Volume 2, Number 11 November 1997 Editor's Note Notes of a Successful Internet Trainer by Stephanie Goodliffe Glitch Management for Internet Instruction by Dan Ream Training Staff at the University of North Carolina, Greensboro by Justin Ervin Senior Surfing - Silver Strands in the Web by Terry Dugas Internet Toolkit Clipboard Other Issues Current Issue October 1997 Evaluating Internet Services September 1997 Internet and Special Needs Patrons August 1997 Databases on the Web July 1997 Distance Education June 1997 Anniversary Issue May 1997 Researching the Internet April 1997 Internet, Libraries and the Law March 1997 Intelligent Agents February 1997 WebTV January 1997 Internet and Youth 1996 Issues		Notes of a Successful Internet Trainer Stephanie Goodliffe The first time I officially taught people how to use the Internet was in the Spring of 1996. I was a member of a five-person team. That first class was made up of my peers - youth services librarians at the Boston Public Library. Since then, I have taught or co-taught library staff in both large and small groups. During the fall of 1996, I began offering, at the branch library where I work, Internet classes for the public. Although my classes for children and young adults have been sparsely attended, the adult courses always fill long in advance, and we always have a waiting list. These classes have truly been rewarding to teach. I have an audience of eager, enthusiastic learners. Some do not even know what a mouse is, but they want to learn about the Internet. As a result, I strive to make it worth the time people have to wait in order to get into the class. The content of classes has evolved over time. My students (a maximum of 5 per session) and I all crowd around one PC for 60 to 90 minutes of instruction which combines demonstration with hands-on experience. I teach from an outline, and tailor the content to the interests of the participants. Because I only teach small groups, I have the opportunity to interact with class members. I expect each class to be a little different and I am prepared for that reality. I begin with a brief introduction of the Internet, including terminology and history. (In many cases people often ask how to get connected in their homes.) Next, I introduce web browser software. I show the class how to use the basic commands, and then I show them how to navigate the web. Over time, I have come to divide this "navigation" into four categories: surfing, or just following random and interesting-looking links; no real destination in mind typing in a specific address (URL) searching using subject guides, indexes and directories As I introduce surfing, I talk about hyperlinks. When we type in addresses, I define the "anatomy" of a URL, and I strongly emphasize the need to evaluate the information one finds on the Web. I spend a large portion of time on searching methods. Usually, I start out with a search in Yahoo. We examine the search results, then I let a class member choose another search tool. We perform the exact same search, and compare the results. Finally, I show some of my favorite subject guides, usually created by librarians. I use this as an opportunity to point out the advantage of having someone else do some evaluating and searching for you. At this point we are always running overtime, but most class members don't seem to mind. I provide a handout which includes lists of sites, good starting points (directories), fun sites to check out (to practice typing those URLs), and search engines. From the beginning, I have asked participants to fill out evaluations. I ask very basic questions such as: how did you hear about the class was the class what you expected what was most/least useful what do you wish had been included There's also a section for comments. The feedback has always been valuable. I learn a lot about what does and doesn't work from these evaluations. Because we only have one PC we do not have an ideal teaching situation. I therefore truly appreciate suggestions on how to improve the training in the training environment we have available. People often comment that covering the basics and showing how to search is the most useful. Improvements they offer include: more hands-on opportunities more time more handouts a part-two class. The Internet is overwhelming, and there is never enough time to learn everything. I feel reasonably confident that I have mastered the basics of Internet navigation and that I can teach others these basics. I readily admit to my classes that I don't know everything, and that I don't expect to know everything about the Internet. I'm continually learning, and I encourage them to do the same, by reading current books and magazines and by coming back to the library to surf the Internet on their own. Now that I have offered training to the public for a year, I hope I have learned a few things. My experiences have taught me the following: Decide what you want to cover, and research those topics until you feel confident. Team up with someone else, at least for the first few classes you teach. I often learn new things from a co-teacher, and it means I don't need to know everything myself. Study how people learn. There are many different learning styles. By understanding these differences, you are better able to adapt your teaching style so that everyone will learn. Observe and learn from other instructors. Most of what I do, I learned from another teacher. Allow yourself plenty of preparation time. Carefully plan the logistics of the classes - time, place, frequency, class size - based on your community and your library's situation. Ask for feedback from class participants. Once you've started teaching, continue to educate yourself. Stay up-to-date through professional reading and workshops. Keep your standards high - continue to evaluate your own effectiveness as an instructor. Finally, enjoy yourself. Find things on the Internet that interest you. Make it fun. Then, share your enthusiasm for this new information tool with your community. [Stephanie Goodliffe is the Children's Librarian at the Hyde Park Branch of the Boston Public Library]
Internet Trend Watch for Libraries is a publication of LEO: Librarians and Educators Online. All contents (c) 1997 by LEO. For information about LEO's services, visit our web site, call (617) 499-9676, or e-mail us at itw@leonline.com.