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Coming Soon To The Culinary Arts Curriculum:
  • Fun Computer Technology Culinary Trivia
  • Interactive Smart Board Tools
  • Blackboard Tool For Projects
  • Web Quest: Sauces

My Favorite Web Sites

http://www.exploratorium.edu/cooking
http://www.cheftalk.com
http://www.foodreference.com/

Article review:

Copyright 1997 CAUSE. Preparing Faculity for Instructional Technology: From Education to Development to Creative Independence. From CAUSE/EFFECT Volume 20, Number 3, Fall 1997, pp. 36-44.

From Education to Development to Creative Independence

This article talks about faculty adding technology to their curriculum due to its availability, peers are doing it, or because administrators expect faculity to create distributed options for the courses. This article suggests that a single approach will not suffice and that teachers must be well versed in current research from cognition and learning theory in order to understand how learning occures and to create their own techniques.

Learning Styles and Strategies:

Adding technology-supported learning options improves and greatly expands the ability to accommodate style variations. Field Dependant/Independent, Analytic/Innovative Reasoning, Dynamic/Common Sense Reasoning, Visual-auditory/Tactile/Kinesthetic, etc., Research has shown that, in addition to the individual styles, successful learning, task completion, and problem solving depend on the implementation of a variety of strategies. Three Strategies through knowlege acquisition: Metacognitive, Cognitive, and Social/affective. While there is no evidence that adding technology to an existing curriculum can improve teaching or learning, there is evidence that technology can improve access to communication opportunities and information.

Article review:

Edwina Spodark, Ph.D., March 2003. Five Obstacles to Technology Integration at a small Liberal Arts University.

Five Obstacles to Technology Integration at a small Liberal Arts University

By 2003 one would think that incorporating new technologies into undergraduate instruction and the regular use of computers in the classroom would be accepted, widespread practice at a majority of U.S. higher education institutions. However recent statistics show that this is not the case. One out of ten teachers in this country use computers on a regular basis. Three to four are occasional users and the rest: four to five out of ten teachers- never use computers at all.

Five Obstacles:

LACK OF CLEAR VISION:

A lack of vision on the part of the institution itself provides the first obsticle to campus-wide classroom technology integration. Several key decisions- the adoption of Microsoft Office products as the standard, Blackboard as the campus course-management software and the implementation of Campus Pipeline as the university's Web portal.

LACK OF LEADERSHIP:

This obstacle blocks the progress toward classroom technology integration, flows directly from the first obstacle. In the absence of a well-articulated vision, a lack of leadershipis created.

LACK OF CRITICAL MASS:

The lack of vision and leadership translates to a lack of commitment of resourses, which, at Hollins, produced a lack of critical mass of technology in classrooms across the campus. Without permanently available, reliable machinery in a majority of classrooms, faculty does not feel drawn or compelled to incorporate technology into their lessons.

LACK OF INCENTIVE:

The lack of stable workstations, Internet connections and projection systems in a large percentage of classrooms at Hollins serves as a visible demonstration of a lack of incentive for faculity to integrate into their teaching.

LACK OF FACULTY PARTICIPATION:

Specifically, faculty reluctance to take on technology integration projects in the classroom and faculty apathy regarding pedagogial applications of technology in their disciplines.

Lesson Plan 1:

Mr. Freeman/Culinary Arts

Knife Skills

Objectives:

Students will list and explain the safety rules for knife use.

Students will demonstrate the various techniques and uses for knives in the kitchen.

Students will define and explain the various cuts with each specified knife.

Given the food items, the students will determine the appropriate cut and demonstrate the procedure to prepare the food items according to the recipe.

Students will demonstrate the correct procedure of sharpening various knives.

Students will demonstrate the proper safety techniques for transporting, and handling knives.

Materials:

On Cooking Text

CIA Knife Safety Video

Web Quest assignments

Instructional Procedure:

Students are to log on to the web quest program and gather the assignments for the days work. There will be two parts to the assignment. The first will be work out of the knife skills chapter in the text completing the assignments, and the other is completing the hands-on practical part in the shop kitchen demonstrating each skill shown.

Assessment:

I will assess each student's safety demonstration on carrying and transporting techniques.

Students will complete the knife chart and safety quiz with 90% accuracy before using the knives.

Students will report assignments on the culinary arts web quest program.

Tools:

Classroom Computers

CIA knife cuts video

Knife cut chart

Closure:

With the assignments listed on the web quest and with the classroom pratical, students will learn and sharpen their skills needed for the industries workplace.

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Evaluating Internet Resources

An Annotated Guide to Selected Resources

There are numerous guides and checklists available on-line in the subject of evaluating Internet resources. Below are a few listings of resources describing some options one can use.

"Bibliography on Evaluating Internet Resources"

This was origionally created for panel discussion at a regional conference. Designed as an outreach program, but some online resources listed are no longer available.

Building Sustainable Collections of Free Third-Party Web Resources

This is a report of a study commissioned by the Digital Library Federation on the current state of “collection” of third party Internet resources. This not only focuses on issues of selection and distinctions, but on the institutional implications of hidden costs, personnel, and money.

Checklist for Evaluating Web Resources

This is a short list of questions to ask when evaluating web resources, grouped under Authority, Scope, Format, and Presentation. This also includes a link to an online source for Citing Internet Resources.

Criteria for Evaluating Internet Resources

This source was developed for the use of college students. This clearly designed page combines a checklist of questions grouped under six catagories for ascertaining the suitability of a Web site for research purposes and is combined with brief explainations of why each catagorie is important.

Evaluation Information Found on the Internet

This is a discussion, with examples, of how criteria used to evaluate print resources can be applied to the evaluation.

Evaluating Quality on the Net

Origionally written for a 1995 presentation, and revised several times since then, this paper addresses the relevancy of criteria for other formats for information on the net, generic evaluation criteria, and suggestions for Internet information providers or publishers.

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Web Site Evaluation Considerations

There are many questions and considerations to be made when evaluating web sites. Many questions that should be exhausted like: "WHO is responsible for the web site? "WHAT is the content/subject matter of the web site? WHERE does the web site reside?" "WHEN was the web site last updated?" "HOW does the main page look and function"? And last "WHY does the site exist"?

Some things to consider asking who is responsible are: does the person appear to be knowledgeable about the content and can you contact this person form the site? Another consideration is the content accurate? Error free? Is there real depth-of-content or is the information limited? Considering where the web site resides is important as well. Is the server a school or university? A business? A governmental agency? Certianly updated information is important to your students completing the work so knowing when the site was updated last is important as well as current information. One more question is the material easy to understand, well organized, load in a reasonable amount of time and do all the links work?

All these considerations have to be thought of when conducting research and the information has to be relevent for the learner to gain full and current information.

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Lesson Plan 2:

Mr. Freeman/Culinary Arts

Salts

Objectives:

Students will list and explain the types of salt used in the industry.

Students will demonstrate the various uses of salt in foods.

Students will define and explain the various methods of storing salts.

Given the food items, the students will demonstrate the appropriate amounts to be added to foods without a standardized recipe.

Materials:

  • On Cooking Text

  • Video: Salt Harvesting

  • Web Quest assignments

  • Samples to present on project

Instructional Procedure:

Students are to log on to the web quest program and gather the assignments for the days work. There will be two parts to the assignment. The first will be work out of the chapter on seasonings in the text and gather all necessary information. Students are to then log on to the Web Quest and view the assignments and completing the on-linechecklist practical part in the shop kitchen demonstrating each salt researched.

Assessment:

I will assess each student's reports on the class website.

Students will complete each assignment in a timely manner indicated in the procedure list provided.

Students will report assignments on the culinary arts web quest program.

Tools:

  • Classroom Computers

  • Power Point Station

  • Web Quest Posting Board

Closure:

With the assignments listed on the web quest and with the classroom pratical, students will sharpen their knowledge on the many uses of salts in the food service industry today. With the implication of technology within this particular project the students will not only gain a deeper understanding of salts used, but more exposure to the various sources of technology through this lesson.

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Comments about this Web Quest can be sent to:Ralph!

For other food related sites see THIS SITE!

Mini Lesson 7 and 8

This is a list of requirements needed for the Web Quest:

  • Introduction
  • Task
  • Process
  • Evaluation
  • Conclusion
  • Credits

Different Parts of a Lesson Plan

  • Lesson Topic
  • Instructional Objectives
  • Materials
  • Procedure
  • Learner Activities
  • Evaluation
  • Closure

Body goes here

Extended FontsandTextColors

Lesson Plan 3:

Mr. Freeman/Culinary Arts

Fabrication of Poultry

Objectives:

Students will list and explain the types of poultry available in the industry today.

Students will demonstrate the various styles of fabrication.

Students will define and explain the various methods of storing fresh poultry using the HACCP method.

The students will demonstrate the various cutting techniques used in butterflying, fileting, quartering, trussing, segmenting, and splitting.

Materials:

  • On Cooking Text

  • Video: Poultry

  • Cutting boards, boning Knife, butchers twine, hotel pan.

Instructional Procedure:

Students are to log on to the web quest program and gather the assignments for the days work. There will be two parts to the assignment. The first will be work out of the chapter on poultry in the text and gather all necessary information that is requested in your web quest project. Students are to then view the assignments and complete the on-line part in the shop kitchen demonstrating each type of bird, cutting techniques, etc.

Assessment:

I will assess each student's reports on the class website.

Students will complete each assignment in a timely manner indicated in the procedure list provided.

Students will report assignments on the culinary arts web quest program.

Tools:

  • Classroom Computers

  • Overhead Projector

  • Culinary Web Site

Closure:

With the assignments listed on the web quest and with the classroom pratical, students will sharpen their knowledge on the many uses of salts in the food service industry today. With the implication of technology within this particular project the students will not only gain a deeper understanding of salts used, but more exposure to the various sources of technology through this lesson.

Article:

Teleconferencing in Education

Parker, Lorne H. Copyright 1983-11-28 ERIC Digest. Teleconferencing in Education. From ERIC Clearinghouse on Information Resources Syracuse NY. http://www.ericfacility.net/ericdigests/ed254214.html

One of the most exciting aspects of education for me is the use of technology into the lessons. In this article many types of questions and types of teleconferencing methods are discussed. We will atempt to touch on most of them.

Why use teleconferencing?

Teleconferencing extends the educational opportunities to distant locations, accomodates different classes, and enables all the students to a flexable format.

What is Audio Teleconferencing?

It is basically the everyday telephone! It is accessible to over 400,000,000 telephones world wide. There is an ability to setup conferences in a short time span and to make the teleconferencing more comfortable, speaker phones are available. This really makes large groups easy to converse back and forth.

Dedicated Conference Networks

This is merely permanent wires hooked up so all the groups have to do is pick up the phone at each location. The University of Wisconsin uses a network to communicate to over 200 locations throughtout the state.

Dial-Up Networks, Meet-Me Conferencing, and Direct Dial Conferencing

All of these are simular in that you have to contact each of them, but the Meet-Me Conferencing is a nice option for many to conference all at once and from various locations.

Audio Graphic and Video Teleconferencing

This is where the technology and the fun come into play! Less we forget about the cost involved with these systems! "Audio Graphic" is the blending of video and audio transmitted over the phone lines. This system may include many devices like: electronic pens, blackboards, and tablets, as well as computer systems, slow scan television, microfiche, telewriters and facsimile machines to name a few.

Computer Conferencing!

This allows two or more people to communicate with each other via computer terminals in a non-real-time mode.

So how can we effectively add this kind of technology into learning? Is this possible to experience video telecommunication within the classroom? The answer to many of these questions is yes! The technology is available, it is being used in businesses right now, and if we are to produce well equipped students for the work force then we need to equip our classrooms with technology that is available.

This is an awesome abstract of a teacher that has added technology to his classroom and transfers learning to remote target groups. Be sure to click abstract and see how a teacher in Norway is broken down various parts of this style of teaching.

Article:

Teleconferencing be Useful in Education?

Sian Bayne, Napier University, Edinburgh, Scottland. Institute for Learning and Research Technology. (ILRT)

In this article some of the main uses of teleconferencing in educationwhere teaching and learning takes place over a distance or between sites at multi-campus institutions. Another important use for teleconferencing is a way of bringing in outside speakers where the expert in a given topic is at another institution. In addition to teaching and learning, teleconferencinghas a lot of potential to support other related activities. Some uses: management meetings, job and student interviews, research meetings and project management.

Real-Time Conferencing

This will give the learners a sense of participating in a live event. This can also help synchronise learners, ot make sure they are all along the same course and gives them practice of the skill of talking about their subject.

Videoconferencing Specifically

Given the cost of video conferencing compared to audioconferencing, the question is often asked what is gained by the addition of audio? Being able to see people at the other end of the call makes it easier to build and develop relationships with them. Body language helps to encourage and structure spontaneous interaction by giving them a sence whether it is approiate to speak.

Limitations

Teleconterencing can only be carried out with quite limited numbers as large-scale interactive sessions, especially those with multiple sites, are extreamly hard to manage. Video conferencing is expensive and running costs as well. Teleconferencing involves practice and is more difficult to teach than it may appear.

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Lesson Plan #4

Mother Sauces

Instructional Objectives:

Materials:

On Cooking Text, Semantic Maps, CIA video on Sauces, Computer Work Stations, Production kitchen, bowls, pots, whisks, staples for ingredient recipes.

Procedure:

First we will look at the text in the chapter “sauces” and apply all the information to the semantic maps. Next we will complete the mind maps and apply the information to the map in color detail. Then we will discuss the thickening agents used. After the demonstration of the sauce production, each student will break out into assigned work groups and complete the assignments posted on the class web quest under assignments. When all the work is compiled and completed we will gather and discuss our findings.

Learner Activities:

Student research on sauces, Students will fill in information to the semantic map, A color detailed mind map will be assigned each student for the section on mother sauces, The thickening agents worksheet will be completed, Break out groups to work on hands-on assignment, Students to post information about their assignment to the student presentation section of Web Quest. Together we will discuss each of the findings with the class.

Evaluation/Assessment:

Each student will present their knowledge learned through this quest and it is my time to assess whether student engaged in meaningful discussion and work assignments. I will reflect on the lesson to see if there were items that I would change for future lessons.

Closure:

As your instructor it is my hope that all who journeyed through this Web Quest gained knowledge that can be applied in this industry. All of the terms and procedures you have applied in this lesson are being used in the industry today.

Web Quest

Introduction | Task | Process | Evaluation | Conclusion

A WebQuest for 12th Grade Culinary Arts

Designed by Chef Freeman

www.rfreeman@nccvt.k12.de.us

Marinara Sauce: From Ship To Shore

"INTRODUCTION:

Welcome! Sauces are so much apart of our dining experience! Fast foods, Fine dining, Snack Bars, and Roadside Hot Dog Stands. Marinara simply means 'sailors style'. The Spanish brought the tomato back to Europe in the 16th century, and they were introduced into the Spanish kingdom of Naples around 1550. The tomato became popular there, and marinara sauce originated in the Naples area. It took about 200 years before the tomato became popular in most of the rest of Europe. Soon you will experience all the attributes and wonders of making marinara sauce and begin to learn ways to develop various flavors.
Culinary Related Web SitesWeb Quest AssignmentsWeb Quest Instructions
www.foodtv.com Assignment #1How do I move about this Quest?
www.professionalrecipes.comAssignment #2Which site do I access first?
www.meilleurduchef.comAssignment #3How long should my research be?

"The Task"

You are one of those early explorers just about to introduce your marinara sauce to the world! Included in this quest are some guidelines to follow and questions to answer along the way. All recipes must be sampled and tested before they are presented.

In order to complete your project you will need to answer the following questions:
  • Where did marinara sauce first come onto the scene?
  • What part of the mother sauce group does the marinara sauce belogn?
  • List some applications that this sauce can be used for?
  • List some safety precautions in handling this sauce.

"The Process"

Students are to log on to the class Web Quest and access the assignments. The students are to then collaborate among themselves to divide the assignments out. Each assignment has a deadline to when it's due and must be posted to the Web Quest site. Students will access the on-line resources that I have identified on the Web Quest as you go through the Process. I have a few links selected that you may use as a way of developing background information. There is a sample Web Quest provided to give you a standard as to what I am looking for as a template. You may use "THIS ONE" or create your own.

"Evaluation"

Iwill be checking each evening for the day's assignments to be posted so timing is essential! Your preformance will be evaluated with the rubric provided under "assessment rubric".

Comments about this Web Quest can be sent to:Mr Freeman!

"Virtual Field Trips"

Virtual Field Trips (VFTs) are only one way the World Wide Web is truely revolutionizing learning in the classroom. I have always strived for meaningful experiences for my students, the VFT concept is definetly one of the technology aspects I can use! This VFT consept takes serious planning and consideration in order to make them a sucess. VFTs should be nicely positioned within the curriculum. You should keep in mind that you have enough material to cover without adding without adding additional lessons simply because they're novel! Remember you are taking your students outside the classroom walls, via cyberspace, and must provide just as much supervision and structure as you would on a traditional field trip.

There is a practical list of do's and don'ts for preparing, conducting, and evaluating VFTs with your students.

Do's:

  • Select a trip that has a clear connection to what you are studying in class.
  • Collect signed parential permission slips to take your class online(know your school division's AUP!)
  • Be responsible as thea chaperone while your class is online
  • Teach a preparetory lesson before the online trip
  • preview the site and know the content therein
  • Provide step-by-step tasks to accomplish
  • Consider a treasure hunt checklist for students to follow
  • Have students gather text and images to paste in a scrap book

    Don'ts:

  • Allow students to wander online on their own
  • Present the site without knowing it in detail
  • Go on a trip without classroom preparation ahead of time
  • Use VFTs as an unstructured use of class time
  • Complete a VFT and have little or no follow-up - help kids make those connections to their learning!

Lesson Plan #5

Instructional Objectives:

Procedure:

In this section will be using a different type of technology through this web quest using the digital camera to post your findings in each section of your assignments. First we will look at the second section in the chapter under “stocks” and apply all the information to the semantic maps. Next we will complete the mind maps and apply the information to the map in color detail. Then we will discuss the timelines of stock making. After the demonstration of a stock, each student will break out into assigned work groups and complete the assignments posted on the class web quest under assignments. When all the work is compiled and completed we will gather and discuss our findings.

Learner Activities:

1) Student research on sauces 2) Students will fill in information to the semantic map 3) A color detailed mind map will be assigned each student for the section on mother sauces 4) The thickening agents worksheet will be completed 5) Break out groups to work on hands-on assignment 6) Students to post information about their assignment to the student presentation section of Web Quest 7) Together we will discuss each of the findings with the class.

Evaluation:

Each student will give a report of their knowledge learned through this quest and it is my time to assess whether student engaged in meaningful discussion and work assignments. I will reflect on the lesson to see if there were items that I would change for future lessons.

Closure:

As your instructor it is my hope that all who journeyed through this Web Quest gained knowledge that can be applied in this industry. All of the terms and procedures you have applied in this lesson are being used in the industry today.

Article Comments:

"Welcome to the Scavenger Hunt for Online Learners!

Just one of my commenst to this particular "Scavanger Hunt" seemed to be a bit full of work filling in research about RIT's library. I thing the survey was a bit lengthy.

"Conclusion"

As a result of this web quest, you discovered what constitutes a quality marinara sauce. You should have a working knowlege of marinara sauces and others as well. Along with the recipes provided you also learned to analyze and modify recipes according to your research. Now answer: Which region of the world did this sauce come from? Who claimed to make or develop this sauce? What types of dishes can this sauce be used with? This Web Quest has provided you with an awesome experience on using the Internet as a tool developing your skills.

"RIT Library Catalog" http://www.wally.rit.edu/instruction/DLquestions.html "

Visited site on 7/13/03.

This seems like another great way to add some excitment to our already "traditional" means of educating. The addition of a scavenger hunt is like the a real hunt. Gathering bits and clues of information that would pertain to the lesson. It allows the students to benefit from the Internet.

There are a few various kinds of scavenger hunts available to use. 1) Theme-based is where the questions revolve around a single topic or idea. 2) Single web site hunt is where students look for clues or information within a single site. 3) Free-for-all hunt is where the questions can be easy enough to merit a quick search or can be complicated enough to require a journey!

Lesson Plan #6

Icing A Cake

Instructional Objectives:

Materials:

On Cooking Text, Video on: “Classic Cake Decorations For The Beginner”, Computer Work Stations, Production kitchen, bowls, cake turners, spatulas, pastry bags, pastry tips, and three types of cakes.

Procedure:

In this section will be using two kinds of technology through this web quest. The first being a digital camera and the second is the presentation station to present your findings in an oral presentation to the class. First we will look in the Bakers Manual under the chapter nine “icings” and apply all the information to the semantic maps. Next we will complete the mind maps and apply the information to the map in color detail. Then we will discuss the various types of icings that can be used. After the demonstration of icing two types of cakes, each student will break out into assigned work groups and complete the assignments posted on the class web quest under assignments. When all the work is compiled and completed we will gather and discuss our findings.

Learner Activities:

1) Student research on icings 2) Students will fill in information to the semantic map 3) A color detailed mind map will be assigned each student for the section on “cakes and icings” 4) Studebnt will complete the worksheet on cake styles and shapes. 5) Break out groups to work on hands-on assignment 6) Students to post information about their assignment to the student presentation section of Web Quest 7) Together we will discuss each of the findings with the class.

Evaluation:

Each student will give a report of their knowledge learned through this quest and it is my time to assess whether student engaged in meaningful discussion and work assignments. I will reflect on the lesson to see if there were items that I would change for future lessons.

Closure:

As your instructor it is my hope that all who journeyed through this Web Quest gained knowledge that can be applied in this industry. All of the terms and procedures you have applied in this lesson are being used in the industry today.

Online Collaborative Projects

Article: "Math around us"

http://www.globalclassroom.org Visited site on July 15th, 2003.

This page is posted by Richard Turnbull, and was last updated on Jan. 3,1998. rturnbul@nwrain.com Information Contact: Patti Weeg, Title 1 Computer Teacher, Delmar El. School, Delmar, Maryland, USA. Laurie Williams, Dennis Buccola Home Page:http://www.globalclassroom.org KIDPROJ WWW Contact: Grant Dougall and Diane Smith

Article: "Organizing your Project"

I had found this particular web site to be of great help. What an awesome way to lay out a quest over a long period of time. As I had scanned through each math related projects I saw how I could use this layout with some of topics in my culinary arts shop. Although this seems like much time and planning to develop, but this is a quality way to exhaust a pactular subject through your curriculum.

http://http://ltt.nbed.nb.ca/ict_grorg.asp/ Visited site on July 16th, 2003.

Web Tools for Learning was a project of the Division of Computer Studies at City University of Hong Kong.

Contents of this site © 1997-2000 by City University of Hong Kong.

This was helpful in organizing your project. When your planning out a particular project it is very important that it is well organized an planned out. Listed are the basic areas that is imperative to have considered:(1) Identifying Outcomes (2) Designing Your Project (3) Seeking Participation (4) Copyright Tips and Issues (5) Getting Started (6) During the Project (7) Concluding Your Project.

Don't forget to have your students send a thank-you message to all contributors and participants. As the organizing teacher, it is worthwhile to stay in touch with the participating schools. You may want to work with them in the future. As the coordinating or lead teacher, if possible, burn a CD of all the students' work and share it with all participating classes, administrators, and academic chair department leaders. (Especially if your a vocational teacher!)

The Internet Filtering Debate: Who decides-Individuals, families or Government?

http://commonsence.psinet.com/articles/filtering.html Visited site on July 17th, 2003

This article discussed some issues on how to address concerns about sexually explicit and other potential content that is on the Internet. One response is criminalize the display of "indecent" or "harmful" material or to require the use of private Internet filtering technology by the public at institutions in an attempt to block out material.

Both would have effects on businesses, organizations, individuals and families by limiting their ability to send and recieve information. Is this really fair or is the ability to allow the free choice of the user of the internet? In 1996 the U.S. Supreme Court shot down under the First Amendment federal law called "Communications Decency Act" which sought to criminalize the display of "indecent" to minors. Prior to resort to litigation many concerned residents had suggested a compromise policy that would permit adults and parents to decide for themselves and their children if they wanted to use the selected filter based on their own values, circulstances and knowlege of the filtering product. This sensible proposal was accepted locally, but was rejected for political and ideological reasons. This I wouold agree with. How can you effectivly filter what comes in and how to monitor the information?

In the end it is the role of the parents and families, not "big brother"! Yes there are some tools, firewalls, and programs, but the best is the parental guidance and involvement to best filter whats being accessed.

Debate on Internet Filters: Defending Internet Filtering Software

http://www.degrassi.ca/mark/papers/.htmlVisited site on July 17th, 2003

Debate on Internet Filters: Defending Internet Filtering Software

Listed are some points to discuss in this article: Internet Filtering, how does it work?

Advantages & Disadvantages

Some of the disadvantages of having filtering capabilities is that too much wanted information is being filtered out and the information that is needed is not being accessed. Years ago this was a problem and any words with “breasts”, “sex”, “teen”, and some commonly vulgar words were being filtered. Which is a good thing, but if you’re a chef and searching out chicken recipes and typed in “chicken breast you would not have much luck. Today with some of the popular blocking sites like NetNanny, SurfPatrol and many others, each have blacklists and stoplists built into them. Some software block entire parts of the Internet, like email, chat, and newgroups. Each brand of software caters to a different clientele.

Librarians as Selectors and not Censors

Librarians can’t be the censors! They do have a selection and has always been a large part of the librarianship. Librarians select on a regular basis due to the budgetary concerns and the mandate policies of their library. The Internet is an open resource and libraries do not require all of the information for the purpose of their daily operations and must have a web site policy.

Issues/Problems

Commonly asked questions like: Who are librarians to decide what to filter? Who are these employees of the filtering company who filter sites out? How do we define appropriate or inappropriate? And finally, we often here that the filtering is unconstitutional if one was to argue.

Some problems

Publicly supported libraries are associated with governmental institutions, thus they are subject to the first amendment, which forbids them from restricting information from the public. Filters do not work. Current blocking/filtering software not only access to what some may consider “objectionably material but also blocks informational that is needed from the web sites.

Conclusion

In recent studies the public library in Cincinnati and Hamilton County wrongly filtered only 732 pages out of 3,717,383 pages which is only a 0.019% error! Not bad! Is it worth it or not? I think it is.