the technology that leads to distraction. Otherwise, he is excited for the new innovations in technology.\u003c/p>\n\u003cp>\"We tend to be economical in terms of how we use our brain, so if you know you don't have to memorize the directions to a certain place because you have a GPS in your car, you're not going to bother with that,\" Small says. \"You're going to use your mind to remember other kinds of information.\"\u003c/p>\n\u003cp>\u003cstrong>How To Teach Digital Natives?\u003c/strong>\u003c/p>\n\u003cp>Heick has since left teaching to start \u003ca href=\"http://www.teachthought.com/about/\">TeachThought\u003c/a>, a company that produces content to support teachers in \"innovation in teaching and learning for a 21st century audience.\"\u003c/p>\n\u003cp>To him, the Internet holds great potential for education — but curriculum must change accordingly. Since content is so readily available, teachers should not merely dole out information and instead focus on cultivating critical thinking, he says.\u003c/p>\n\u003cp>\"Classroom walls and school building walls are transparent, with technology essentially bringing the outside world to the classroom and vice versa,\" he says.\u003c/p>\n\u003cp>Heick says his company recently started working with schools and organizations in a few states, including North Carolina, Texas and New York, to develop lesson plans.\u003c/p>\n\u003cp>\"Google really lubricates that access to information and while that is fantastic, it makes us have to change a bit the way we think about things,\" Heick says. \"Because we're so busy, we have this false security that we understand something because we Googled it. Now we're moving on to the next thing instead of really rolling around with this idea and trying to understand it.\"\u003c/p>\n\u003cp>One of his recommendations is to make questions \"Google-proof.\"\u003c/p>\n\u003cp>\"Design it so that Google is crucial to creating a response rather than finding one,\" \u003ca href=\"http://www.teachthought.com/pedagogy/10-ways-teacher-planning-adjust-google-generation/\">he writes in his company's blog\u003c/a>. \"If students can Google answers — stumble on (what) you want them to remember in a few clicks — there's a problem with the instructional design.\"\u003c/p>\n\u003cp>Meanwhile, teenagers are also aware of how the Internet is taking ahold of their lives. Caitlyn Nelson, teacher Michele Nelson's daughter, finds it hard to focus when she is forced to do readings or even exams online. Like most teenagers, sometimes she finds herself surfing the Web when she's supposed to be reading PowerPoint slides in class.\u003c/p>\n\u003cp>Caitlyn talks about a video they watched in English class about the impact of technology.\u003c/p>\n\u003cp>\"We talked about how technology is changing ... how most people are basically becoming zombies and slaves to the Internet because that's all we can do,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I feel really bad that I'm connected to my phone all the time instead of talking to my mom. But she's also addicted to her phone.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=OK%2C+Google%2C+Where+Did+I+Put+My+Thinking+Cap%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43662/how-has-google-affected-the-way-students-learn","authors":["byline_mindshift_43662"],"categories":["mindshift_192","mindshift_195","mindshift_20524"],"tags":["mindshift_20784","mindshift_1040","mindshift_105","mindshift_20556"],"featImg":"mindshift_43663","label":"mindshift"},"mindshift_42660":{"type":"posts","id":"mindshift_42660","meta":{"index":"posts_1591205157","site":"mindshift","id":"42660","score":null,"sort":[1446557607000]},"guestAuthors":[],"slug":"what-the-future-of-tech-skills-education-could-look-like","title":"What the Future of Tech Skills Education Could Look Like","publishDate":1446557607,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Our Ideas series is exploring how innovation happens in education.\u003c/em>\u003c/p>\n\u003cp>As one of the biggest, most successful tech companies, Google can hire pretty much anyone it wants.\u003c/p>\n\u003cp>Accordingly, the company tends to favor Ph.D.s from Stanford and MIT. But, it has just partnered with a for-profit company called General Assembly to offer a series of short, non-credit courses for people who want to learn how to build applications for Android, Google's mobile platform. Short, as in just 12 weeks from novice to employable.\u003c/p>\n\u003cp>This is just one of a slew of big announcements this fall coming out of a peculiar, fast-growing corner of the higher education world: the \u003ca href=\"http://www.npr.org/sections/ed/2014/12/20/370954988/twelve-weeks-to-a-six-figure-job\">coder bootcamp\u003c/a>. This is really an entire new industry within higher ed that's grown up in about five years.\u003c/p>\n\u003cp>Bootcamps are designed to teach cutting-edge technical skills like being a web developer or a mobile-app developer. Charging between $10,000 and $20,000 for tuition, with no previous experience required, in the course of just three to six months they promise to make participants highly employable in a lucrative and fast-growing industry.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As the industry grows, there are still a lot of unanswered questions, notably about ensuring quality and honesty in reporting of statistics like job placement. (A recent survey by an organization called\u003ca href=\"https://www.coursereport.com/2015-coding-bootcamp-job-placement-demographics-report\"> Course Report\u003c/a> says 66 percent of bootcamp graduates are employed in a related field and that they experienced a 38 percent salary bump on average.)\u003c/p>\n\u003cp>Still, the sector has attracted attention not just from major employers like Google, but from \u003ca href=\"http://www.npr.org/sections/ed/2015/07/14/421823701/new-student-loans-for-a-new-for-profit-education-sector\">startup private education lenders\u003c/a>, the big for-profit education companies and, not surprisingly, from regulators within the Department of Education as well.\u003c/p>\n\u003cp>For more thoughts on the future of tech-skills education and skills training more generally, I called up Jake Schwartz, CEO of General Assembly — one of the emerging leaders in this new sector.\u003c/p>\n\u003cp>Schwartz didn't expect to go into the education business, much less start \"a global educational institution.\" In 2011, he and cofounders Adam Pritzker, Matthew Brimer and Brad Hargreaves opened a co-working space in Manhattan, where startup companies could rent desk space and share resources and networking opportunities.\u003c/p>\n\u003cp>To help pay the rent, they started holding workshops at night on topics like web design. Today they have 14 campuses in seven countries.\u003c/p>\n\u003cp>\u003cstrong>How did the new collaboration with Google arise? What are they getting out of this?\u003c/strong>\u003c/p>\n\u003cp>Android is one of the fastest growing platforms in the world — they have a billion users worldwide. We released \u003ca href=\"http://blog.generalassemb.ly/tag/hybrid-jobs/\">a jobs report this summer with Burning Glass \u003c/a>showing that demand for mobile developers has grown by over 150 percent in the last five years. I'm pumped that Google wanted to do this with us.\u003c/p>\n\u003cp>\u003cstrong>How heavily involved was Google in helping you develop these programs?\u003c/strong>\u003c/p>\n\u003cp>They made introductions, offered input on best practices, collaborated on the curriculum and contributed devices for students to use. And I expect they'll continue to be involved and to offer networking opportunities to students.\u003c/p>\n\u003cp>\u003cstrong>So, this makes me think of how, in a previous generation, a community college may have helped trained welders to work in the local factory. Do you all see yourselves as the technical-skills providers for a new industry and a new generation?\u003c/strong>\u003c/p>\n\u003cp>This is not a new idea — I'm sure Detroit was filled with these kinds of programs back in the day. GE and AT&T had their own college campuses where new hires and employees would spend weeks at a time. They were making massive investments in training. And as average employee tenure went down, these investments also decreased.\u003c/p>\n\u003cp>We focus on the students first, but we see this as a two-sided market, addressing the needs of both companies and employees.\u003c/p>\n\u003cp>\u003cstrong>Right, and let me make clear that your program isn't training people to work directly for Google, necessarily. Android developers instead work for companies making apps that use Google's Android operating system. You call it an ecosystem.\u003c/strong>\u003c/p>\n\u003cp>Yes. The No. 1 thing they hear from their developer network is, I need more developers!\u003c/p>\n\u003cp>So for Google it's a great opportunity to do stuff for that ecosystem and build their platform at the same time.\u003c/p>\n\u003cp>Anything that brings the employers and corporate ecosystem closer to educators is a positive thing.\u003c/p>\n\u003cp>\u003cstrong>So, now that the job market is more competitive, more loosely joined, and more entrepreneurial than it was in the past, you see yourselves as helping close the skills gap? And that's a role that might have been filled by a public institution previously?\u003c/strong>\u003c/p>\n\u003cp>Very few people out there are asking the companies what they want. U.S. companies spend about $200 billion a year on talent acquisition and training. That's more than \u003ca href=\"https://www2.ed.gov/about/reports/annual/2014report/fsa-report.pdf\">the $134 billion that the federal government spends for student aid. \u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Speaking of student aid, the Department of Education recently announced that they'll be \u003ca href=\"http://www.npr.org/sections/ed/2015/10/14/448570520/federal-student-loans-for-coding-boot-camps\">making short-term programs like yours eligible for student loans and Pell Grants,\u003c/a> and that people will be able to take them for college credit, through partnerships with existing universities. How is General Assembly moving forward with this idea?\u003c/strong>\u003c/p>\n\u003cp>We've been doing all sorts of partnerships with forward-thinking institutions: with Colgate University, Wharton Business School, the New School. We have a bunch in the pipeline. I would put them all in the experimental stage — I don't think we've landed on a single model yet.\u003c/p>\n\u003cp>What I love generally is, most institutions that are talking to us realize that they need to serve their students. It's part of the value proposition that enables them to compete and differentiate in the 21st century.\u003c/p>\n\u003cp>\u003cstrong>What really strikes me about what you guys are doing is that, when we think of innovation and the role of technology in higher education, most of the time people think about online education, predictive analytics and other gadgets. But the innovation represented by programs like General Assembly is different: It's because the tech industry imposes the need for people to update skills so quickly that you've created this model that is as fast as possible — which means being face-to-face, having a low student-teacher ratio — and that works so closely with industry to update curricula and offerings as fast as needed.\u003c/strong>\u003c/p>\n\u003cp>You nailed it.\u003c/p>\n\u003cp>\u003cstrong>And you've also grown by marketing directly to the student, who pays retail, instead of traditional higher education which has lots of other stakeholders and payers involved, like lenders and the federal government.\u003c/strong>\u003c/p>\n\u003cp>I'm really hoping and pushing and making a lot of moves to hopefully innovate on the model in higher ed, to create better more sustainable solutions that don't call in all the weird perverse incentives and bizarre power dynamics.\u003c/p>\n\u003cp>\u003cstrong>Can you give an example?\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We want to objectively report all our numbers: How much people paid and how they did in the job market. It's such a good way of not manipulating the potential indicators of risk and reward.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Un-College+That%27s+Training+%24100%2C000+App+Developers&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"General Assembly offers high tech training face-to-face. Google and the Department of Education are paying attention.","status":"publish","parent":0,"modified":1446572448,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1196},"headData":{"title":"What the Future of Tech Skills Education Could Look Like | KQED","description":"General Assembly offers high tech training face-to-face. Google and the Department of Education are paying attention.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What the Future of Tech Skills Education Could Look Like","datePublished":"2015-11-03T13:33:27.000Z","dateModified":"2015-11-03T17:40:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42660 http://ww2.kqed.org/mindshift/?p=42660","disqusUrl":"https://ww2.kqed.org/mindshift/2015/11/03/what-the-future-of-tech-skills-education-could-look-like/","disqusTitle":"What the Future of Tech Skills Education Could Look Like","nprByline":"Anya Kamenetz, \u003ca href=\"http://www.npr.org/sections/ed/2015/11/03/451999158/the-un-college-thats-training-100-000-app-developers\">NPR\u003c/a>","nprStoryId":"451999158","nprApiLink":"http://api.npr.org/query?id=451999158&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2015/11/03/451999158/the-un-college-thats-training-100-000-app-developers?ft=nprml&f=451999158","nprRetrievedStory":"1","nprPubDate":"Tue, 03 Nov 2015 08:14:00 -0500","nprStoryDate":"Tue, 03 Nov 2015 04:03:00 -0500","nprLastModifiedDate":"Tue, 03 Nov 2015 05:40:30 -0500","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/me/2015/11/20151103_me_the_un-college_thats_training_100000_app_developers.mp3?orgId=1&topicId=1013&aggIds=447822852&d=204&p=3&story=451999158&t=progseg&e=454180301&seg=7&ft=nprml&f=451999158","nprAudioM3u":"http://api.npr.org/m3u/1454192940-68144d.m3u?orgId=1&topicId=1013&aggIds=447822852&d=204&p=3&story=451999158&t=progseg&e=454180301&seg=7&ft=nprml&f=451999158","path":"/mindshift/42660/what-the-future-of-tech-skills-education-could-look-like","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/me/2015/11/20151103_me_the_un-college_thats_training_100000_app_developers.mp3?orgId=1&topicId=1013&aggIds=447822852&d=204&p=3&story=451999158&t=progseg&e=454180301&seg=7&ft=nprml&f=451999158","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Our Ideas series is exploring how innovation happens in education.\u003c/em>\u003c/p>\n\u003cp>As one of the biggest, most successful tech companies, Google can hire pretty much anyone it wants.\u003c/p>\n\u003cp>Accordingly, the company tends to favor Ph.D.s from Stanford and MIT. But, it has just partnered with a for-profit company called General Assembly to offer a series of short, non-credit courses for people who want to learn how to build applications for Android, Google's mobile platform. Short, as in just 12 weeks from novice to employable.\u003c/p>\n\u003cp>This is just one of a slew of big announcements this fall coming out of a peculiar, fast-growing corner of the higher education world: the \u003ca href=\"http://www.npr.org/sections/ed/2014/12/20/370954988/twelve-weeks-to-a-six-figure-job\">coder bootcamp\u003c/a>. This is really an entire new industry within higher ed that's grown up in about five years.\u003c/p>\n\u003cp>Bootcamps are designed to teach cutting-edge technical skills like being a web developer or a mobile-app developer. Charging between $10,000 and $20,000 for tuition, with no previous experience required, in the course of just three to six months they promise to make participants highly employable in a lucrative and fast-growing industry.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As the industry grows, there are still a lot of unanswered questions, notably about ensuring quality and honesty in reporting of statistics like job placement. (A recent survey by an organization called\u003ca href=\"https://www.coursereport.com/2015-coding-bootcamp-job-placement-demographics-report\"> Course Report\u003c/a> says 66 percent of bootcamp graduates are employed in a related field and that they experienced a 38 percent salary bump on average.)\u003c/p>\n\u003cp>Still, the sector has attracted attention not just from major employers like Google, but from \u003ca href=\"http://www.npr.org/sections/ed/2015/07/14/421823701/new-student-loans-for-a-new-for-profit-education-sector\">startup private education lenders\u003c/a>, the big for-profit education companies and, not surprisingly, from regulators within the Department of Education as well.\u003c/p>\n\u003cp>For more thoughts on the future of tech-skills education and skills training more generally, I called up Jake Schwartz, CEO of General Assembly — one of the emerging leaders in this new sector.\u003c/p>\n\u003cp>Schwartz didn't expect to go into the education business, much less start \"a global educational institution.\" In 2011, he and cofounders Adam Pritzker, Matthew Brimer and Brad Hargreaves opened a co-working space in Manhattan, where startup companies could rent desk space and share resources and networking opportunities.\u003c/p>\n\u003cp>To help pay the rent, they started holding workshops at night on topics like web design. Today they have 14 campuses in seven countries.\u003c/p>\n\u003cp>\u003cstrong>How did the new collaboration with Google arise? What are they getting out of this?\u003c/strong>\u003c/p>\n\u003cp>Android is one of the fastest growing platforms in the world — they have a billion users worldwide. We released \u003ca href=\"http://blog.generalassemb.ly/tag/hybrid-jobs/\">a jobs report this summer with Burning Glass \u003c/a>showing that demand for mobile developers has grown by over 150 percent in the last five years. I'm pumped that Google wanted to do this with us.\u003c/p>\n\u003cp>\u003cstrong>How heavily involved was Google in helping you develop these programs?\u003c/strong>\u003c/p>\n\u003cp>They made introductions, offered input on best practices, collaborated on the curriculum and contributed devices for students to use. And I expect they'll continue to be involved and to offer networking opportunities to students.\u003c/p>\n\u003cp>\u003cstrong>So, this makes me think of how, in a previous generation, a community college may have helped trained welders to work in the local factory. Do you all see yourselves as the technical-skills providers for a new industry and a new generation?\u003c/strong>\u003c/p>\n\u003cp>This is not a new idea — I'm sure Detroit was filled with these kinds of programs back in the day. GE and AT&T had their own college campuses where new hires and employees would spend weeks at a time. They were making massive investments in training. And as average employee tenure went down, these investments also decreased.\u003c/p>\n\u003cp>We focus on the students first, but we see this as a two-sided market, addressing the needs of both companies and employees.\u003c/p>\n\u003cp>\u003cstrong>Right, and let me make clear that your program isn't training people to work directly for Google, necessarily. Android developers instead work for companies making apps that use Google's Android operating system. You call it an ecosystem.\u003c/strong>\u003c/p>\n\u003cp>Yes. The No. 1 thing they hear from their developer network is, I need more developers!\u003c/p>\n\u003cp>So for Google it's a great opportunity to do stuff for that ecosystem and build their platform at the same time.\u003c/p>\n\u003cp>Anything that brings the employers and corporate ecosystem closer to educators is a positive thing.\u003c/p>\n\u003cp>\u003cstrong>So, now that the job market is more competitive, more loosely joined, and more entrepreneurial than it was in the past, you see yourselves as helping close the skills gap? And that's a role that might have been filled by a public institution previously?\u003c/strong>\u003c/p>\n\u003cp>Very few people out there are asking the companies what they want. U.S. companies spend about $200 billion a year on talent acquisition and training. That's more than \u003ca href=\"https://www2.ed.gov/about/reports/annual/2014report/fsa-report.pdf\">the $134 billion that the federal government spends for student aid. \u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Speaking of student aid, the Department of Education recently announced that they'll be \u003ca href=\"http://www.npr.org/sections/ed/2015/10/14/448570520/federal-student-loans-for-coding-boot-camps\">making short-term programs like yours eligible for student loans and Pell Grants,\u003c/a> and that people will be able to take them for college credit, through partnerships with existing universities. How is General Assembly moving forward with this idea?\u003c/strong>\u003c/p>\n\u003cp>We've been doing all sorts of partnerships with forward-thinking institutions: with Colgate University, Wharton Business School, the New School. We have a bunch in the pipeline. I would put them all in the experimental stage — I don't think we've landed on a single model yet.\u003c/p>\n\u003cp>What I love generally is, most institutions that are talking to us realize that they need to serve their students. It's part of the value proposition that enables them to compete and differentiate in the 21st century.\u003c/p>\n\u003cp>\u003cstrong>What really strikes me about what you guys are doing is that, when we think of innovation and the role of technology in higher education, most of the time people think about online education, predictive analytics and other gadgets. But the innovation represented by programs like General Assembly is different: It's because the tech industry imposes the need for people to update skills so quickly that you've created this model that is as fast as possible — which means being face-to-face, having a low student-teacher ratio — and that works so closely with industry to update curricula and offerings as fast as needed.\u003c/strong>\u003c/p>\n\u003cp>You nailed it.\u003c/p>\n\u003cp>\u003cstrong>And you've also grown by marketing directly to the student, who pays retail, instead of traditional higher education which has lots of other stakeholders and payers involved, like lenders and the federal government.\u003c/strong>\u003c/p>\n\u003cp>I'm really hoping and pushing and making a lot of moves to hopefully innovate on the model in higher ed, to create better more sustainable solutions that don't call in all the weird perverse incentives and bizarre power dynamics.\u003c/p>\n\u003cp>\u003cstrong>Can you give an example?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We want to objectively report all our numbers: How much people paid and how they did in the job market. It's such a good way of not manipulating the potential indicators of risk and reward.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Un-College+That%27s+Training+%24100%2C000+App+Developers&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42660/what-the-future-of-tech-skills-education-could-look-like","authors":["byline_mindshift_42660"],"categories":["mindshift_195"],"tags":["mindshift_20936","mindshift_20784","mindshift_1040","mindshift_105","mindshift_68"],"featImg":"mindshift_42661","label":"mindshift"},"mindshift_28757":{"type":"posts","id":"mindshift_28757","meta":{"index":"posts_1591205157","site":"mindshift","id":"28757","score":null,"sort":[1368565248000]},"guestAuthors":[],"slug":"google-glass-vision-for-future-of-learning","title":"Google Glass: Vision for Future of Learning?","publishDate":1368565248,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>This is a shamelessly promotional video for \u003ca href=\"http://www.google.com/glass/start/\">Google Glass\u003c/a>, but it shows the possibilities this tool opens up for learners. Andrew Vanden Heuvel teaches advanced physics online to high school students whose schools don't offer the course. He explores \u003ca href=\"http://home.web.cern.ch/\">CERN\u003c/a>, the famous particle physics laboratory in Geneva, Switzerland, bringing it back into the classroom in real time with Google glasses.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/yRrdeFh5-io\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Andrew Vanden Heuvel, teaches advanced physics online to high school students, shows the possibilities Google Glass opens up for learners. ","status":"publish","parent":0,"modified":1369353483,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["http://www.youtube.com/embed/yRrdeFh5-io"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":63},"headData":{"title":"Google Glass: Vision for Future of Learning? | KQED","description":"Andrew Vanden Heuvel, teaches advanced physics online to high school students, shows the possibilities Google Glass opens up for learners. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Google Glass: Vision for Future of Learning?","datePublished":"2013-05-14T21:00:48.000Z","dateModified":"2013-05-23T23:58:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28757 http://blogs.kqed.org/mindshift/?p=28757","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/14/google-glass-vision-for-future-of-learning/","disqusTitle":"Google Glass: Vision for Future of Learning?","path":"/mindshift/28757/google-glass-vision-for-future-of-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>This is a shamelessly promotional video for \u003ca href=\"http://www.google.com/glass/start/\">Google Glass\u003c/a>, but it shows the possibilities this tool opens up for learners. Andrew Vanden Heuvel teaches advanced physics online to high school students whose schools don't offer the course. He explores \u003ca href=\"http://home.web.cern.ch/\">CERN\u003c/a>, the famous particle physics laboratory in Geneva, Switzerland, bringing it back into the classroom in real time with Google glasses.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/yRrdeFh5-io\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28757/google-glass-vision-for-future-of-learning","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_105","mindshift_707"],"featImg":"mindshift_28758","label":"mindshift"},"mindshift_22238":{"type":"posts","id":"mindshift_22238","meta":{"index":"posts_1591205157","site":"mindshift","id":"22238","score":null,"sort":[1343746818000]},"guestAuthors":[],"slug":"project-glass-googles-augmented-reality-experiment","title":"Project Glass: Google's Augmented Reality Experiment","publishDate":1343746818,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>We've talked about how \u003ca href=\"http://ww2.kqed.org/mindshift/tag/augmented-reality/\">augmented reality \u003c/a>can be used as a learning tool. Now see how Google's budding \u003ca href=\"https://plus.google.com/111626127367496192147/posts\">Project Glass\u003c/a> takes us a few giant leaps into the future.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>http://www.youtube.com/watch?v=9c6W4CCU9M4&feature=youtu.be\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1343415728,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":45},"headData":{"title":"Project Glass: Google's Augmented Reality Experiment | KQED","description":"We've talked about how augmented reality can be used as a learning tool. Now see how Google's budding Project Glass takes us a few giant leaps into the future. http://www.youtube.com/watch?v=9c6W4CCU9M4&feature=youtu.be","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Project Glass: Google's Augmented Reality Experiment","datePublished":"2012-07-31T15:00:18.000Z","dateModified":"2012-07-27T19:02:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"22238 http://blogs.kqed.org/mindshift/?p=22238","disqusUrl":"https://ww2.kqed.org/mindshift/2012/07/31/project-glass-googles-augmented-reality-experiment/","disqusTitle":"Project Glass: Google's Augmented Reality Experiment","path":"/mindshift/22238/project-glass-googles-augmented-reality-experiment","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>We've talked about how \u003ca href=\"http://ww2.kqed.org/mindshift/tag/augmented-reality/\">augmented reality \u003c/a>can be used as a learning tool. Now see how Google's budding \u003ca href=\"https://plus.google.com/111626127367496192147/posts\">Project Glass\u003c/a> takes us a few giant leaps into the future.\u003c/p>\n\u003cp> \u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/9c6W4CCU9M4'\n title='//www.youtube.com/embed/9c6W4CCU9M4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22238/project-glass-googles-augmented-reality-experiment","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_335","mindshift_105","mindshift_911"],"featImg":"mindshift_23056","label":"mindshift"},"mindshift_22416":{"type":"posts","id":"mindshift_22416","meta":{"index":"posts_1591205157","site":"mindshift","id":"22416","score":null,"sort":[1340723949000]},"guestAuthors":[],"slug":"why-its-important-to-understand-google-ranking","title":"Why It's Important to Understand Google Ranking","publishDate":1340723949,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_22418\" class=\"wp-caption left\" style=\"max-width: 170px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-its-important-to-understand-google-ranking/question-mark-horia-varlan/\" rel=\"attachment wp-att-22418\">\u003cimg class=\"size-full wp-image-22418\" title=\"question mark Horia Varlan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/question-mark-Horia-Varlan.jpg\" alt='\"Question Mark Made of Puzzle Pieces\" by Horia Varlan' width=\"170\" height=\"256\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\"Question Mark Made of Puzzle Pieces\" by Horia Varlan\u003c/figcaption>\u003c/figure>\n\u003cp>Students rely heavily on ranking--or how search tools decide the order in which to display results--to help them select sources to read. Most of us do, but the data about students comes from researchers Andrew Asher of Bucknell University and Lynda Duke of Illinois Wesleyan University.\u003c/p>\n\u003cp>The researchers presented the findings of their latest study and forthcoming paper on \u003ca href=\"http://crl.acrl.org/content/early/2012/05/07/crl-374.abstract?cited-by=yes&legid=crl;crl-374v1\">how university students do research\u003c/a>, at the \u003ca href=\"http://www.ala.org/\">American Library Association\u003c/a> Annual conference, and in the talk they emphasized some of their takeaways about what research skills should look like, including an overall focus on critical thinking skills and the ability to evaluate the quality of sources.\u003c/p>\n\u003cp>Because of the reliance on ranking, Asher and Duke argue, it's critical for students to have some understanding of how each search tool they use makes these decisions.\u003c/p>\n\u003cp>To that end, here are a few resources to help understand and communicate with students about how Google ranks search results. Understanding the fundamentals of ranking will help students write better queries and make better choices about where to click.\u003c/p>\n\u003cul>\n\u003cli>This video,\u003ca href=\"http://www.youtube.com/watch?v=BNHR6IQJGZs\"> How Search Works\u003c/a> by Matt Cutts gives a nice overview of how items are ranked.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Because there are changes going on to the subtler points of ranking all the time, Google makes more than 500 ranking updates in a typical year. How does that happen? You can get an overview of \u003ca href=\"http://insidesearch.blogspot.com/2011/08/another-look-under-hood-of-search.html\">how such decisions are made\u003c/a> and find out more about \u003ca href=\"http://www.youtube.com/watch?v=J5RZOU6vK4Q&feature=player_embedded\">how Google changes its search algorithm\u003c/a>. Take a look at this\u003ca title=\"Video! The search quality meeting, uncut (annotated)\" href=\"http://insidesearch.blogspot.com/2012/03/video-search-quality-meeting-uncut.html\" target=\"_blank\"> Search Quality meeting\u003c/a> to get an insiders' look into the process.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>KEEPING UP ON CHANGES\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To dig even deeper, check out the monthly posts on the Inside Search blog that cover the changes made to improve search quality. Here, you can see results to the query [\u003ca href=\"https://www.google.com/search?hl=en&tbo=1&biw=1526&bih=842&tbs=qdr%3Ay%2Csbd%3A1&q=site%3Ainsidesearch.blogspot.com+intitle%3A%22search+quality+highlights%22+ranking&oq=site%3Ainsidesearch.blogspot.com+intitle%3A%22search+quality+highlights%22+ranking&aq=f&aqi=&aql=&gs_l=serp.3...118141.119096.0.119550.11.11.0.0.0.4.180.1357.4j7.11.0.eqn%2Ccconf%3D1-0%2Cmin_length%3D2%2Crate_low%3D0-025%2Crate_high%3D0-025%2Csecond_pass%3Dfalse%2Cnum_suggestions%3D2..0.0.qUtozyop8ts\">site:insidesearch.blogspot.com intitle:\"search quality highlights\" ranking\u003c/a>], which uses a site: operator to limit results to pages within the Inside Search blog and uses an \"intitle\": operator to limit to posts that have the phrase “search quality highlights” in the title. If you click on the link, you \u003c!--more-->can also note that the time filters in the left-hand side of the screen are set to show articles just from the past year, and that the articles are sorted by date so you can look at the changes in order, starting with the most recent.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1340723950,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":408},"headData":{"title":"Why It's Important to Understand Google Ranking | KQED","description":"Students rely heavily on ranking--or how search tools decide the order in which to display results--to help them select sources to read. Most of us do, but the data about students comes from researchers Andrew Asher of Bucknell University and Lynda Duke of Illinois Wesleyan University. The researchers presented the findings of their latest study","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why It's Important to Understand Google Ranking","datePublished":"2012-06-26T15:19:09.000Z","dateModified":"2012-06-26T15:19:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"22416 http://blogs.kqed.org/mindshift/?p=22416","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/26/why-its-important-to-understand-google-ranking/","disqusTitle":"Why It's Important to Understand Google Ranking","path":"/mindshift/22416/why-its-important-to-understand-google-ranking","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_22418\" class=\"wp-caption left\" style=\"max-width: 170px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-its-important-to-understand-google-ranking/question-mark-horia-varlan/\" rel=\"attachment wp-att-22418\">\u003cimg class=\"size-full wp-image-22418\" title=\"question mark Horia Varlan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/question-mark-Horia-Varlan.jpg\" alt='\"Question Mark Made of Puzzle Pieces\" by Horia Varlan' width=\"170\" height=\"256\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\"Question Mark Made of Puzzle Pieces\" by Horia Varlan\u003c/figcaption>\u003c/figure>\n\u003cp>Students rely heavily on ranking--or how search tools decide the order in which to display results--to help them select sources to read. Most of us do, but the data about students comes from researchers Andrew Asher of Bucknell University and Lynda Duke of Illinois Wesleyan University.\u003c/p>\n\u003cp>The researchers presented the findings of their latest study and forthcoming paper on \u003ca href=\"http://crl.acrl.org/content/early/2012/05/07/crl-374.abstract?cited-by=yes&legid=crl;crl-374v1\">how university students do research\u003c/a>, at the \u003ca href=\"http://www.ala.org/\">American Library Association\u003c/a> Annual conference, and in the talk they emphasized some of their takeaways about what research skills should look like, including an overall focus on critical thinking skills and the ability to evaluate the quality of sources.\u003c/p>\n\u003cp>Because of the reliance on ranking, Asher and Duke argue, it's critical for students to have some understanding of how each search tool they use makes these decisions.\u003c/p>\n\u003cp>To that end, here are a few resources to help understand and communicate with students about how Google ranks search results. Understanding the fundamentals of ranking will help students write better queries and make better choices about where to click.\u003c/p>\n\u003cul>\n\u003cli>This video,\u003ca href=\"http://www.youtube.com/watch?v=BNHR6IQJGZs\"> How Search Works\u003c/a> by Matt Cutts gives a nice overview of how items are ranked.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Because there are changes going on to the subtler points of ranking all the time, Google makes more than 500 ranking updates in a typical year. How does that happen? You can get an overview of \u003ca href=\"http://insidesearch.blogspot.com/2011/08/another-look-under-hood-of-search.html\">how such decisions are made\u003c/a> and find out more about \u003ca href=\"http://www.youtube.com/watch?v=J5RZOU6vK4Q&feature=player_embedded\">how Google changes its search algorithm\u003c/a>. Take a look at this\u003ca title=\"Video! The search quality meeting, uncut (annotated)\" href=\"http://insidesearch.blogspot.com/2012/03/video-search-quality-meeting-uncut.html\" target=\"_blank\"> Search Quality meeting\u003c/a> to get an insiders' look into the process.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>KEEPING UP ON CHANGES\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To dig even deeper, check out the monthly posts on the Inside Search blog that cover the changes made to improve search quality. Here, you can see results to the query [\u003ca href=\"https://www.google.com/search?hl=en&tbo=1&biw=1526&bih=842&tbs=qdr%3Ay%2Csbd%3A1&q=site%3Ainsidesearch.blogspot.com+intitle%3A%22search+quality+highlights%22+ranking&oq=site%3Ainsidesearch.blogspot.com+intitle%3A%22search+quality+highlights%22+ranking&aq=f&aqi=&aql=&gs_l=serp.3...118141.119096.0.119550.11.11.0.0.0.4.180.1357.4j7.11.0.eqn%2Ccconf%3D1-0%2Cmin_length%3D2%2Crate_low%3D0-025%2Crate_high%3D0-025%2Csecond_pass%3Dfalse%2Cnum_suggestions%3D2..0.0.qUtozyop8ts\">site:insidesearch.blogspot.com intitle:\"search quality highlights\" ranking\u003c/a>], which uses a site: operator to limit results to pages within the Inside Search blog and uses an \"intitle\": operator to limit to posts that have the phrase “search quality highlights” in the title. If you click on the link, you \u003c!--more-->can also note that the time filters in the left-hand side of the screen are set to show articles just from the past year, and that the articles are sorted by date so you can look at the changes in order, starting with the most recent.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22416/why-its-important-to-understand-google-ranking","authors":["4359"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_105","mindshift_894"],"featImg":"mindshift_22418","label":"mindshift"},"mindshift_21059":{"type":"posts","id":"mindshift_21059","meta":{"index":"posts_1591205157","site":"mindshift","id":"21059","score":null,"sort":[1335975000000]},"guestAuthors":[],"slug":"google-launches-new-search-education-site-with-lesson-plans","title":"Google Launches New Search Education Site with Lesson Plans","publishDate":1335975000,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/google-launches-new-search-education-site-with-lesson-plans/screen-shot-2012-05-01-at-6-06-53-pm/\" rel=\"attachment wp-att-21077\">\u003cimg class=\"alignleft size-medium wp-image-21077\" title=\"Screen shot 2012-05-01 at 6.06.53 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-shot-2012-05-01-at-6.06.53-PM-300x188.png\" alt=\"\" width=\"300\" height=\"188\">\u003c/a>\u003c/div>\n\u003cp>Google has launched a new site called \u003ca href=\"http://www.google.com/insidesearch/searcheducation/\">Search Education\u003c/a> aimed at educators who want to teach online search strategies.\u003c/p>\n\u003cp>The site includes lesson plans geared at different levels of expertise -- \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lessons.html\">beginner, intermediate and advanced\u003c/a>-- as well as training videos that walk through different strategies for subjects like using Creative Commons and Google maps.\u003c/p>\n\u003cp>The lessons cover the \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lessons.html\">following topics\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Picking the right search terms\u003c/li>\n\u003cli>Understanding search results\u003c/li>\n\u003cli>Searching for evidence for research tasks\u003c/li>\n\u003cli>Narrowing a search to get the best results\u003c/li>\n\u003cli>Evaluating the credibility of sources\u003c/li>\n\u003c/ul>\n\u003cp>For each topic, lessons for every level of searcher goes into deep detail, offering background explanations of how search works the way it does, specific examples of search words and their results, and numerous tips. There's also a short quiz at the end of each lesson.\u003c/p>\n\u003cp>The lessons are aligned with the Common Core Curriculum Standards and refer to the K-12 College and Career Readiness (CCR) Anchor Standards. According to Google, the lessons are not intended to comprise a whole research unit, but to be integrated into various units as they fit to \u003c!--more-->individual educators' needs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some methods are designed for starting from a specific question or exercise, while others are for created to launch from a topic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The site also features \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lessons.html\">A Google A Day\u003c/a> lessons for daily search exercises, as well as a \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lesson-map.html\">Lesson Plan Map\u003c/a> that shows an overarching guide to how to use the site based on factors like level, knowledge, and skills.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1337690342,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":247},"headData":{"title":"Google Launches New Search Education Site with Lesson Plans | KQED","description":"Google has launched a new site called Search Education aimed at educators who want to teach online search strategies. The site includes lesson plans geared at different levels of expertise -- beginner, intermediate and advanced-- as well as training videos that walk through different strategies for subjects like using Creative Commons and Google maps. The","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Google Launches New Search Education Site with Lesson Plans","datePublished":"2012-05-02T16:10:00.000Z","dateModified":"2012-05-22T12:39:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21059 http://blogs.kqed.org/mindshift/?p=21059","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/02/google-launches-new-search-education-site-with-lesson-plans/","disqusTitle":"Google Launches New Search Education Site with Lesson Plans","path":"/mindshift/21059/google-launches-new-search-education-site-with-lesson-plans","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/google-launches-new-search-education-site-with-lesson-plans/screen-shot-2012-05-01-at-6-06-53-pm/\" rel=\"attachment wp-att-21077\">\u003cimg class=\"alignleft size-medium wp-image-21077\" title=\"Screen shot 2012-05-01 at 6.06.53 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-shot-2012-05-01-at-6.06.53-PM-300x188.png\" alt=\"\" width=\"300\" height=\"188\">\u003c/a>\u003c/div>\n\u003cp>Google has launched a new site called \u003ca href=\"http://www.google.com/insidesearch/searcheducation/\">Search Education\u003c/a> aimed at educators who want to teach online search strategies.\u003c/p>\n\u003cp>The site includes lesson plans geared at different levels of expertise -- \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lessons.html\">beginner, intermediate and advanced\u003c/a>-- as well as training videos that walk through different strategies for subjects like using Creative Commons and Google maps.\u003c/p>\n\u003cp>The lessons cover the \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lessons.html\">following topics\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Picking the right search terms\u003c/li>\n\u003cli>Understanding search results\u003c/li>\n\u003cli>Searching for evidence for research tasks\u003c/li>\n\u003cli>Narrowing a search to get the best results\u003c/li>\n\u003cli>Evaluating the credibility of sources\u003c/li>\n\u003c/ul>\n\u003cp>For each topic, lessons for every level of searcher goes into deep detail, offering background explanations of how search works the way it does, specific examples of search words and their results, and numerous tips. There's also a short quiz at the end of each lesson.\u003c/p>\n\u003cp>The lessons are aligned with the Common Core Curriculum Standards and refer to the K-12 College and Career Readiness (CCR) Anchor Standards. According to Google, the lessons are not intended to comprise a whole research unit, but to be integrated into various units as they fit to \u003c!--more-->individual educators' needs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some methods are designed for starting from a specific question or exercise, while others are for created to launch from a topic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The site also features \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lessons.html\">A Google A Day\u003c/a> lessons for daily search exercises, as well as a \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lesson-map.html\">Lesson Plan Map\u003c/a> that shows an overarching guide to how to use the site based on factors like level, knowledge, and skills.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21059/google-launches-new-search-education-site-with-lesson-plans","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_105","mindshift_859","mindshift_695"],"featImg":"mindshift_21077","label":"mindshift"},"mindshift_19668":{"type":"posts","id":"mindshift_19668","meta":{"index":"posts_1591205157","site":"mindshift","id":"19668","score":null,"sort":[1331125241000]},"guestAuthors":[],"slug":"cant-confirm-that-quotation-search-google-books","title":"Can't Confirm That Quotation? Search Google Books","publishDate":1331125241,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 375px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/dstrelau/5850843605/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-19725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/5850843605_059756c6c6.jpg\" alt=\"\" width=\"375\" height=\"500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/5850843605_059756c6c6.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/5850843605_059756c6c6-320x427.jpg 320w\" sizes=\"(max-width: 375px) 100vw, 375px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: dstrelau\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>Dear Savvy Searcher,\u003c/em>\u003c/p>\n\u003cp>\u003cem>“We have hit a stumper. A colleague is looking for confirmation that Maya Angelou said the following (along with where and when):\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">‘We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color.’\u003c/p>\n\u003cp>\u003cem>We have looked widely and been unable to confirm the attribution. Everyone on the web seems to agree that she said it but no one attributes it with a citation of any sort.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Thanks! I hope y'all can help. We are stymied.”\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Joy Millam\u003c/em>\u003cbr>\n\u003cem>Teacher Librarian\u003c/em>\u003cbr>\n(Reprinted with author permission \u003ca href=\"https://listserv.syr.edu/scripts/wa.exe?A2=LM_NET;ea85663b.1110\">from the LM_Net Archive\u003c/a>, \u003ca href=\"http://listserv.syr.edu/scripts/wa.exe?A3=ind1110&L=LM_NET&E=quoted-printable&P=459635&B=--&T=text%2Fplain;%20charset=us-ascii&header=1\">answer posted here\u003c/a>)\u003c/p>\n\u003cp>Dear Joy,\u003c/p>\n\u003cp>Google Books can help with this. What’s needed is the information that appears in a citation: the author, place, and date of publication. Luckily, traditional print materials (in the form of books) often include the kind of citation information you might need and Google Books allow you to search the full text of books.\u003c/p>\n\u003cp>Here's what to do:\u003c/p>\n\u003col>\n\u003cli>Go to\u003ca href=\"http://books.google.com/\"> books.google.com\u003c/a>\u003c/li>\n\u003cli>Search for: \u003ca href=\"http://www.google.com/search?ix=sea&sourceid=chrome&ie=UTF-8&q=Maya+Angelou+%22We+all+should+know+that+diversity+makes+for+a+rich+tapestry%2C+and+we+must+understand+that+all+the+threads+of+the+tapestry+are+equal+in+value+no+matter+what+their+color%22#q=Maya+Angelou+%22We+all+should+know+that+diversity+makes+for+a+rich+tapestry%2C+and+we+must+understand+that+all+the+threads+of+the+tapestry+are+equal+in+value+no+matter+what+their+color%22&hl=en&prmdo=1&tbm=bks&prmd=imvnso&ei=nA1RT4u7C6qniQKXpdG0Bg&start=0&sa=N&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&fp=947741e024652e73&ix=sea&biw=731&bih=388\">Maya Angelou \"We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color\"\u003c/a>. (Generally, I advise against typing in a whole quote. As we will see shortly, I would have done better to use fewer words, as suggested in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-to-choose-the-right-words-for-best-search-results/#more-19160\">the recent post on picking good search terms\u003c/a>.)\u003c/li>\n\u003cli>Notice that many books simply print the quote and credit Angelou, but a few, such as Jay Phelan’s\u003ca href=\"http://books.google.com/books?id=F4okAxTXPtIC&printsec=frontcover&dq=What+Is+Life?:+A+Guide+to+Biology+w/Prep-U&hl=en&sa=X&ei=mLZQT-ekJMW30AHSq6C8DQ&ved=0CDsQ6AEwAA#v=onepage&q=What%20Is%20Life%3F%3A%20A%20Guide%20to%20Biology%20w%2FPrep-U&f=false\"> What Is Life?: A Guide to Biology w/Prep-U\u003c/a> and Myron W. Lustig and Jolene Koester’s\u003ca href=\"http://books.google.com/books?ei=JLdQT9y1G4f50gGjqKjTDQ&id=eaXZAAAAMAAJ&dq=Maya+Angelou+%22We+all+should+know+that+diversity+makes+for+a+rich+tapestry%2C+and+we+must+understand+that+all+the+threads+of+the+tapestry+are+equal+in+value%22+intercultural+incompetence&q=#search_anchor\"> Intercultural Competence\u003c/a>, agree on a source:\u003ca href=\"http://books.google.com/books?id=3NkXMg9u0lYC&pg=PP3&dq=wouldn't+take+nothing+for+my+journey+now+%22threads+of+the+tapestry+are+equal%22&hl=en&sa=X&ei=6bdQT_PNGcX20gGiguXmDQ&ved=0CDIQ6AEwAA#v=onepage&q=threads%20of%20the%20tapestry&f=false\"> Wouldn’t Take Nothing for My Journey Now\u003c/a> (New York: Random House Inc., 1993) 124.\u003c/li>\n\u003cli>Within Google Books, search for \u003ca href=\"http://www.google.com/search?ix=sea&sourceid=chrome&ie=UTF-8&q=wouldn't+take+nothing+%22diversity+makes+for+a+rich+tapestry%22#q=wouldn't+take+nothing+%22diversity+makes+for+a+rich+tapestry%22&hl=en&prmd=imvnsb&source=lnms&tbm=bks&ei=UhFRT82_CcSmiQL398y0Bg&sa=X&oi=mode_link&ct=mode&cd=7&ved=0CBAQ_AUoBg&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&fp=947741e024652e73&biw=731&bih=388&ix=sea\">Wouldn't Take Nothing \"diversity makes for a rich tapestry.\"\u003c/a>\u003c/li>\n\u003c/ol>\n\u003cp>This is where the search gets tricky. Why did the book itself not come up in the original Google Books results? From experience, I know that famous quotes and other texts tend to change as \u003c!--more-->they spread. As Dan Russell wrote in his \u003ca href=\"http://searchresearch1.blogspot.com/2010/04/little-more-on-quotations-why.html\">SearchReSearch post about misquoting\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"Misquotation and missed attributions happen all the time. ALL the time. Even people you think would get it right--say, JFK, who was a prolific re-quoter of others and had a speech-writing staff to boot--often got the attributions wrong.\"\u003c/p>\n\u003cp>When verifying a quote, you should not assume that you have the saying verbatim--you never know what words have been added or subtracted by someone along the way. Once again, the best practice is to pick out the key words that best define what you seek. Google ranks results, in part, by whether your search terms are close to each other, and in the same order, on a page. So, when trying to locate a specific passage, it works best to pick a phrase rather than individual words.\u003c/p>\n\u003cp>I look for a combination that I don’t imagine would appear any place but in the item I want to find. For example, I pick the start of the book title (\u003cem>Wouldn’t Take Nothing\u003c/em>) and a unique and striking string of words from the quote (“diversity makes for a rich tapestry”). When I locate the book, click through to the profile page, and use the ‘Search in this book’ box in the left-hand column, I again enter the unique portion of the quote:\u003cbr>\n\u003cimg class=\"alignleft\" src=\"https://lh4.googleusercontent.com/R5Feg1fmyTflFeNhuV5lOT-S5rJ3xhrxZSJ3qhSYfiNfc9nD3bStMlpM3Jc6VqtPB9T2fUzv2a9t5eowT1uFOYCbWjouyhrZxd3Q2SE6nVyndhp1ZIA\" alt=\"\" width=\"253px;\" height=\"243px;\">Not only do I find\u003ca href=\"http://books.google.com/books?id=3NkXMg9u0lYC&pg=PP3&dq=Wouldn't+Take+Nothing+%22diversity+makes+for+a+rich+tapestry%22&hl=en&sa=X&ei=arpPT8fMEcK-0QGKoeHZAw&ved=0CDIQ6AEwAA#v=onepage&q=diversity%20makes%20a%20rich%20tapestry&f=false\"> the saying in question\u003c/a>, but I discover that the version I started with, while widely quoted, included an extra word: along the way, someone had added the “what” in “no matter what their color.”\u003c/p>\n\u003cp>As it turns out, that one little word slowed me down. Had I simply started with \u003ca href=\"http://www.google.com/search?ix=sea&sourceid=chrome&ie=UTF-8&q=maya+angelou+diversity+makes+for+a+rich+tapestry#q=maya+angelou+diversity+makes+for+a+rich+tapestry&hl=en&prmd=imvnso&source=lnms&tbm=bks&ei=qs5QT4LfJ5O30QH0xbSEDg&sa=X&oi=mode_link&ct=mode&cd=2&ved=0CBkQ_AUoAQ&prmdo=1&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&fp=947741e024652e73&biw=898&bih=528&ix=sea\">Maya Angelou diversity makes for a rich tapestry\u003c/a>, I would have found her book directly. But, since I used a quote that had words she didn’t use, and put quotation marks around it to require a precise match, Maya Angelou’s book didn’t appear as a result.\u003c/p>\n\u003cp>Despite this misstep, end-to-end, it has taken less than two minutes to locate and verify the source of the quote.\u003c/p>\n\u003cp>The primary tactic I used here is called scoping. Scoping is when you limit the sources you’re searching to a set of a particular kind. Google Books, Google News, Google Images, and Google Scholar are examples of ways to scope within Google. Or, if you want primary sources on Abraham Lincoln, using a search like [\u003ca href=\"http://www.google.com/search?ix=sea&ie=UTF-8&q=site%3Aloc.gov+lincoln\">site:loc.gov lincoln\u003c/a>] to limit results to pages from the Library of Congress’ website is another type of scoping.\u003c/p>\n\u003cp>The power of scoping is one of the reasons Google Books is so efficient. I recommend Google Books in a wide variety of circumstances -- for example:\u003c/p>\n\u003cp>\u003cstrong>Accessing historical gems\u003c/strong>\u003cem>: \u003c/em>\u003c/p>\n\u003cul>\n\u003cli>A student studying the massive eruption of Krakatoa read \u003ca href=\"http://books.google.com/books?id=Vk8PAAAAYAAJ&dq=The%20eruption%20of%20Krakatoa%3A%20and%20subsequent%20phenomena&pg=PP1#v=onepage&q=The%20eruption%20of%20Krakatoa:%20and%20subsequent%20phenomena&f=false\">The Royal Society’s 1888 research report on impact on the weather\u003c/a>;\u003c/li>\n\u003cli>Students studying early film viewed the original screenplay for \u003ca href=\"http://books.google.com/books?id=AFrPTaH7LAAC&lpg=PA191&dq=screenplays&pg=PA139#v=onepage&q=screenplays&f=false\">The Jazz Singer\u003c/a>; and\u003c/li>\n\u003cli>A teacher who wanted a fun lesson in credibility could assign \u003ca href=\"http://books.google.com/books?id=j5UOAQAAMAAJ&printsec=frontcover&dq=mark+twain+burlesque&hl=en&sa=X&ei=fQtPT8aJCuLy0gGr-4XBDQ&ved=0CDAQ6AEwAA#v=onepage&q=mark%20twain%20burlesque&f=false\">Mark Twain’s (Burlesque) Autobiography and First Romance\u003c/a> and ask students to determine whether this was actually a true autobiography (an idea from fellow Googler librarian Kurt Groetsch).\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Building understanding of more obscure, academic topics:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Someone on Google+ asked for “...examples of the medieval motif of dancers trapped/stuck in a dance together.\" I had no name for this motif by which to look it up, and no idea what the question even meant until I found \u003ca href=\"http://books.google.com/books?id=RdeumeeDOO4C&pg=PA61&dq=medieval+dancers+stuck+OR+trapped&hl=en&sa=X&ei=cUpPT82UGaXy0gH82MT1DQ&ved=0CEEQ6AEwAg#v=onepage&q=medieval%20dancers%20stuck%20OR%20trapped&f=false\">scholarly sources discussing an example\u003c/a> which then, with help from \u003ca href=\"http://www.gotmedieval.com/2012/02/ring-a-ring-orubbish-and-also-reader-mail-mmm-marginalia-107.html\">a blog post\u003c/a>, led to \u003ca href=\"http://books.google.com/books?id=UVwOieLbNhsC&pg=PA151&dq=lancelot+dancers&hl=en&sa=X&ei=ndlFT7KvBaXm0QHunLjqAw&ved=0CDoQ6AEwAQ#v=onepage&q=lancelot%20dancers&f=false\">more examples\u003c/a>, also from Google Books.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Previewing books to assure they're a good fit to a student’s reading level before requesting them from another library:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>A student interested in Rube Goldberg’s comic criticisms of the mechanical age was interested in reading Michael North’s \u003ca href=\"http://books.google.com/books?id=AGjq2OVb92EC&lpg=PP1&dq=machine%20age%20comedy&pg=PP1#v=onepage&q=machine%20age%20comedy&f=false\">Machine-Age Comedy\u003c/a>, but found from the preview that the reading level was not a good match for her needs. This kept her from stalling on her homework for several days while waiting for the book to arrive from the library, and encouraged her to check out a different book, instead.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Locating or verifying books, stories, and essays:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Uncover the original publication date of the print story, \u003ca href=\"http://books.google.com/books?id=kLwqAAAAMAAJ&q=%E2%80%9CYes,+Sweetie,+Trees+Can+Have+Purple+Leaves,%E2%80%9D&dq=%E2%80%9CYes,+Sweetie,+Trees+Can+Have+Purple+Leaves,%E2%80%9D&hl=en&sa=X&ei=pklPT_zACMbZ0QGWrYjGDQ&ved=0CEcQ6AEwAA\">“Yes, Sweetie, Trees Can Have Purple Leaves,”\u003c/a> by James J. Backen.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://books.google.com/books?id=vayWFK4010gC&q=%22pat+and+the+sarpint%22&dq=%22pat+and+the+sarpint%22&hl=en&sa=X&ei=-EhPT9jCKono0QH2p9W6DQ&ved=0CDIQ6AEwAA\">Locate the story \"Pat and the Sarpint,\"\u003c/a> which the reader recalls being in a book called Early American Folk Tales.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Prove that a piece about a Jewish tradition around first menstruation, entitled \u003ca href=\"http://books.google.com/books?id=o0VZAAAAIAAJ&q=%22the+slap%22+%22the+foreign+odor+of+fish+skins%22&dq=%22the+slap%22+%22the+foreign+odor+of+fish+skins%22&hl=en&sa=X&ei=5-FPT_XRHoyGiQLGxf2zBg&ved=0CDgQ6AEwAA\">“The Slap,”\u003c/a> has actually been published somewhere.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Identify a book described by the reader in these words: \u003ca href=\"http://books.google.com/books?id=HsJ0fz4epEkC&pg=PA103&lpg=PA103&dq=witchcraft+gun+running+novel&source=bl&ots=zvqRmhMypw&sig=Vrv03lM_rCtFZ8X-tj_dtN9ZHUI&hl=en&sa=X&ei=dQkrT_PvOIiTiQKArvS5Cg&ved=0CC4Q6AEwAg#v=onepage&q=gun%20running&f=false\"> “It contained Native Americans as the primary protagonists, included witchcraft, gun-running and I believe a supporting cast of hippies.”\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>In some of these cases, some fancy searching was involved (stay tuned for more about locating gun-runners, witches, and hippies another day). In most of these cases, however, a very straightforward Google Books search, such as typing the title of the book or story into the basic Google Books search box, uncovered the hoped-for source instantly.\u003c/p>\n\u003cp>The takeaway: if you want information about something that originally appeared in print, remember to try Google Books.\u003c/p>\n\u003cp>Have something you read once upon a time and would like to locate again? Give Google Books a try!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://ww2.kqed.org/mindshift/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1331076718,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1316},"headData":{"title":"Can't Confirm That Quotation? Search Google Books | KQED","description":"Flickr: dstrelau Dear Savvy Searcher, “We have hit a stumper. A colleague is looking for confirmation that Maya Angelou said the following (along with where and when): ‘We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can't Confirm That Quotation? Search Google Books","datePublished":"2012-03-07T13:00:41.000Z","dateModified":"2012-03-06T23:31:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"19668 http://blogs.kqed.org/mindshift/?p=19668","disqusUrl":"https://ww2.kqed.org/mindshift/2012/03/07/cant-confirm-that-quotation-search-google-books/","disqusTitle":"Can't Confirm That Quotation? Search Google Books","path":"/mindshift/19668/cant-confirm-that-quotation-search-google-books","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 375px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/dstrelau/5850843605/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-19725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/5850843605_059756c6c6.jpg\" alt=\"\" width=\"375\" height=\"500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/5850843605_059756c6c6.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/5850843605_059756c6c6-320x427.jpg 320w\" sizes=\"(max-width: 375px) 100vw, 375px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: dstrelau\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>Dear Savvy Searcher,\u003c/em>\u003c/p>\n\u003cp>\u003cem>“We have hit a stumper. A colleague is looking for confirmation that Maya Angelou said the following (along with where and when):\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">‘We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color.’\u003c/p>\n\u003cp>\u003cem>We have looked widely and been unable to confirm the attribution. Everyone on the web seems to agree that she said it but no one attributes it with a citation of any sort.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Thanks! I hope y'all can help. We are stymied.”\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Joy Millam\u003c/em>\u003cbr>\n\u003cem>Teacher Librarian\u003c/em>\u003cbr>\n(Reprinted with author permission \u003ca href=\"https://listserv.syr.edu/scripts/wa.exe?A2=LM_NET;ea85663b.1110\">from the LM_Net Archive\u003c/a>, \u003ca href=\"http://listserv.syr.edu/scripts/wa.exe?A3=ind1110&L=LM_NET&E=quoted-printable&P=459635&B=--&T=text%2Fplain;%20charset=us-ascii&header=1\">answer posted here\u003c/a>)\u003c/p>\n\u003cp>Dear Joy,\u003c/p>\n\u003cp>Google Books can help with this. What’s needed is the information that appears in a citation: the author, place, and date of publication. Luckily, traditional print materials (in the form of books) often include the kind of citation information you might need and Google Books allow you to search the full text of books.\u003c/p>\n\u003cp>Here's what to do:\u003c/p>\n\u003col>\n\u003cli>Go to\u003ca href=\"http://books.google.com/\"> books.google.com\u003c/a>\u003c/li>\n\u003cli>Search for: \u003ca href=\"http://www.google.com/search?ix=sea&sourceid=chrome&ie=UTF-8&q=Maya+Angelou+%22We+all+should+know+that+diversity+makes+for+a+rich+tapestry%2C+and+we+must+understand+that+all+the+threads+of+the+tapestry+are+equal+in+value+no+matter+what+their+color%22#q=Maya+Angelou+%22We+all+should+know+that+diversity+makes+for+a+rich+tapestry%2C+and+we+must+understand+that+all+the+threads+of+the+tapestry+are+equal+in+value+no+matter+what+their+color%22&hl=en&prmdo=1&tbm=bks&prmd=imvnso&ei=nA1RT4u7C6qniQKXpdG0Bg&start=0&sa=N&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&fp=947741e024652e73&ix=sea&biw=731&bih=388\">Maya Angelou \"We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color\"\u003c/a>. (Generally, I advise against typing in a whole quote. As we will see shortly, I would have done better to use fewer words, as suggested in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-to-choose-the-right-words-for-best-search-results/#more-19160\">the recent post on picking good search terms\u003c/a>.)\u003c/li>\n\u003cli>Notice that many books simply print the quote and credit Angelou, but a few, such as Jay Phelan’s\u003ca href=\"http://books.google.com/books?id=F4okAxTXPtIC&printsec=frontcover&dq=What+Is+Life?:+A+Guide+to+Biology+w/Prep-U&hl=en&sa=X&ei=mLZQT-ekJMW30AHSq6C8DQ&ved=0CDsQ6AEwAA#v=onepage&q=What%20Is%20Life%3F%3A%20A%20Guide%20to%20Biology%20w%2FPrep-U&f=false\"> What Is Life?: A Guide to Biology w/Prep-U\u003c/a> and Myron W. Lustig and Jolene Koester’s\u003ca href=\"http://books.google.com/books?ei=JLdQT9y1G4f50gGjqKjTDQ&id=eaXZAAAAMAAJ&dq=Maya+Angelou+%22We+all+should+know+that+diversity+makes+for+a+rich+tapestry%2C+and+we+must+understand+that+all+the+threads+of+the+tapestry+are+equal+in+value%22+intercultural+incompetence&q=#search_anchor\"> Intercultural Competence\u003c/a>, agree on a source:\u003ca href=\"http://books.google.com/books?id=3NkXMg9u0lYC&pg=PP3&dq=wouldn't+take+nothing+for+my+journey+now+%22threads+of+the+tapestry+are+equal%22&hl=en&sa=X&ei=6bdQT_PNGcX20gGiguXmDQ&ved=0CDIQ6AEwAA#v=onepage&q=threads%20of%20the%20tapestry&f=false\"> Wouldn’t Take Nothing for My Journey Now\u003c/a> (New York: Random House Inc., 1993) 124.\u003c/li>\n\u003cli>Within Google Books, search for \u003ca href=\"http://www.google.com/search?ix=sea&sourceid=chrome&ie=UTF-8&q=wouldn't+take+nothing+%22diversity+makes+for+a+rich+tapestry%22#q=wouldn't+take+nothing+%22diversity+makes+for+a+rich+tapestry%22&hl=en&prmd=imvnsb&source=lnms&tbm=bks&ei=UhFRT82_CcSmiQL398y0Bg&sa=X&oi=mode_link&ct=mode&cd=7&ved=0CBAQ_AUoBg&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&fp=947741e024652e73&biw=731&bih=388&ix=sea\">Wouldn't Take Nothing \"diversity makes for a rich tapestry.\"\u003c/a>\u003c/li>\n\u003c/ol>\n\u003cp>This is where the search gets tricky. Why did the book itself not come up in the original Google Books results? From experience, I know that famous quotes and other texts tend to change as \u003c!--more-->they spread. As Dan Russell wrote in his \u003ca href=\"http://searchresearch1.blogspot.com/2010/04/little-more-on-quotations-why.html\">SearchReSearch post about misquoting\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"Misquotation and missed attributions happen all the time. ALL the time. Even people you think would get it right--say, JFK, who was a prolific re-quoter of others and had a speech-writing staff to boot--often got the attributions wrong.\"\u003c/p>\n\u003cp>When verifying a quote, you should not assume that you have the saying verbatim--you never know what words have been added or subtracted by someone along the way. Once again, the best practice is to pick out the key words that best define what you seek. Google ranks results, in part, by whether your search terms are close to each other, and in the same order, on a page. So, when trying to locate a specific passage, it works best to pick a phrase rather than individual words.\u003c/p>\n\u003cp>I look for a combination that I don’t imagine would appear any place but in the item I want to find. For example, I pick the start of the book title (\u003cem>Wouldn’t Take Nothing\u003c/em>) and a unique and striking string of words from the quote (“diversity makes for a rich tapestry”). When I locate the book, click through to the profile page, and use the ‘Search in this book’ box in the left-hand column, I again enter the unique portion of the quote:\u003cbr>\n\u003cimg class=\"alignleft\" src=\"https://lh4.googleusercontent.com/R5Feg1fmyTflFeNhuV5lOT-S5rJ3xhrxZSJ3qhSYfiNfc9nD3bStMlpM3Jc6VqtPB9T2fUzv2a9t5eowT1uFOYCbWjouyhrZxd3Q2SE6nVyndhp1ZIA\" alt=\"\" width=\"253px;\" height=\"243px;\">Not only do I find\u003ca href=\"http://books.google.com/books?id=3NkXMg9u0lYC&pg=PP3&dq=Wouldn't+Take+Nothing+%22diversity+makes+for+a+rich+tapestry%22&hl=en&sa=X&ei=arpPT8fMEcK-0QGKoeHZAw&ved=0CDIQ6AEwAA#v=onepage&q=diversity%20makes%20a%20rich%20tapestry&f=false\"> the saying in question\u003c/a>, but I discover that the version I started with, while widely quoted, included an extra word: along the way, someone had added the “what” in “no matter what their color.”\u003c/p>\n\u003cp>As it turns out, that one little word slowed me down. Had I simply started with \u003ca href=\"http://www.google.com/search?ix=sea&sourceid=chrome&ie=UTF-8&q=maya+angelou+diversity+makes+for+a+rich+tapestry#q=maya+angelou+diversity+makes+for+a+rich+tapestry&hl=en&prmd=imvnso&source=lnms&tbm=bks&ei=qs5QT4LfJ5O30QH0xbSEDg&sa=X&oi=mode_link&ct=mode&cd=2&ved=0CBkQ_AUoAQ&prmdo=1&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&fp=947741e024652e73&biw=898&bih=528&ix=sea\">Maya Angelou diversity makes for a rich tapestry\u003c/a>, I would have found her book directly. But, since I used a quote that had words she didn’t use, and put quotation marks around it to require a precise match, Maya Angelou’s book didn’t appear as a result.\u003c/p>\n\u003cp>Despite this misstep, end-to-end, it has taken less than two minutes to locate and verify the source of the quote.\u003c/p>\n\u003cp>The primary tactic I used here is called scoping. Scoping is when you limit the sources you’re searching to a set of a particular kind. Google Books, Google News, Google Images, and Google Scholar are examples of ways to scope within Google. Or, if you want primary sources on Abraham Lincoln, using a search like [\u003ca href=\"http://www.google.com/search?ix=sea&ie=UTF-8&q=site%3Aloc.gov+lincoln\">site:loc.gov lincoln\u003c/a>] to limit results to pages from the Library of Congress’ website is another type of scoping.\u003c/p>\n\u003cp>The power of scoping is one of the reasons Google Books is so efficient. I recommend Google Books in a wide variety of circumstances -- for example:\u003c/p>\n\u003cp>\u003cstrong>Accessing historical gems\u003c/strong>\u003cem>: \u003c/em>\u003c/p>\n\u003cul>\n\u003cli>A student studying the massive eruption of Krakatoa read \u003ca href=\"http://books.google.com/books?id=Vk8PAAAAYAAJ&dq=The%20eruption%20of%20Krakatoa%3A%20and%20subsequent%20phenomena&pg=PP1#v=onepage&q=The%20eruption%20of%20Krakatoa:%20and%20subsequent%20phenomena&f=false\">The Royal Society’s 1888 research report on impact on the weather\u003c/a>;\u003c/li>\n\u003cli>Students studying early film viewed the original screenplay for \u003ca href=\"http://books.google.com/books?id=AFrPTaH7LAAC&lpg=PA191&dq=screenplays&pg=PA139#v=onepage&q=screenplays&f=false\">The Jazz Singer\u003c/a>; and\u003c/li>\n\u003cli>A teacher who wanted a fun lesson in credibility could assign \u003ca href=\"http://books.google.com/books?id=j5UOAQAAMAAJ&printsec=frontcover&dq=mark+twain+burlesque&hl=en&sa=X&ei=fQtPT8aJCuLy0gGr-4XBDQ&ved=0CDAQ6AEwAA#v=onepage&q=mark%20twain%20burlesque&f=false\">Mark Twain’s (Burlesque) Autobiography and First Romance\u003c/a> and ask students to determine whether this was actually a true autobiography (an idea from fellow Googler librarian Kurt Groetsch).\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Building understanding of more obscure, academic topics:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Someone on Google+ asked for “...examples of the medieval motif of dancers trapped/stuck in a dance together.\" I had no name for this motif by which to look it up, and no idea what the question even meant until I found \u003ca href=\"http://books.google.com/books?id=RdeumeeDOO4C&pg=PA61&dq=medieval+dancers+stuck+OR+trapped&hl=en&sa=X&ei=cUpPT82UGaXy0gH82MT1DQ&ved=0CEEQ6AEwAg#v=onepage&q=medieval%20dancers%20stuck%20OR%20trapped&f=false\">scholarly sources discussing an example\u003c/a> which then, with help from \u003ca href=\"http://www.gotmedieval.com/2012/02/ring-a-ring-orubbish-and-also-reader-mail-mmm-marginalia-107.html\">a blog post\u003c/a>, led to \u003ca href=\"http://books.google.com/books?id=UVwOieLbNhsC&pg=PA151&dq=lancelot+dancers&hl=en&sa=X&ei=ndlFT7KvBaXm0QHunLjqAw&ved=0CDoQ6AEwAQ#v=onepage&q=lancelot%20dancers&f=false\">more examples\u003c/a>, also from Google Books.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Previewing books to assure they're a good fit to a student’s reading level before requesting them from another library:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>A student interested in Rube Goldberg’s comic criticisms of the mechanical age was interested in reading Michael North’s \u003ca href=\"http://books.google.com/books?id=AGjq2OVb92EC&lpg=PP1&dq=machine%20age%20comedy&pg=PP1#v=onepage&q=machine%20age%20comedy&f=false\">Machine-Age Comedy\u003c/a>, but found from the preview that the reading level was not a good match for her needs. This kept her from stalling on her homework for several days while waiting for the book to arrive from the library, and encouraged her to check out a different book, instead.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Locating or verifying books, stories, and essays:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Uncover the original publication date of the print story, \u003ca href=\"http://books.google.com/books?id=kLwqAAAAMAAJ&q=%E2%80%9CYes,+Sweetie,+Trees+Can+Have+Purple+Leaves,%E2%80%9D&dq=%E2%80%9CYes,+Sweetie,+Trees+Can+Have+Purple+Leaves,%E2%80%9D&hl=en&sa=X&ei=pklPT_zACMbZ0QGWrYjGDQ&ved=0CEcQ6AEwAA\">“Yes, Sweetie, Trees Can Have Purple Leaves,”\u003c/a> by James J. Backen.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://books.google.com/books?id=vayWFK4010gC&q=%22pat+and+the+sarpint%22&dq=%22pat+and+the+sarpint%22&hl=en&sa=X&ei=-EhPT9jCKono0QH2p9W6DQ&ved=0CDIQ6AEwAA\">Locate the story \"Pat and the Sarpint,\"\u003c/a> which the reader recalls being in a book called Early American Folk Tales.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Prove that a piece about a Jewish tradition around first menstruation, entitled \u003ca href=\"http://books.google.com/books?id=o0VZAAAAIAAJ&q=%22the+slap%22+%22the+foreign+odor+of+fish+skins%22&dq=%22the+slap%22+%22the+foreign+odor+of+fish+skins%22&hl=en&sa=X&ei=5-FPT_XRHoyGiQLGxf2zBg&ved=0CDgQ6AEwAA\">“The Slap,”\u003c/a> has actually been published somewhere.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Identify a book described by the reader in these words: \u003ca href=\"http://books.google.com/books?id=HsJ0fz4epEkC&pg=PA103&lpg=PA103&dq=witchcraft+gun+running+novel&source=bl&ots=zvqRmhMypw&sig=Vrv03lM_rCtFZ8X-tj_dtN9ZHUI&hl=en&sa=X&ei=dQkrT_PvOIiTiQKArvS5Cg&ved=0CC4Q6AEwAg#v=onepage&q=gun%20running&f=false\"> “It contained Native Americans as the primary protagonists, included witchcraft, gun-running and I believe a supporting cast of hippies.”\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>In some of these cases, some fancy searching was involved (stay tuned for more about locating gun-runners, witches, and hippies another day). In most of these cases, however, a very straightforward Google Books search, such as typing the title of the book or story into the basic Google Books search box, uncovered the hoped-for source instantly.\u003c/p>\n\u003cp>The takeaway: if you want information about something that originally appeared in print, remember to try Google Books.\u003c/p>\n\u003cp>Have something you read once upon a time and would like to locate again? Give Google Books a try!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://ww2.kqed.org/mindshift/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/19668/cant-confirm-that-quotation-search-google-books","authors":["4359"],"categories":["mindshift_193"],"tags":["mindshift_105","mindshift_409"],"featImg":"mindshift_19725","label":"mindshift"},"mindshift_18791":{"type":"posts","id":"mindshift_18791","meta":{"index":"posts_1591205157","site":"mindshift","id":"18791","score":null,"sort":[1328194838000]},"guestAuthors":[],"slug":"search-by-color-a-little-known-trick-to-find-the-right-image","title":"Search by Color? A Little-Known Trick to Find the Right Image","publishDate":1328194838,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/4576980764_c0bfc076a3_z-1/\" rel=\"attachment wp-att-18813\">\u003cimg class=\"size-medium wp-image-18813\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/4576980764_c0bfc076a3_z-1-300x257.jpg\" alt=\"\" width=\"300\" height=\"257\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Richard Morton\u003c/p>\n\u003c/div>\n\u003ch5>By Tasha Bergson-Michelson\u003c/h5>\n\u003cp>\u003cem>At its heart, clever searching lies at the intersection of critical thinking, imagination, and the savvy use of technical tools. Google Search Educator Tasha Bergson-Michelson begins a series of guest posts about innovative ways to approach finding information and the problems we can solve when we bring together technology, creativity, and education.\u003c/em>\u003c/p>\n\u003cp>It’s right before bedtime on Sunday night, and your child just announced that she has a report due in the morning about heroes. Excited by the Super Bowl, she wants to write about teamwork among her personal heroes, the New England Patriots. Off she goes to Google to find some inspirational pictures of the Patriots in action.\u003c/p>\n\u003cp>When searching for the \u003ca href=\"https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1165&bih=645&q=new+england+patriots&gbv=2&oq=new+england+patriots&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=2364l5733l0l5868l20l10l0l7l7l0l81l87l2l2l0\">New England Patriots\u003c/a>, you get a variety of images--but many of them logos, or fan created photo montages on a background of the team colors. If you actually want a screen full of pictures of people playing the game, what are your options?\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-8-15-10-pm/\" rel=\"attachment wp-att-18805\">\u003cimg class=\"aligncenter size-large wp-image-18805\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-8.15.10-PM-620x311.png\" alt=\"\" width=\"620\" height=\"311\">\u003c/a>\u003c/p>\n\u003cp>Looking at this first screen of results, considering what to do next, a savvy searcher asks what pictures of people actually playing football would all have in common.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One picture above immediately catches the eye: the green photo in the third row. You can tell that it is a picture of a game because of the grass on the field. In fact, most action shots in a game should have a background of turf. So, what if there was a way to tell Google to deliver only images with grassy backgrounds?\u003c/p>\n\u003cp>Take a look at the left-hand side of the screen. Near the bottom, there is a series of colored boxes. These are filters that allow you to find pictures of a particular color. By clicking on the green box, you can essentially tell Google to return pictures with a lot of grass:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-27-53-pm/\" rel=\"attachment wp-att-18793\">\u003cimg class=\"aligncenter size-large wp-image-18793\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.27.53-PM-620x331.png\" alt=\"\" width=\"620\" height=\"331\">\u003c/a>\u003c/p>\n\u003cp>You might be surprised at the scholarly contexts in which color filtering becomes a powerful search tactic. By itself color filtering might seem like a niche feature, but looking at a few practical applications can get your creative juices flowing as you think about problems it might solve for you.\u003c/p>\n\u003cp>Let’s take another example. Consider an approach one librarian discovered when working with her school’s science teachers. Run an Image Search for \u003ca href=\"https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1165&bih=645&q=tesla+coil&gbv=2&oq=tesla+coil&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=1356l3053l0l3340l10l10l0l2l2l0l177l923l4.4l8l0\">tesla coil\u003c/a> and you will find:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-28-51-pm/\" rel=\"attachment wp-att-18794\">\u003cimg class=\"aligncenter size-large wp-image-18794\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.28.51-PM-620x328.png\" alt=\"\" width=\"620\" height=\"328\">\u003c/a>\u003c/p>\n\u003cp>But say that what you really want is a diagram of how a tesla coil works. What is a common factor of such diagrams? In looking carefully at the images above, you may notice that most are dark, with bright, purple arcs. Diagrams, on the other hand, tend to have mostly black writing on a white background. So, click on the white color filter:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-8-18-46-pm/\" rel=\"attachment wp-att-18808\">\u003cimg class=\"aligncenter size-large wp-image-18808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-8.18.46-PM-620x313.png\" alt=\"\" width=\"620\" height=\"313\">\u003c/a>\u003c/p>\n\u003cp>Now, all of a sudden, your results are primarily diagrams and other technical details. Voila!\u003c/p>\n\u003cp>These searches are examples of a broader strategy called predictive search, in which you winnow down to your best results by anticipating their common factors. Google search allows you to specify common factors by color or terms, but also by characteristics like language, medium, or geographical or chronological features, in order to narrow down to exactly what you need. Once you see how you can think creatively about the defining characteristics of the information you want, you can become truly powerful at finding what you need.\u003c/p>\n\u003cp>Future posts will explore unexpected applications of everyday Google tools to solve problems even faster and more effectively.\u003c/p>\n\u003cp>One final example of how color filtering can improve both academic research and daily life: Have you ever read a book, and later remembered the subject and something about the cover, but not the title itself? For example, say you were wondering, “What was that book about Lewis and Clark I looked at the other day--that red one with the canoe on the cover?”\u003c/p>\n\u003cp>Simply search for [Lewis Clark book] in Google Images:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-31-07-pm/\" rel=\"attachment wp-att-18796\">\u003cimg class=\"aligncenter size-large wp-image-18796\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.31.07-PM-620x341.png\" alt=\"\" width=\"620\" height=\"341\">\u003c/a>\u003c/p>\n\u003cp>And filter for red images:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-02-at-3-08-46-pm/\" rel=\"attachment wp-att-18831\">\u003cimg class=\"aligncenter size-large wp-image-18831\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-02-at-3.08.46-PM-620x310.png\" alt=\"\" width=\"620\" height=\"310\">\u003c/a>This method works whether you are trying to identify that full title you forgot to write down for your works cited list, or locating a gift for that special someone, when you can’t remember the title, but have just a general idea of the topic and remember that great shade of red.\u003c/p>\n\u003cp>Often people think of searching in words, but don’t consider the other elements that they know identify their answers. A little creativity in making use of what you know can find you more than you ever dreamed.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Give it a try! What problem can color filtering solve for you?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1328224197,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":764},"headData":{"title":"Search by Color? A Little-Known Trick to Find the Right Image | KQED","description":"Flickr: Richard Morton By Tasha Bergson-Michelson At its heart, clever searching lies at the intersection of critical thinking, imagination, and the savvy use of technical tools. Google Search Educator Tasha Bergson-Michelson begins a series of guest posts about innovative ways to approach finding information and the problems we can solve when we bring together technology,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Search by Color? A Little-Known Trick to Find the Right Image","datePublished":"2012-02-02T15:00:38.000Z","dateModified":"2012-02-02T23:09:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"18791 http://blogs.kqed.org/mindshift/?p=18791","disqusUrl":"https://ww2.kqed.org/mindshift/2012/02/02/search-by-color-a-little-known-trick-to-find-the-right-image/","disqusTitle":"Search by Color? A Little-Known Trick to Find the Right Image","path":"/mindshift/18791/search-by-color-a-little-known-trick-to-find-the-right-image","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/4576980764_c0bfc076a3_z-1/\" rel=\"attachment wp-att-18813\">\u003cimg class=\"size-medium wp-image-18813\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/4576980764_c0bfc076a3_z-1-300x257.jpg\" alt=\"\" width=\"300\" height=\"257\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Richard Morton\u003c/p>\n\u003c/div>\n\u003ch5>By Tasha Bergson-Michelson\u003c/h5>\n\u003cp>\u003cem>At its heart, clever searching lies at the intersection of critical thinking, imagination, and the savvy use of technical tools. Google Search Educator Tasha Bergson-Michelson begins a series of guest posts about innovative ways to approach finding information and the problems we can solve when we bring together technology, creativity, and education.\u003c/em>\u003c/p>\n\u003cp>It’s right before bedtime on Sunday night, and your child just announced that she has a report due in the morning about heroes. Excited by the Super Bowl, she wants to write about teamwork among her personal heroes, the New England Patriots. Off she goes to Google to find some inspirational pictures of the Patriots in action.\u003c/p>\n\u003cp>When searching for the \u003ca href=\"https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1165&bih=645&q=new+england+patriots&gbv=2&oq=new+england+patriots&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=2364l5733l0l5868l20l10l0l7l7l0l81l87l2l2l0\">New England Patriots\u003c/a>, you get a variety of images--but many of them logos, or fan created photo montages on a background of the team colors. If you actually want a screen full of pictures of people playing the game, what are your options?\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-8-15-10-pm/\" rel=\"attachment wp-att-18805\">\u003cimg class=\"aligncenter size-large wp-image-18805\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-8.15.10-PM-620x311.png\" alt=\"\" width=\"620\" height=\"311\">\u003c/a>\u003c/p>\n\u003cp>Looking at this first screen of results, considering what to do next, a savvy searcher asks what pictures of people actually playing football would all have in common.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One picture above immediately catches the eye: the green photo in the third row. You can tell that it is a picture of a game because of the grass on the field. In fact, most action shots in a game should have a background of turf. So, what if there was a way to tell Google to deliver only images with grassy backgrounds?\u003c/p>\n\u003cp>Take a look at the left-hand side of the screen. Near the bottom, there is a series of colored boxes. These are filters that allow you to find pictures of a particular color. By clicking on the green box, you can essentially tell Google to return pictures with a lot of grass:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-27-53-pm/\" rel=\"attachment wp-att-18793\">\u003cimg class=\"aligncenter size-large wp-image-18793\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.27.53-PM-620x331.png\" alt=\"\" width=\"620\" height=\"331\">\u003c/a>\u003c/p>\n\u003cp>You might be surprised at the scholarly contexts in which color filtering becomes a powerful search tactic. By itself color filtering might seem like a niche feature, but looking at a few practical applications can get your creative juices flowing as you think about problems it might solve for you.\u003c/p>\n\u003cp>Let’s take another example. Consider an approach one librarian discovered when working with her school’s science teachers. Run an Image Search for \u003ca href=\"https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1165&bih=645&q=tesla+coil&gbv=2&oq=tesla+coil&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=1356l3053l0l3340l10l10l0l2l2l0l177l923l4.4l8l0\">tesla coil\u003c/a> and you will find:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-28-51-pm/\" rel=\"attachment wp-att-18794\">\u003cimg class=\"aligncenter size-large wp-image-18794\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.28.51-PM-620x328.png\" alt=\"\" width=\"620\" height=\"328\">\u003c/a>\u003c/p>\n\u003cp>But say that what you really want is a diagram of how a tesla coil works. What is a common factor of such diagrams? In looking carefully at the images above, you may notice that most are dark, with bright, purple arcs. Diagrams, on the other hand, tend to have mostly black writing on a white background. So, click on the white color filter:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-8-18-46-pm/\" rel=\"attachment wp-att-18808\">\u003cimg class=\"aligncenter size-large wp-image-18808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-8.18.46-PM-620x313.png\" alt=\"\" width=\"620\" height=\"313\">\u003c/a>\u003c/p>\n\u003cp>Now, all of a sudden, your results are primarily diagrams and other technical details. Voila!\u003c/p>\n\u003cp>These searches are examples of a broader strategy called predictive search, in which you winnow down to your best results by anticipating their common factors. Google search allows you to specify common factors by color or terms, but also by characteristics like language, medium, or geographical or chronological features, in order to narrow down to exactly what you need. Once you see how you can think creatively about the defining characteristics of the information you want, you can become truly powerful at finding what you need.\u003c/p>\n\u003cp>Future posts will explore unexpected applications of everyday Google tools to solve problems even faster and more effectively.\u003c/p>\n\u003cp>One final example of how color filtering can improve both academic research and daily life: Have you ever read a book, and later remembered the subject and something about the cover, but not the title itself? For example, say you were wondering, “What was that book about Lewis and Clark I looked at the other day--that red one with the canoe on the cover?”\u003c/p>\n\u003cp>Simply search for [Lewis Clark book] in Google Images:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-31-07-pm/\" rel=\"attachment wp-att-18796\">\u003cimg class=\"aligncenter size-large wp-image-18796\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.31.07-PM-620x341.png\" alt=\"\" width=\"620\" height=\"341\">\u003c/a>\u003c/p>\n\u003cp>And filter for red images:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-02-at-3-08-46-pm/\" rel=\"attachment wp-att-18831\">\u003cimg class=\"aligncenter size-large wp-image-18831\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-02-at-3.08.46-PM-620x310.png\" alt=\"\" width=\"620\" height=\"310\">\u003c/a>This method works whether you are trying to identify that full title you forgot to write down for your works cited list, or locating a gift for that special someone, when you can’t remember the title, but have just a general idea of the topic and remember that great shade of red.\u003c/p>\n\u003cp>Often people think of searching in words, but don’t consider the other elements that they know identify their answers. A little creativity in making use of what you know can find you more than you ever dreamed.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Give it a try! What problem can color filtering solve for you?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/18791/search-by-color-a-little-known-trick-to-find-the-right-image","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_105","mindshift_695"],"featImg":"mindshift_18813","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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