A6.3: Copyright

Traci Girondo

September 27, 2007

Copyright and fair use. (2005). Retrieved September 27, 2007, from http://fairuse.stanford.edu/

Harper, G. K. (2001). Crash course in copyright. Retrieved September 26, 2007, from
http://www.utsystem.edu/OGC/IntellectualProperty/cprtindx.htm

TAP: These sites dicussed the topic of copyrighting and the copyright principle of fair use. The information located on these sites was directed towards anyone interested in these topics. The purpose of these sites were to inform the reader about how to obtain a copyright, rules associated with fair use, and punishment for breaking copyright laws.

Claim: The central claim on these sites was that copyrighting was developed to protect physically tangible work that has been created by an individual as a form of expression. Laws associated with copyrighting were developed to protect an individuals work from being stolen or recreated without permission. These laws are highly punishable by a court of law if broken. Portions of copyrighted material can be used if the use of these materials follow the principles of Fair Use.

Evidence: Copyright laws protect many different mediums of expression including poetry, novels, recorded music performances, videos, and many more. Not all information can be protected by copyright laws though. Facts are considered public information and can not be copyrighted. Other people can take factual information and use it in their own publication without asking permission from the original author as long as they use those ideas in their own words. It is important for laws like these to be enforced because they protect users by providing stipulations on how information can be used. Other copyright principles aid in protecting a person’s copyrighted information. Fair Use laws are controversial laws that look specifically at how copyrighted material is being used. “A Fair Use of a fair use is any copying of copyrighted material done for a limited and “transformative” purpose such as to comment upon, criticize or parody a copyrighted work”(2005). The idea of Fair Use is controversial in that it is hard to specifically define what qualifies as fair use. When considering whether the information that is being used by a person is fairly used the site suggests the individual assess four factors. These include, “the purpose and character of the use of the information, the nature of the copyrighted material, the amount and substantiality of the portion taken, and the effect of the use upon the potential market” (2005). These will help the individual decide whether they are following the prinicples of fair use. Even though the principles of fair use are vague they important in establishing guidelines on how an individuals material can be used without being considered copyright infringement.

Connections: Before reading this article I knew some information about copyrighting. I knew that information that had been copyrighted would have C with a circle around it. I also knew that there were laws that protected the use of copyrighted material. I feel that after examing the information on these sites I am a more knowledgeable person on laws associated with copyrighting and what all types of mediums can be copyrighted. One thing I did not know was the principles of fair use. I am still unsure what fair use specifically encompases, but I think that this is something many individuals are confused about. This is why those rules continually change.

The information I read on these sites was the only information I have read on copyrighting and fair use. Both of these articles were similar in that they discussed the importance of being aware of how to use copyrighted material. They discussed the steps to take to copyright material and then steps that are taken to enforce the laws associated with copyrighted material. Both of these articles gave me a lot of insight on copyrighting and have made me realize how important it is to give credit to the person you may be using information from. It is important to always sight or gain permission.

This article connects to the broader world of clinical practice in that as a SLP I would need to be aware of copyright laws and the rules associated with fair use. As a SLP we are required to show evidence based practice which requires us to find information that supports the therapy we will be doing with a client. I will need to make sure that I am follwing all copyright laws so that I am never faced with a copyright infringement lawsuit.

A5.5: Week 5 Relfection

Aims and Objectives: My goal for this week was to become a more knowledgeable person on virtual meetings and virtual worlds. I knew that we would be having a virtual meeting next week for class so, I wanted to make sure I knew what a virtual meeting was and the impact they have within the classroom. I also wanted to gain more knowledge on virtual worlds because I feel that this is a tool that will be used more readily in the future. I set out to complete my schoolwork by the time I went to work on Sunday because I knew I would be home late that night and not have an oppurtunity to finish my work before its due time.

Declarative Knowledge: This week I learned about virtual meetings. Virtual meetings are a place on the internet in which individuals can gather to discuss information or learn a new skill. Virtual meetings can be facilitated by anyone, but specifically they have a huge impact on the educational setting. Virtual meetings within the educational setting allow students and educators to meet at time that is conveniet for them. Individuals are not required to travel to a classroom to meet, but can attend the meeting from anywhere there is a connection to the internet. This is also beneficial because it allows students to be exposed to speakers, professionals, and other students who may not live around thier area. I also learned about another tool on the internet which is a virtual world. Virtual worlds are places that simulate a specific enviroment. For example, a doctors office or a classroom. People develop avatars in which they can provide the appearance and dialogue for. These worlds allow individuals, specifically students to lead thier own learning through exploration as they are designed to allow the student to learn by figuring things out on there own. I also learned this week about social bookmarking. Social bookmarking is a great tool in that it allows people bookmark sites on a public website. This is beneficial in that a person can locate thier bookmarked sites from any location. Also, other individuals can see what site that person has bookmarked.

Procedural Knowledge: This week I learned how to develop a blogline page. I created a page and subscribed to numerous feeds on the internet. It was actually very easy to develop this page and locate feeds to subscribe to. I joined feeds that would keep me updated on information that is important to me such as the news and weather. I also joined some feeds that had fun ideas such as quotes of the day and a Dilbert feed.

Conditional Knowledge: I will use the knowledge and skills I obtained this week to help me stay updated on the lastest technology and tools that are available on the internet. I will use my blogline to stay update about specific information relating to present news and literacy. Both these topics are important because they help me stay connected to both the world and my field of study. As a student I have learned that acquiring knowledge never stops. I have also learned that new tools are being developed everyday that can be very beneficial to me as a student and a future SLP. I will be able to use shared bookmarking to stay connected to other SLP’s that I may be working with on research. I could also use virtual meetings to meet and discuss information with them. All the tools discussed this week will be beneficial to me because they help me to stay updated, connected, organized, and informed.

A5.2: Chapter 6- Richardson

Traci Girondo

September 21, 2007

Richardson, W. (2006). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks, CA: Corwin Press.

TAP: Chapter six in the book Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms informs educators about the social web and how it connects people through various online tools. The author discusses some beneficial web tools, but specifically focuses on two types of social bookmarking.

Claim: Richardson claims that social bookmarking is a beneficial web tool that aids individuals in managing the vast amount of information located on the web. Individuals can use social bookmarking to easily access information and stay connected to other individuals interested in the same topics.

Evidence: The author of this chapter supports his claim by discussing social bookmarking in regards to what it is and its benefits. Social bookmarking is a web tool that allows people to save links and categorize these links by specific tags or keywords. These tags/keywords are then connected to other keywords that are similar to the one that person chose for that topic. This is beneficial in that individuals can be connected and collaborate on information that is pertinent to them. The author specifically discusses two social bookmarking sites. Furl is a site that allows sites to be saved just as they are. Regardless of whether that page is changed or removed from the internet the site stays the same as when the individual saved it. Furl is a beneficial site in that educators can use this site for their students to create a site of links that they find important. The other bookmarking site mentioned is del.icio.us. Del.icio.us is a site that focuses on sharing links on the web. This is done by creating tags or labels about the link saved. By doing this individuals can connect with other people who have saved links on the same topic. Both these sites are beneficial web tools because they allow people to manage, collaborate, and share information on the web.

Connections: I could connect to the information in this chapter in that I knew that it is hard at times to manage all the information available on the internet. There are times when keeping track of all the information on the internet can be overwhelming. It can also be frustrating when you save a site to your favorites or social bookmarking site and then that information is lost because the site has been removed from the internet. Typically I just save links to my favorites on my internet explorer page, but after learning about social bookmarking site I feel that these would be an easier way to manage information. It would also allow me to connect with other people who shar interest on the same topic which I cannot do by saving information to my favorites.

This chapter connected to another article I read on social bookmarking in that they both discussed a lot of the same information. Both discussed how social bookmarking can be used to save links to a specific location and then use the keywords attributed to that link to connect with other people who have saved a link with similar keywords. The chapter in this book went in to greater detail on specific sites for social bookmarking than the article did.

This chapter connects to the broader world of clinical practice in that social bookmarking sites could be used by speech-language pathologists to develop a site with links that are pertinent to our field of study. By using specific keywords/tags we would be able to share information we have found on that topic with other web users who are interested in those topics. This would be a beneficial way to share information with people who are not speech language pathologists and would like information on our field.

A5.2:7 Things You Should Know About Virtual Worlds

Traci Girondo

September 22, 2007

7 things you should know about virtual worlds. (2006). Educause Learning Initiative. Retrieved September 21, 2007, from http://www.educause.edu/ir/library/pdf/ELI7015.pdf

TAP: The topic of this article was virtual worlds. The author focused the content of the article to an audience of students and educators interested in what a virtual world is and how they foster learning in the educational setting.

Claim: The author of this article claims that virtual worlds foster constructivist learning in students by allowing them to initiate and direct thier own learning.

Evidence: The author of this article supports this claim by examining the use of virtual worlds in the educational setting. Right now there is move taking place in the use of virtual worlds. Virtual worlds have a history in games and now a shift is taking place and they are moving to the educational setting. The author states that this shift is beneficial to students in that virtual worlds allow students to facilitate thier own learning through exploration and trial and error. By doing this educators are incorporating a “medium” that students enjoy in to learning. An examination in to virtual worlds shows that students gain knowledge through the use of virtual worlds because they are required to figure things out on their own. This is turn “facilitates unintentional learning, where students discover and create knowledge not for its own sake, but in order to accomplish something they want to do, resulting in stronger comprehension and deeper knowledge.”

Connections: I was able to connect this article to previous knowledge I have in that I knew that researchers were examining the use of virtual worlds in the educational setting. I knew that there had been some discussion as to whether implementing virtual worlds in to the educational setting would be beneficial to students. Personally, the use of virtual worlds has not been implemented in to any of my classes, but outside of class I have been exposed to a virtual world. I have experienced using a virtual world through the medium of games. I wouldn’t say that I am an avid gamer by any means, but I did play the popular game Sims at one point. This game allowed you to create your own family and house and had to sustain the life of the people living inside. This is similar to virtual worlds in that you can create characters to interact within this specific setting. Other than through games my use of virtual worlds is very limited.

This article closely relates to other text I have read on blogs and wikis in that they both discuss how these tools allow people to interact and collaborate. Withing the virtual world people collaborate to solve a problem, or develop an idea. This also can be done in a blog or wiki. These tools are just another way for people to stay connected and support each other in obtaining knowledge.

This article connects to the broader world of clinical practice in that virtual worlds could be used with speech- language pathology students to prepare them for thier first therapy session. Simulated therapy sessions could be developed in which the student must complete a therapy session or a diagnostic evaluation. This could be beneficial to students because it may calm some of thier nerves for thier first therapy session if they feel they have had some practice. I know that virtual worlds do not fully capture the dynamic setting of a therapy room, but they would allow future SLP’s to practice problem solving.

A5.2: 7 Things You Should Know About Virtual Meetings

Traci Girondo

September 20, 2007

7 things you should know about virtual meetings. (2006). Educause Learning Initiative. Retrieved September 20, 2007, from http://www.educause.edu/ir/library/pdf/ELI7011.pdf

TAP: The topic of this article was virtual meetings. The author of this article focused the content towards an audience of educators, students, and professionals interested in a way to interact with individuals via the web. The purpose of this article was to discuss virtual meetings in regards to what they are, who’s doing it, how they work, thier significance, thier downsides, thier future, and thier application to teaching and learning.

Claim: The author of this article claims that virtual meetings are an inivative tool that allow interactions among students, educators and professionals. These types of meetings allow individuals to meet at times that are conducive to them and eliminates the obstacle of traveling. The author claims that the tools of virtual meetings are making them favorable to the classroom and “offer a way to engage students in fully interactive, online learning experiences.”

Evidence: The author supports this claim by discussing the fact that anyone can participate in virtual interactions as long as they can connect to the internet. Students, educators, and professionals are able to collectively meet at a specific time and interact via the internet. The use of audio, video, and chat tools make it easy for individuals to communicate from the location they are at. Other tools such as chat panes and shared whiteboards make virtual meetings condusive to the education setting. Virtual meetings can be benefitial for both distance education programs and residential education programs. The author states that virtual messaging allows “higher education to benefit from real-time interaction for distance education programs as well as offering new oppurtunities for traditional, residential education.” This makes it condusive for students in that no matter where they are they can engage in the virtual meeting. Virtual meetings allow educational oppurtunities for students such as they can be used to study, complete group projects, and bring in experts to talk. People interacting in a virtual meeting can interact as if they are in the same location even though they may be from all over the world. The author states that by engaging in virtual meetings money and time is saved in that people can meet at a time that is convenient to them and they are not required to travel to attend the meeting.

Connections: I was able to connect this information to knowledge I already had in that I knew people were able to communicate via the internet through audio and video tools. The tools that were most common to me were the web cam, and chat rooms online. Personally, I have never used audio or visual tools to communicate with other individuals via the web, but I knew these tools were available. I also knew that there were classes in which individuals met online with their instructor. I have never had an online class, but know that they can be beneficial for a person who needs a flexible schedule so they are not required to be in class at a certain time every day.

This article connected to other text I have read in that it discussed how tools on the internet can be used to create collaboration and communication among students. Many of the articles I have read have shown how these tools on the web can be used within the classroom setting to help engage students and provide new oppurtunities for interaction among students. All the articles I have read on this topic have state how these web tools such as blog, wikis, virtual meetings, etc. create a sense of community among individuals in which they feel they can openly share ideas.

This article can be connected to the broader world of clinical practice in that SLP’s can use virtual meetings to discuss topics in the field of speech-language pathology. Virtual Meetings would allow SLP’s from all over the world to interact and discuss topics that are pertinent to the field. As the use of virtual meetings becomes more popular and widespread I wonder where this technology will take our field? I wonder if there will ever be a time when a clinician and client meet online and conduct therapy outside of the typical therapy room?

A5.2:7 Things You Should Know About Social Bookmarking

Traci Girondo

September 20, 2007

7 things you should know about social bookmarking. (2005). Educause Learning Initiative. Retrieved September 20, 2007, from http://www.educause.edu/ir/library/pdf/ELI7001.pdf 

TAP: The topic of this article was social bookmarking. This artilcle focused its content towards an audience who was interested in a way to publically bookmark sites that are pertinent to them. The purpose of this article was to dicuss what social bookmarking is and how it can be used to organize info and connect people on the web.

Claim: The author of this article claims that social bookmarking is an easy and effecient way to bookmark sites on the web. Social bookmarking allows individuals to publically bookmark sites that can be easily located by that person or other individuals interested in the same topic. It creates a condusive enviroment for collaboration among individuals.

Evidence: Social bookmarking is a tool that has just recently been implemented on the web. Sites like Furl, Simpy, and de.lirio.us have taken typical bookmarking of sites and completely changed that. They have developed sites that allow people to publically bookmark sites to one location. This makes it easy for individuals to find specific sites they need. With typically bookmarking the site is only saved to the computer in which the person is working from. With social bookmarking the sites can be retrieved from anywhere because the information is located on a website. This makes it more condusive for individuals to find information they need. Another benefit of social bookmarking is that other people can locate sites another individual have saved. They can do this by knowing the link to the persons social bookmarking site or by doing a key word search. This is beneficial in that people are able to view sites others have bookmarked. They can communicate and gain insight from these other individuals who share a common interest with them. It is also easy to use and maintain social bookmarking sites. People just log on to their site and connect to the link in which they need. If they desire they can search for other information on that topic by just doing a keyword search. Social Bookmarking is another way the web is making it is easy for individuals to manage all the information out their in the world and stay connected.

Connections: I was able to connect to this reading because bookmarking sites is something that I do all the time. I bookmark sites that I frequently visit or that I feel that are important to a task I am trying to complete at that time. I had never heard of social bookmarking before reading this article so the information was new to me, but very exciting. I think that a social bookmarking site is something that I would frequently use if I had one. An example of how social bookmarking would be beneficial to me is that I constantly refer to the CD 315 website to refer back to my assignments for the week. I have not memorized the website (although I should because I use it so much) and this website is only bookmarked on my home computer. Many times I do work in the library so, everytime I want to find the CD 315 website I have to do a google search for “cd 315″ and then bring up the site that way. If I had a social bookmarking site I would be able to go right to the site.

I have not read any other texts specifically about social bookmarking so I am unable to make a connection with any other texts on actual social bookmarking, but I can make a connection with other texts on what social bookmarking allows people to do. I have read a lot of information recently on tools on the web that help people connect and collaborate on information. Right now in this technological age there are so many new tools being designed and created on the web. The web is making information more accessible to people and also making people more accessible to each other. Many of the tools on the web are changing how we look at, locate, and discuss information. Social bookmarking is just another example of one of these tools.

Social Bookmarking would be very benefitial to me as a future SLP in that I could use a social bookmarking site if I was collaborating with other SLP’s on research. This would make all the information readily accessible to all the people involved in the research. I would be able to see sites in which they found pertinent to our topic of research and they would be able to see mine. I could also use it with clients. I could direct parents to my social bookmarking site and have them click on sites that I feel would help them better understand their disorder or a family members disorder. This would be benefitial to the client because they wouldn’t have to do as much research on their own and worry about recieving false information on the web. Since I directed them to the site I would make sure that the information there was valid and reliable.

A5.3: Library Searching I

1. Database: ERIC

Keywords: socioeconomic status and literacy

Bibliographic Information:

D’Angiulli, A., Hertzman, C., & Siegel, L. S. (2004). Schooling, Socioeconomic Context and Literacy Development. Educational Psychology, 24(6), 867-883. Retrieved September 18, 2007, from the ERIC database.

2. Database: Academic Search Premier

Keywords: low socioeconomic status and literacy

Bibliographic Information:

Duke, N. K., & Purcell Gates, V. (2003). Genres at home and at school: Bridging the known to the new. Reading Teacher, 57(1), 30-37. Retrieved September 20, 2007, from the Academic Search Premier database.

3. Database: ERIC

Keywords: socioeconomic status and literacy

Bibliographic Information:

Espinosa, L. M. (2005). Curriculum and Assessment Considerations for Young Children from Culturally, Linguistically, and Economically Diverse Backgrounds. Psychology in the Schools, 42(8), 837-853. Retrieved September 18, 2007, from the ERIC database.

3. Database: ERIC

Keywords: literacy and low income groups

Bibliographic Information:

Miles, S. B., & Stipek, D. (2006). Contemporaneous and Longitudinal Associations between Social Behavior and Literacy Achievement in a Sample of Low-Income Elementary School Children. Child Development, 77(1), 15. Retrieved September 18, 2007, from the ERIC database.

4. Database: Academic Search Premier

Keywords: socioeconomic status and literacy

Bibliographic Information:

Nancollis, A., Lawrie, B., & Dodd, B. (2005). Phonological Awareness Intervention and the Acquisition of Literacy Skills in Children From Deprived Social Backgrounds. Language,Speech, & Hearing Services in Schools, 36(4), 325-335. Retrieved September 18, 2007, from the Academic Search Premier database.

A4.8: Week 4 Reflection

Aims and Objectives: When I first looked at the work required for CD 315 this week I became very overwhelmed. I was really unsure how I was going to complete all the work required for this class and other classes, study for the GRE, and work at the Olive Garden. I set the goal for myself to have my work completed by Friday morning. By diligently working on my assignments I was able to surpass this goal as it is only Thursday and I am done with work. I wanted to have my work completed by atleast Friday morning so that I did not have to worry about completing work the night before I take the GRE. I also set out this week to gain more knowledge about Wikipedia and RSS. Since RSS was something I had never heard before I wanted to make sure that I understood what it was and how I could use this as a student and as a future SLP. The last thing I set out to do this week was to really examine the research question I developed, make improvements on it, and begin searching for information available on that topic. Writing research questions is something that I have a difficult time with so, I wanted to use the assignments required of us this week to help me to improve my skills on writing and searching for information on my research topic.

Declarative Knowledge: This past week I learned that RSS is a a protocol that allows individuals to subscribe to content on the web. Individuals recieve updates when any information has been on a site in which they have subscribed to. RSS is very beneficial in the educational curriculum and the professional world in that it allows people to stay updated on the latest news, research, and information. I also learned more information on Wikipedia. I developed a better understanding of what Wikipedia is and how an individual can edit and post information to the site. The information I examined this week looked at how certain tools on the internet can help people stay connected and find information using the WWW. I became a better navigator of the web this week as I learned all about various search engines. I learned the advantages and disadvantages associated with specific search engines. I even learned some new information about my last name.

Procedural Knowledge: This week I learned how to successfully complete research on a specific topic using a search engine. I have done numerous amounts of research using search engines, but the assignments this week helped me to learn which sites elicit better results and more hits. I learned how to type information in to the search engine so that I recieve the best results for that site. For example, the use of quotations and capitalization.

Conditional Knowledge: The information I obtained this week is something that I will use throughout the rest of my life, both as a student and a pre-professional. I will use search engines to research information for school and for fun! I know using RSS is something that I want to experiment with. I feel that this would be very beneficial to me as a future SLP in that I will be able to stay informed when researching is being updated in areas dealing with my field of study. I am excited to put these new skills to work as I finish this semester and continue on with the rest of my life.

A4.5 Girondo Search

The exercise on researching my last name provided me with great insight on the vast amounts of information that is available on the web. Before I actually began researching my last name I had this preconceived idea that I would not receive many hits about my name. I felt that I had a very uncommon last name which would limit the amount of hits returned. After completing the research on my last name I realized that my last name is not as uncommon as I thought. To complete the research on my last name I used four search engines. These included Google, Yahoo Search, Ask.com, and Itools. Each of these search engines returned thousands of hits about my last name. One observation I made when  using these search engines was that the number of hits that were returned directly correlated to the popularity of the search engine. When researching my last name on Google I received more hits than other search engine. The less popular the site was the less hits I received. I feel that this has to do with the number of databases of web pages each site has. I also noticed that the number of hits returned did not change if I capitalized the first letter of my last name or if I put quotations around my name. Another thing I noticed is that a lot of the hits returned to me were the same in each search engine. When researching my last name I returned a lot of hits from each search engine on Oliverio Girondo and many of those hits were in Spanish. This surprised me because I have always concidered my last name as being Italian. After completing this exercise I learned that it is important for people conducting research to make sure that the search engine they are using is a reliable search engine. It is better to conduct research from a search engine that has a large database of web documents rather than a small one. Using a search engine with a small database of web documents only limits the number of hits that will be returned to the person conducting the research. I also learned that there really is not limit to the amount of information that can be found on the web. Even if you think there is no information on the web about a topic you’re researching you will probably be able to find something. The key is to make sure that the information or hits you recieve are accurate and reliable.

A4.2: Chapter 5- Richardson

Traci Girondo

September 11, 2007

Richardson, W. (2006). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks, CA: Corwin Press.

TAP: The topic of chapter 5 in the book Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms was RSS. This chapter focused its content towards an audience of educators interested in the application of RSS in the classroom. The purpose of this article was to inform the reader of background information on RSS and how it can be applied to the educational curriculum.

Claim: The central claim the author of this chapter makes is that RSS is a efficient tool that is changing the way individuals gather information. Through the use of RSS individuals can read more content from many sources in less time and can stay informed of information being updated on the web.

Evidence: Real Simple Syndication or RSS is a tool that makes it possible for individuals to subscribe to content on the web and recieve notifications when that information has been updated. This is beneficial because users do not have to go to that specific site to see if it has been updated. An aggregator or feed collector will collect all the updates and then notify the user when any of the content they are subscribed to is updated. This makes it a convenient way for users to stay updated on tons of information at once. The author of this article even states that “RSS is a technology that will change your life, if you let it.” Many students are seeing how the use of RSS can change their life. Educators are now integrating the use of RSS in to their educational curriculum. This addition to the educational curriculum is making it easier for students to complete research. Students who are subscribed to a RSS can be immediately updated when new information on research topics is published. RSS also has benefits for teachers. Teachers who use weblogs with their students spend a lot of time checking their students weblogs for updates. By using a RSS teachers can use a feed collector to collect their students work any time it is updated. This shows how a RSS can be an efficient tool in the classroom as it is beneficial to both students and educators. RSS is a tool that is changing how individuals gather information.

Connections: RSS is a tool that I am unfamiliar with. I have not had any experience using an aggregator or feed collector to gather information I have subscribed to. On certain websites I have noticed links to the XML site, but I never knew what that link was too. After reading this chapter I can see where RSS could be a beneficial tool to use. By using a feed collector I could gather information to one place and not have to search numerous websites to stay updated on information. Since I don’t have any experiences using a RSS it is hard for me to make a connection to previous knowledge I had on this topic.

This chapter was similar to another article I read on RSS. Both of these sources of information first gave background information on what a RSS was and how it was used on the web. I feel that both of these articles helped to clarify what a RSS is and how it can be used by both educators and students. This chapter went more indepth than the article did in that it discussed how you can use RSS feeds with weblogs, news searches, website searches, etc. I feel that both of these resoures gave me beneficial information on RSS and how I can personally use it to aid in the organization of information and how I can use it with my schoolwork.

The information from this chapter will impact my future as a speech-language pathologist as I am sure I will subsribe to many websites that have functionality for RSS. By doing this I will be able to stay updated on the latest information in my field of study. I can view information on the newest research, therapy, and disorders. As a speech pathologist using time efficiently  is something that we strive to do. RSS is just another tool that aids an individual in doing this.