Bringing+the+Research+to+you

toc =Tools that are Emerging= //From Eric Hoefler:// These tools and approaches are current and emerging. How many of these do you incorporate in your instruction? media type="custom" key="146815"
 * Note to self: if I have a Google Notebook account, now would be a great time to make sure it is active and installed in the browser, and new notebook entitled "Research Productivity" is created and opened.**
 * Tabbed, extension-rich **browsers**: [|Firefox], [|Opera] or [|Flock], also consider the [|PortableApps Suite]
 * **Collaborative** approach to research: [|Meebo] for IM, [|Vyew], [|Skype], or [|Chatzy]
 * **Social Bookmarking & Tagging**: [|del.icio.us], [|Furl], [|Diigo], or [|WebCite]
 * Online, **Social Note-Taking**: [|Google Notebook], [|NoteStar], [|Google Docs], [|Zoho], [|Zotero], [|Diigo], [|Stickis], [|Carmun], or [|BackPackIt]
 * **Audio notes**: see my del.icio.us tagged [|podcasting]
 * **Podcasts, videos**, and other **online presentations**: see my del.icio.us tagged [|podcast] for help finding podcasts, and visit [|Google Video] and [|YouTube]
 * Online **citation help**: [|Citation Machine], [|OttoBib], [|EasyBib], [|Bedford Bibliographer] or [|NoodleTools]
 * Working with the "**deep web**" and using **advanced** and **specialty** searches ([|Quintra]'s visual search, [|Windows Academic Live Search], or Google specialty searches include [|Scholar], [|U.S. Government], [|News], [|Books], and [|Blogs])
 * Finding ways to **bring the information to the researcher**: notify services (like [|Google Alerts]), aggregators (like [|Google Reader] or [|Bloglines]), personal desktops (like [|Netvibes], [|Google Home], [|Pageflakes]) and [|mashups] (like [|SuprGlu], [|Pipes])
 * Using **social services** to track information: [|Digg], [|Technorati], and the blogosphere in general
 * **Research as process** ... online research and writing is inherently more recursive and a more consistently ongoing process originating in the lives and interests of students and growing from their own writing: using wikis, blog-writing (where, in the words of [|Paul Allison], "every blog post is research") or perhaps moving fully into "[|personal learning environments]"
 * Presenting findings in **media-rich formats**: [|Vyew], [|SlideShare], [|Pachyderm 2.0], [|Scribus], [|Gliffy], [|BubbleShare], a wiki page, a podcast, a video

Using RSS Feeds and Making the Web "Work" for You
By this time, many of you have heard of RSS and have worked with it in class. However, we should stress the importance of it once again before we dive into the deep web. Once there, you are going to want to use your RSS Reader to keep track of certain information for you. So, for beginners, here is RSS:

The definition of RSS provided above likens it to a newspaper being delivered to your doorstep, except that the newspaper is now content from the internet. That content can be in the form of internet sites, news, videos, pictures, or search results. This has the potential to change the way we use the internet. Now it can be seen as the world's largest database, customized however you want it to be.

media type="youtube" key="0klgLsSxGsU" width="425" height="350" Setting up your Google Reader: media type="google" key="1930281686100055558&hl=en" width="400" height="326"

Don't forget, you can also use your [|iGoogle] page to keep track of RSS feeds as well.

For Students: //From Eric Hoeffler://

Research as Process
Bringing the research to you with [|aggregators], [|Google Alerts], and [|Netvibes] or [|Pageflakes] (the [|Darfur] example) More about the idea of "research as process" and finding alternative ways to present the findings
 * If you help students develop a reading plan (online and off) and give them room to explore their interests and passions through writing (online or off), you may find research becoming a natural part of their working process (this has been the case for most regular bloggers I know)
 * Research happens constantly and informally in this case, through blog reading and other RSS feeds, offline reading, reflective writing, tagging and noting, and note-keeping
 * Besides keeping a blog that shows the development of the interplay between research and reflection, students can individually or collaborative develop a wiki that collects and displays their findings.