Research: Content: Analysis
In the area of Information Architecture, the word content has a specific meaning. Content is tangible information that can be collected and contained. Content objects are discrete chunks of information that are organized and managed. This content can be unstructured or structured. For example, a database contains structured content. Most websites contain both unstructured and structured content.
Content Objects
A collection of content objects that share the same structure is a called a content area. For example, your website might contain a content area on local legends which contains a set of content objects. In other words, you might have an introductory page called Local Legends and ten linked content objects that each contain a title, the local legend, the sources of the legend, a photograph, and source.
Grouping content together is important in helping users access related information. Users are more efficient when they can locate materials using a familiar organizational scheme such as alphabetical, chronological, geographical, grade level, or topical listings.
Creating Content
You may wish to create your own original content. This is often the case with the growing number of digital libraries. You may be scanning primary source documents or working with children on writing projects. While some people prefer to develop long-term projects, others find small-scale, short-term web development projects more manageable.
In school libaries, small-scale, short-term projects are a great way to get started with projects. Rather than commit yourself to a years worth of activities, design projects that take a couple days or weeks. With some experience, you may dive into a semester long project. Consider small scale projects such as hot lists, treasure hunts, sharing, and informational projects first. Then, work on developing instructional materials, WebQuests, case studies and other projects that involve lots of planning and development.
Explore a short term project such as the Everglades Project. What's the purpose of the project? How were students involved? Is this a good use of the Internet. Why or why not?
Examine Heronsgate to get a glimpse of the diverse projects of this classroom. How were the children involved in these projects? Did they require students to have access to Internet? What role did the teacher play in the projects?
Read the offsite article Going Beyond Selection by Ruth Vondracek (School Library Journal, 7/15/2003).