Bangkok, UNESCO Bangkok. III. Japanese Fund in Trust. IV. Title.

Transcription

1 UNESCO BANGKOK Bangkok, Thailand 2006

2 Bangkok, UNESCO Bangkok. III. Japanese Fund in Trust. IV. Title.

3 The Internet as an Information Resource Teacher's Guide Table of Contents General Guidelines 4 Introductory Rationale Content of the Training Programme Prerequisites Materials and Equipment Teaching Tips for Face-to-Face Instruction Module Evaluation Typographical Convention Overview of Module 9 Learning Outcomes Schedule Module Outline Grading Policy List of Activities Assessment Reading/Reference List Glossary Lessons Lesson 1 What is the Internet? 23 Lesson 2 How do you Search for Information on the Internet? 33 Lesson 3 What are the Issues and Concerns about Internet Use? 51 Evaluation Form 59 Accompanying Material Student s Text PowerPoint Slides 3

4 Empowering Information Professionals : A Training Programme on Information and Communication Technology General Guidelines for Teachers Introductory Library schools are now changing their curricula to produce graduates who are prepared for the changing service requirements in libraries. The majority of practitioners, however, graduated before the advent of the Information Age or studied in schools that did not teach ICTs for various reasons. This group of practitioners is now finding itself unprepared for the new demands of the profession. This Training Programme is in response to this identified need. People working in libraries and information centers are the primary target group of the Training Programme. It is intended to provide them with the knowledge and skills to deal with the application of ICTs to library and information services. It is also intended for use by teachers of students in library schools and of personnel in library and information centers. The Package has been developed by the UNESCO Asia and Pacific Regional Office with funding from the Japanese Funds in Trust for Communication and Information. Rationale In 1961, Marion Harper Jr. wrote, To manage a business well is to manage its future; and to manage the future is to manage information. 1 Less than 25 years later, John Naisbitt, in discussing the ten megatrends in his opinion were happening in the US, said None is more subtle, yet more explosive, I think than this first, the megashift from an industrial to an information society. 2 According to Naisbitt, In 1950, only 17 percent of us worked in information jobs. Now more than 60 percent of us work with information as programmers, teachers, clerks, secretaries, accountants, stock brokers, managers, insurance people, bureaucrats, lawyers, bankers and technicians. He groups librarians among professional workers who are almost all information workers 3 Today, society is in the Information Age, an age where information is power. 1 Harper, Marion Jr New profession to aid management, Journal of Marketing, January, p. 1 2 John Naisbitt entitled Megatrends : Ten new directions transforming our lives (New York, N.Y. : Warner Books, 1982), p11 3 Ibid, p

5 Content of the Training Programme The Training Program contains nine Modules: Module 1 - Introduction to Information and Communication Technologies Module 2 - Introduction to Library Automation Module 3 - Information Seeking in an Electronic Environment Module 4 Creation and Management of Databases Using CDS/ISIS - The Internet as an Information Resource Module 6 - Web Page Concept and Design: Getting a Web Page Up and Running Module 7 - Library Management and Promotion Module 8 - Digital Libraries and Open Access Module 9 - Intellectual Property Rights in the Digital Age All the Modules have a Teacher's Guide and a Student s Text. The Teacher's Guide should not be distributed to the students. Teacher s Guide The Teacher s Guide includes the following: General Guidelines Introductory Rationale Content of the Training Programme Prerequisites Materials and Equipment Teaching Tips for Face-to-Face Instruction Module Evaluation Typographical Conventions Overview of Module Learning Outcomes Schedule Module Outline Grading Policy List of Activities Assessment Reading/Reference List Glossary Lessons Evaluation Form Accompanying Materials PowerPoint Slides Student s Text Student s Text The Student s Text contains the following: General Guidelines Introductory Rationale Content of the Training Programme Prerequisites Typographical Conventions Overview of Module Learning Outcomes Schedule Module Outline Grading Policy Lessons List of Activities References and Recommended Readings Glossary 5

6 Prerequisites Module 1. The student must have a genuine interest in understanding the impact of new information technologies on the practice of Library and Information Science. Modules 2-9. The student must have finished Module 1 Materials and Equipment The teacher and the students must have the facilities and technical support required to carry out the course. They must have CD-ROM drives and online access to the Internet. The teacher must be knowledgeable and skilled in using computers, the Internet, CD- ROMs and a variety of software and other electronic resources. Copies of the core materials could be downloaded and printed out if desired. Teacher s guide Student s Guide Hands-on exercises Computer system o Recommended: CPU Intel Celeron D336 or Intel Pentium 506 (2.66)LGA 775 or higher Memory 512 MB PC400 DDR Hard Drive WD 40GB 7200RPM CD-ROM/DVD drive (52x CD-ROM combo drive or 52 DVD combo drive) Monitor CRT or LG EZ 17 Flatron Modem 56 k or DSL or Cable AVR 500 w Printer Laser o Minimum Pentium IV Processor 128 MB RAM Operating system software ( Windows 98 with all the updates or Windows XP Service Pack2/XP Professional) Application software MS Office 2000 Other applications (Acrobat Reader, Multimedia Flash Reader) Internet access o If dial-up: modem card, phone and Internet Service provider. o If DSL: integrated LAN card and Internet Service provider. o Internet Cafes and other service centers. Communication Tools. Asynchronous communication by , discussion groups and synchronous communication such as chat tools and virtual conference will be used as needed and whenever possible. Video will not be used due to possible limitations in access capabilities of some students. 6

7 Teaching Tips for Face-to-Face Instruction Speak slowly and clearly to ensure that students can follow you this is especially important if some or all the students do not have English as their first language. Do not read your lecture notes verbatim. This is a sure way of losing your students attention. Always show an interest in what you are teaching. The Modules have been carefully planned, with exercises and discussions as well as lectures. Try to follow the schedule as set out in the Module. Try to use examples as often as possible to explain concepts. If the examples are taken from the students own countries or regions, so much the better. Try to keep within the daily timetable recommended for the Module if you get behind in one lesson it may be difficult to make up time in a later lesson. Avoid extending the class beyond the time period allotted. Be prepared to use back-up materials if for any reason the computer will not function during a lesson. Try to answer all questions from students, but if you do not know the answer to a question it is better to admit it than to try and bluff. Make sure that all equipment needed for a lesson is working properly before the lesson begins things can often go wrong! Be ready to stay behind for a few minutes after each lesson to answer questions that students may have but that they did not wish to ask in class. Module Evaluation At the end of the Module, ask your students to evaluate it. The evaluation of the Module by the students is meant to help you improve your teaching and should be seen in this light rather than as a criticism of yourself. Make use of it to do an even better job next time. The evaluation form is found after the last lesson of each Module Typographical conventions The following conventions are used through out the Module. Course Guide General introduction to the Module Course Objectives General introduction to the learning outcomes of the Module 7

8 General note to the teacher and additional information Tip Teaching tips and supplemental materials Activity Activity for the students Assessment Questions/activities to measure learning End of General Guidelines 8

9 The Internet as an Information Resource Teacher s Guide Overview This is the Teacher s Guide for of Empowering Information Professionals: A Training Programme on Information and Communication Technology. is about the Internet as an information resource. Learning Outcomes The goal of this Module is to provide the practicing librarian with the skills and knowledge needed to answer the what, when, who, where and how of the Internet. By the end of the Module, students should: Know the origin and history of the Internet. Understand how the Internet works. Be able to identify and utilize Internet tools. Be able to identify and use Internet resources. Be able to evaluate Internet tools and resources. Be able properly to cite information found on the Internet. Be aware of the trends and issues concerning the Internet. Schedule Day Lessons 1-2 Lesson 1: What is the Internet? 3-4 Lesson 2. How do you Search for Information on the Internet? 5 Lesson 3: What are the Issues and Concerns about Internet Use? 9

10 Module Outline Lesson 1. What is the Internet? Scope What is the Internet? What is the Internet's history? What makes the Internet work? Objectives By the end of the lesson, students should be able to: Describe what is the Internet. Discuss briefly the Internet's history. Define basic Internet concepts, terms and technologies. Lesson 2. How do you Search for Information on the Internet? Scope Objectives What are the Internet tools and services? How do you use the Internet tools and services? How do you find information on the Internet? By the end of the lesson, students should be able to: Identify the Internet tools and services. Use the Internet tools and services. Find information on the Internet. Lesson 3. What are the Issues and Concerns about Internet Use? Scope Objectives What are the issues concerning the Internet? How do you evaluate information resources on the Internet? How do you cite the information resources found on the Internet? What are the emerging Internet trends and technologies? By the end of the lesson, students should be able to: Identify the issues concerning the Internet. Evaluate information resources on the Internet. Properly cite the information resources from the Internet. Identify emerging trends and technologies on the Internet. Grading Policy A score of 85 points is needed to pass the Module. Three reports, (one for every unit is required) are worth 25 points each. All reports must be original works, be free of grammatical and typographical errors and include cited references. There is no final examination but there will be a final assignment worth an additional 25 points. Unit assignments and activities are not graded. They are provided to enhance learning in distance mode. Grading will be based on the student s ability to organize and communicate ideas. 10

11 Lessons Points Pre-assessment (Ungraded) 0 Lesson 1: What is the Internet? 25 Lesson 2. How do you Search for Information on the Internet? 25 Lesson 3. What are the Issues and Concerns about Internet Use? 25 Activities (Ungraded) 0 Final Assignment 25 Post assessment 0 Total 100 List of Activities Lesson 1 Lesson 1 Activity Visit these sites. Click on the link (URL) to go to the site. Youthlearn: An Overview of the Internet. Vint Cerf A Brief History of the Internet and Related Networks. Activity Lesson 1 Visit these sites. Click on the link (URL) to go to the site. A Basic Guide to the Internet. Learn the NET: Anatomy of a URL. Activity Lesson 1 Visit these sites. Click on the link (URL) to go to the site. How Internet Infrastructure Works. Jacob Carlson, Ken Green & Erik Schetina Internet Infrastructure Components: A 10,000-Foot View - Transporting Information. 11

12 Lesson 2 Lesson 2 Activity Visit these sites. Click on the link (URL) to go to the site. Microsoft Internet Explorer: Surfing, Browsing, and Finding Your Way on the Web. Using Internet Explorer 6. An Introduction to Mozilla Firefox, Part 1. nglish/part_01 Activity Lesson 2 Visit these sites. Click on the link (URL) to go to the site. Getting Started on the World Wide Web. Glencoe McGraw-Hill. Things To Know Before You Begin Searching. html Checklist of Internet Research Tips. Conducting Research on the Internet. Activity Lesson 2 Visit these sites. Click on the link (URL) to go to the site. Bare Bones Lesson 1: Search Engines. UC Berkeley. Teaching Library Internet Workshops. The Best Search Engines. tml Danny Sullivan Power Searching For Anyone. Activity Visit these sites. Click on the link (URL) to go to the site. 12

13 Lesson 2 Bare Bones Lesson 3: Subject Directories. Recommended Subject Directories. html Searching the Internet: Recommended Sites and Search Techniques - Subject Directories. Activity Lesson 2 Visit these sites. Click on the link (URL) to go to the site. Bare Bones Lesson 2: Metasearch Engines. Meta-Search Engines. Chris Sherman Metacrawlers and Metasearch Engines. Danny Sullivan Specialty Search Engines. Activity Lesson 2 Visit these sites. Click on the link (URL) to go to the site. Invisible Web: What it is, Why it exists, How to find it, and Its inherent Ambiguity. ml The Deep Web. Finding Information: Searching Databases. Activity Lesson 2 Visit these sites. Click on the link (URL) to go to the site. Evaluating Web Pages: Techniques to Apply & Questions to Ask. Critical Evaluation of Resources. Cornell University Library. Evaluating Web Sites: Criteria and Tools. 13

14 Activity Lesson 2 Visit these sites. Click on the link (URL) to go to the site. Bare Bones Lesson 6: Creating a Search Strategy. Recommended Search Strategy: Analyze your topic & Search with Peripheral Vision. Bright Planet. Tutorial: Guide to Effective Searching of the Internet. Lesson 3 Lesson 3 Activity Visit these sites. Click on the link (URL) to go to the site. American Library Association. Links to Washington Office Issues. Copyright, Intellectual Property Rights, and Licensing Issues. International Federation of Library Associations and Institutions Information Policy: Copyright and Intellectual Property. Activity Lesson 3 Visit these sites. Click on the link (URL) to go to the site. DigitalDivide.org. Web Accessibility Initiative (WAI). UNESCO. Multilingualism in Cyberspace. William L. Manning Telemedicine & Health Care Informatics Legal Issues. Preservation Resources. Kenneth Thibodeau. Preservation and Migration of Electronic Records: The State of the Issue. Librarians' Internet Index. Websites You Can Trust. 14

15 AllLaw.com. Legal Topic Index: Computers and Technology. s/ SANS Institute. The Most Critical Top 20 Internet Security Vulnerabilities. Activity Lesson 3 Visit these sites. Click on the link (URL) to go to the site. Internet 2. Internet Emerging Technology Trends Library. K. G. Schneider Top Technology Trends Solicited. Vinton Cerf. What Will Replace The Internet? Time.com Visions of the 21st Century. UNESCO. Free & Open Source Software Portal. Open Source Windows. A Simple List of the Best Free and Open-Source Software for Windows. Ken Guest New Users: Alternatives to Windows Software. Lund University Libraries. Directory of Open Access Journals. Public Library of Science. PLOS Biology: A Peer-reviewed, Open-access Journal. Assessment Lesson 1 Lesson 1 Assessment 5.1 Answer the following and submit your paper to your teacher. 1. What is the Internet and why is it important (5 points)? 2. Explain how information is transferred on the Internet (10 points)? 3. What is the difference between an IP address and a URL (10 points)? 15

16 Lesson 2 Lesson 2 Assessment Use the different Internet search tools to locate tutorials, other web-based training materials and other information resources useful for you or your libraries. Submit a list to your teacher (10 points). 2. Use the different Internet search tools to locate free Internet resources useful for you or your libraries. Submit a list to your teacher (15 points). 3. Join a listserv. Submit a copy of your acceptance into the listserv to your teacher. Lesson 3 Lesson 3 Assessment 5.3 Issues and Concerns about the Use of the Internet in Libraries 1. Choose the top five issues/concerns that affect Internet use in your library or institution. 2. Search for more information regarding these issues. Save the URLs on your web browser s favorites. 3. Write an essay on how these issues should be addressed by your institution and as much as possible suggest concrete solutions. Cite your sources according to a particular style (APA/MLA). Reference/Reading Lisr Lesson 1. What is the Internet? Electronic Resources 1. Carlson, J., Green, K. & Schetina, E Transporting Information. Internet Infrastructure Components: A 10,000-Foot View Learn the Net. The Web-at-a-glance: Anatomy of a URL Leiner, B. M. et al A Brief History of the Internet. Internet Society State University of New York at Albany. University Libraries. A Basic Guide to the Internet Tyson, J. How Internet Infrastructure Works. HowStuffWorks. 16

17 6. Youthlearn. An Overview of the Internet. Lesson 2. How to Search for Information on the Internet Electronic Resources 1. AskA+Locator Bright Planet. Tutorial: Guide to Effective Searching of the Internet Complete Planet Dejanews Direct Search Dogpile Glencoe Norton Online: Getting Started on the World Wide Web Google groups Langenberg Learn the Net. Find Information: Searching Databases Librarian s Index Library of Congress. LC Online Catalog LookSmart Mailbase Metacrawler Microsoft Corporation Microsoft Internet Explorer: Surfing, Browsing, and Finding Your Way on the Web Open Source Articles. An Introduction to Mozilla Firefox, Part 1. english/part_ ProFusion Research-it Sherman, C Metacrawlers and Metasearch Engines. Searchenginewatch.com State University of New York at Albany. University Libraries Using Internet Explorer State University of New York at Albany. University Libraries Checklist of Internet Research Tips State University of New York at Albany. University Libraries Conducting Research on the Internet. 17

18 24. State University of New York at Albany. University Libraries Searching the Internet: Recommended Sites and Search Techniques - Subject Directories State University of New York at Albany. University Libraries The Deep Web Sullivan, D Power Searching For Anyone. Searchenginewatch.com Sullivan, D Specialty Search Engines. Searchenginewatch.com University of California at Berkeley Library Critical Evaluation of Resources University of California at Berkeley Library The Best Search Engines. html 30. University of California at Berkeley Library Things to Know Before You Begin Searching. w.html 31. University of California at Berkeley Library Evaluating Web Pages: Techniques to Apply & Questions to Ask University of California at Berkeley Library Invisible Web: What it is, Why it exists, How to find it, and its inherent Ambiguity. tml 33. University of California at Berkeley Library Meta-Search Engines. ml 34. University of California at Berkeley Library Recommended Search Strategy: Analyze your Topic & Search with Peripheral Vision University of California at Berkeley Library Recommended Subject Directories. s.html 36. University of South Carolina at Beaufort. Library Bare Bones Lesson 1: Search Engines University of South Carolina at Beaufort. Library Bare Bones Lesson 2: Metasearch Engines University of South Carolina at Beaufort. Library Bare Bones Lesson 3: Subject Directories. 18

19 39. University of South Carolina at Beaufort. Library Bare Bones Lesson 6: Creating a Search Strategy Webseek Yahoo Yahoo! People Search. Lesson 3. What are the Issues and Concerns about Internet Use? Electronic Resources 1. AllLaw.com. Legal Topic Index - Computers and Technology. ks/ 2. American Library Association. Links to Washington Office Issues American Library Association. Library & Information Technology Association. Top Technology Trends by Topic American Psychological Association. APA Electronic References Berkeley Digital Library SunSITE. Preservation Resources Berkeley Digital Library SunSITE. Copyright, Intellectual Property Rights, and Licensing Issues Cerf, V.. What Will Replace The Internet? Time.com Visions of the 21st Century Chicago Manual of Style: Citation Style Guides for Internet and Electronic Sources Engle, M Evaluating Web Sites: Criteria and Tools. Cornell University Library DigitalDivide.org Guest, K Alternatives to Windows Software International Federation of Library Associations and Institutions Information Policy: Copyright and Intellectual Property Internet 2. About Internet Librarians' Internet Index Library of Congress. How to Cite Electronic Resources Lund University Libraries. Directory of Open Access Journals. 19

20 17. Manning, W. L Telemedicine & Health Care Informatics Legal Issues Modern Language Association. MLA Style Guides Online! A Reference Guide to Using Internet Resources Open Source Windows Public Library of Science: PLOS Biology: A Peer-reviewed, Open-access Journal SANS Institute. Top 20 Most Critical Internet Security Vulnerabilities Schneider, K.G Top Technology Trends Solicited Thibodeau, K. Preservation and Migration of Electronic Records: The State of the Issue UNESCO. Free & Open Source Software Portal UNESCO. Multilingualism in Cyberspace W3C. Web Accessibility Initiative (WAI). Glossary Access. Refers to the ability of the user to connect to a database or Internet service. Accessibility. Guidelines for designing web contents accessible to people with disabilities and available to all users whatever software, hardware and platform they are using to access the Web; making it easier to find information on the Web. Anchor. Text and graphical elements embedded with hyperlinks and other objects that users click to jump to a web document pointed by the browser. Applications software. A program that is designed to perform a specific task. ASCII. The encoding system called American Standard Code for Information Interchange. Backup. Pertains to a procedure or device to make a duplicate of a system or data for future use in the event of loss from the server or hard disk due to various factors. Client. Computers that requests information on a web server. Client/server. The computing architecture that designates computers as servers or clients dividing the workload. Content. Textual and graphical elements, and other information in several media types that comprise a web page. Design. Overall style, structure and presentation of a web page. 20

21 Domain name. The familiar name of the computer hosting the web site of an individual or organization that corresponds to a series of numbers (IP address) that serve as routing addresses on the Internet. Domain Name System (DNS). An Internet service that translates domain names into IP addresses. DNS servers. Servers on the Internet that act as an Internet Directory transforming domain names into IP addresses. Point to the location of web hosts by providing their IP address transformed from their domain names. Domain Name Registrars. Companies accredited by ICANN (The Internet Corporation for Assigned Names and Numbers) that offers registration services for the domain names of organizations and individuals. Electronic mail. A communications tool used to send messages to and from computers. Also called . End user. Same as user. The individual providing input or using output from the computer. FTP. File Transfer Protocol. Refers to the protocol and the program used to transfer files from one computer to another. Graphics. Images, icons, and other graphical elements found on a web page. Home page. The main page of a web site that typically serves as an index or table of contents to other web pages. Hyperlinks. The embedded hypertext links that point to other web pages and other related resources. Hypertext. Presents and relates information in a non-linear and nonhierarchical organization, allowing the user to view related information through a system of hypertext links (hyperlinks). HyperText Markup Language (HTML). The standard language used to create web pages. A markup language that uses tags and attributes that web browsers interpret to display web pages on the screen. HyperText Transfer Protocol (HTTP). The underlying protocol behind the World Wide Web. ICANN. The Internet Corporation for Assigned Names and Numbers is the non-profit corporation that was formed to assume responsibility for the IP address space allocation, protocol parameter assignment, domain name system management, and root server system management functions previously performed under U.S. Government contract by IANA and other entities. Icons. Pictographs that are used in a windows environment to indicate operations such as copy, save, delete, etc. Information. The output of information processing. Useful data Information system. Generally a computer-based system for storing and retrieving data and information. Intellectual property rights. Recognized legal claim to ownership of recorded or manifested ideas. Interactive. Pertaining to online communication where there is immediate 21

22 interaction between user and the computer. InterNIC. The Internet's Network Information Center has been established to provide the public with information regarding Internet domain name registration services. Internet. A global network of computers communicating under one set of guidelines formally called the TCP/IP. Intranet. An internal network belonging to an organization that uses TCP/IP with access limited to members of the organization. IP address. A series of numbers called Internet Protocol numbers that serve as routing addresses on the Internet used to locate and communicate information on the Internet. Navigation. The system used to explore and view the set of information and related information on a web site. Netiquette. The accepted behavior online on the Net. Program. A set of instructions for the computer to perform a particular function. Also called software. Protocols. The set of rules and standards computers used to communicate with each other. Site structure. The overall layout of the web site, the connection and relationship of web documents on a web site. Simple Mail Transfer Protocol (SMTP). The protocol used for sending and receiving electronic mail. Text editor. Applications program used to edit ASCII files like pad. Top-level domains. Limited number of predefined suffixes attached to Internet domain names. Some of these are:.com,.net,.org,.edu, and.mil. Uniform Resource Locator (URL). The uniform naming scheme that specifies unique addresses for web servers, documents and other resources, no matter what the access protocol. Upload. The process of transferring files from a client computer to a server via the Internet. User friendly. Used to describe a user interface that enables the inexperienced user to interact successfully with the computer. Web browser. Application software used to search and display web pages. The client software used to access the Web. Web host. The machine that hosts web sites and applications programs needed to serve documents on the Internet. See web server. Web page. An electronic document on the World Wide Web formatted using HTML and displayed using a web browser. Web server. The computer running application software that listens and responds to a client computer's request made through a web browser. Web site. A collection of related web pages of a certain individual, group, or organization connected through a system of hyperlinks, and hosted in a particular domain. World Wide Web. A global hypertext information system that serves as a way to access and provide information in various media via the Internet. 22

23 End of Overview The Internet as an Information Resource Teacher s Guide Lesson 1: What Is the Internet? Introduction The lessons are presented to the students as PowerPoint slides as shown in the title slide below. The Teacher s Guide will provide you with information and tips on how to explain each slide. It will also provide you with exercises/activities that you can ask the students to do. The Internet as an Information Resource Lesson 1 What is the Internet? UNESCO EIPICT Lesson 1 1 This is the title slide for lesson 1. Tip Establish rapport with the students by asking them what they understand about the Internet. This will serve as a motivation activity by letting them know that you are interested in what they know and that you give importance to what they have to say. This will also encourage them to actively participate in the lecture/discussion. Their answers in turn, no matter how brief, will help you gauge their understanding of the subject matter. There is no need to discuss their answers at this point. Slide 2: Rationale 23

24 Tip This slide provides justification for the lesson by giving importance to the Internet because of the shift from print to digital information. Mention that authors and researchers now use the Internet to publicize results of their research even before they are printed in commercial and organization journals. In addition there are open access journals that provide access to full-text articles. Slide 3: Scope Slide 3 provides an overview of the scope of the lesson. There is no need for discussion at this point. The module covers the following topics: 1. What is the Internet? 2. What is the Internet s history? 3. What makes the Internet work? Slide 4: Learning Outcomes Tip Inform the students about the learning outcomes for the lesson. There is no need for discussion at this point. By the end of the lesson, students should be able to: 1. Define what is the Internet. 2. Discuss briefly the Internet's history. 3. Define basic Internet concepts, terms and technology. Slides 5: What is the Internet? The Internet is a global network of computer networks utilizing a suite of protocols called the TCP/IP (Transmission Control Protocol/Internet Protocol) 24

25 that supports interconnection of a number of different computer networks. The Internet covers large, international Wide Area Networks (WAN s) as well as smaller Local Area Networks (LAN s) and individual computers connected to the Internet worldwide. The Internet supports communication and sharing of data, and offers a vast amount of information through a variety of services and tools. Slides 6: What is the Origin of the Internet? The Internet grew from ARPANET, the first computer network designed for the Advanced Research Projects Agency (ARPA) of the US Department of Defense. ARPA sponsored research on interconnecting geographically remote computers to allow communication and sharing of data and resources. The goal was to create a communications network that could exist even if parts of it were incapacitated. One of the early developments that proved significant to the success of ARPANET was packet switching and TCP/IP. Packet switching involves digital systems that transmit data in small packets using the best current path to the destination. TCP/IP is the core Internet protocol that allows computers to communicate with each other. Brief history of the Internet Realizing the value of interconnected computers, the academic community began its own research networks. One of these academic networks is NSFNET, (the National Science Foundation Network), that originally connected universities and research organizations around North America. Later on, networks from Europe and other countries were connected to NSFNET, making it the backbone of the Internet. ARPANET was decommissioned and the management of the Internet was passed on to NSFNET. It lifted the restriction on commercial use, which contributed to the Internet s growth as well as to its commercialization. Eventually, NSFNET reverted to being a research project, leaving the Internet in commercial hands and its management to independent organizations. The Internet later expanded to include universities, businesses and individuals. However, the Internet only started to gain popularity for the casual computer user in the 1990s, with the creation of the World Wide Web, followed by the introduction of Mosaic, the first graphical web browser, which brought an unprecedented growth to the Internet. Today the Internet is also referred to as 25

26 unprecedented growth to the Internet. Today the Internet is also referred to as the Net, the Information Superhighway, and Cyberspace. Slide 7: Activity Activity Lesson 1 Visit these sites. Click on the link (URL) to go to the site. Youthlearn : An Overview of the Internet. Barry M. Leiner et al A Brief History of the Internet. Internet Society. Slide 8: What makes the Internet work? The following are some technologies that make the Internet work: Protocols standardized rules that define how computers communicate and exchange data. IP addresses unique numbers used to identify computers on the Internet. Domain names a structured naming system to locate computers on the Internet. URLs a uniform naming scheme that specifies unique addresses of Internet resources. Clients and servers computing architecture used by most Internet services. Slide 9-10: Protocols The Internet is a packet-switching network that uses TCP/IP as its core protocol. TCP/IP is a suite of protocols that govern network addresses and the organization and packaging of the information to be sent over the Internet. Transmission Control Protocol (TCP) handles the flow control and recovery of packets, while Internet Protocol (IP) is responsible for addressing and 26

27 packets, while Internet Protocol (IP) is responsible for addressing and forwarding individual packets. It is equally suitable for LAN and WAN applications. Internet protocols also specify common applications such as electronic mail, terminal emulation, and file transfer. The protocols were first developed in the 1970s, when the Defense Advanced Research Projects Agency (DARPA) funded research by Stanford University to establish a packet-switched network that would facilitate communication between dissimilar computer systems at research institutions. Internet protocols Below are some of the Internet Protocols used by Internet tools and services: HTTP (Hypertext Transfer Protocol) - for accessing and transmitting documents on the Web. FTP (File Transfer Protocol) - for transferring files from one computer to another. Gopher Protocol - for accessing documents via gopher menus (no longer widely used). Telnet Protocol - allows users to logon to a remote computer. SMTP (Simple Mail Transfer Protocol) for sending and managing electronic mail ( ). Slide IP Address Unlike local computer networks which are centrally controlled, the Internet is decentralized by design. Its operators can choose which Internet services to use and which services to make available to the global Internet community. Each Internet computer, called a host, is independent and has a unique address, called the IP address. TCP/IP uses the IP address to route packets of information from a sender to a location on the Internet. The IP address consist of four sets of numbers ranging from 0 to 255, Ex Anatomy of an IP address: (Example IP address: ). o The first two number sets designate the network: o The third number set identifies the local network: 13 o The fourth number set identifies the particular machine: 53 27

28 Slide 13-17: Domain Names Domain names are the alias or English-language equivalent of a computer s IP address. The Domain Name System (DNS) allows the use of domain names hat are easier to remember than IP addresses in order to locate computers on the Internet. Domain Name Resolvers scattered across the Internet translate domain names into IP addresses. Domain names are used in URLs and addresses. Anatomy of a Domain Name: Domain names have two parts: o The first part names the host computer. o The second part identifies the top-level domain. Accordingly, there are two types of Top-Level Domains (TLD): o Generic Top-Level Domains-- TLD identifies the type of host; for example a domain that ends with.edu is an educational institution. Only a few top-level domains are currently recognized, but this is changing. Here is a list of the domains generally accepted by all:.edu educational site (usually a university or college).com commercial business site.gov US governmental/non-military site.mil US military site or agency.net network, internet service provider, etc.org US non-profit organization In mid November 2000 the Internet Corporation for Assigned Names and Numbers (ICANN) voted to accept an additional seven new suffixes..aero restricted use by air transportation industry.biz general use by businesses.coop restricted use by cooperatives.info general use by both commercial and non-commercial sites.museum restricted use by museums.name general use by individuals.pro restricted use by certified professionals and professional entities o Country code Top-Level Domains. Some examples are:.au Australia.cn China.fj Fiji.id Indonesia.jp Japan 28

29 .mn Mongolia.ph Philippines.sg Singapore.tw Taiwan.uk United Kingdom.us United States.vn - Vietnam Tip The complete list of country code Top-Level Domains can be accessed at: Slide 18-20: Uniform Resource Locator A URL or Uniform Resource Locator is the unique address of a given web page. Knowledge of the URL allows you to locate a given web page. The URL comprises three parts: the protocol, the domain name and the path. The URL is placed on the address bar of the browser when locating the site before pressing the Enter key. You will learn more about this later. Protocol lets the computer know how to process the information it receives. Domain name Internet address of the computer hosting the site and storing the documents. Path tells the computer which directory and file to access. Tip Use the diagram below to further explain the components of a URL and their meanings. In the example "http - hypertext transfer protocol "www" - world wide web server name amazon" - second-level domain name com" top-level domain name 29

30 "books" - directory name children" - folder name "html" - file type Click on the link above to demonstrate the place where the URL is typed when using a search engine and to show how the URL leads to the resource. UNIFORM RESOURCE LOCATOR Address of Internet server that uses the hypertext transfer protocol The secondary domain name The top level domain signifying a commercial site File type Signifies that the site is part of the World Wide Web Actual page Signifies folder where webpage is located Slide 21: Activity Activity Lesson 1 Visit these sites. Click on the link (URL) to go to the site. A Basic Guide to the Internet. Learn the NET. Anatomy of a URL. Slide 22: Client Server 30

31 The term client/server describes the relationship between two computer programs. One of the programs, called the client, makes a service request to another program, the server, which fulfills the request. In a network, the client/server model provides a convenient way to interconnect across different locations. On the Internet, the web browser is the client program that sends requests to a web server by means of the Hypertext Transfer Protocol (HTTP). Similarly, the TCP/IP protocol allows the computer to make client requests for files by means of the File Transfer Protocol (FTP) to servers running server programs that provide the information or service needed. Slide 23: Activity Activity Lesson 1 Visit these sites. Click on the link (URL) to go to the site. How Internet Infrastructure Works. Jacob Carlson, Ken Green & Erik Schetina Internet Infrastructure Components: A 10,000-Foot View. Howstuffworks. Assessment 5.1 Lesson 1 Answer the following and submit to the teacher. 1. What is the Internet and why is it important (5 points)? 2. Explain how information is transferred on the Internet (10 points)? 3. What is the difference between an IP address and a URL (10 points)? Review Questions 1. What is the origin of the Internet? 2. How does the Internet work? 3. What are protocols? 4. Name the different parts of a URL. 5. What is a client-server network? 31

32 6. What are Top-Domain Names? Give examples. 7. What is an IP address and what does it stand for? Tip Discuss the review questions and answers with your class. End of Lesson 1 32

33 The Internet as an Information Resource Teacher s Guide Lesson 2: How to Search for Information on the Internet Introduction The lessons are presented to the students as PowerPoint slides as shown in the title slide below. The Teacher s Guide will provide you with information and tips on how to explain each slide. It will also provide you with exercises/activities that you can ask the students to do. The Internet as an Information Resource Lesson 2 How to Search for Information on the Internet. UNESCO EIPICT MODULE 5. LESSON 2 1 This is the title slide for lesson 2. Tip Use the review questions at the end of the lesson to open the discussion about the Internet as an Information Resource. Slide 2: Scope This The slide provides the list of topics covered by the lesson. There is no need for discussion at this time. The topics are: 33

34 1. What are Internet tools and services? 2. What are Internet search tools? 3. How do you use Internet tools and services? 4. How do you find information on the Internet? Slide 3: Learning Outcomes By the end of the lesson, students should be able to: 1. Identify Internet tools and services. 2. Identify Internet search tools. 3. Use Internet tools and services. 4. Locate tutorials and other web-based training materials on how to use the Internet as an information resource. 5. Locate sites with free information resources. There is no need for discussion at this time. Slide 4: What are the major Internet Tools and Services? The Internet has several tools and services that make it ideal as an information resource. Each of these features has its own merits and therefore should be utilized depending on the type of information one needs to access. Some of these tools are , newsgroups and listserves, Internet relay chat, telnet, file transfer protocols, the World Wide Web, and web browsers. Tip Have the computer linked to the Internet ready for use in explaining the different tools and services. Slide 5: 34