Module One – Introduction to Advanced Skills in Internet use
1. Understanding TCP/IP. (2004). Retrieved December 22, 2006 from
http://whatis.techtarget.com/definition/0,,sid9_gci989915,00.html
The author(s) introduce what TCP/IP is, why it was developed, its history from the 1960’s and 70’s and who developed it. The key requirements of the network to be developed were: redundancy, decentralization, flexible architecture, and operability in the event of nuclear war. The TCP/IP protocol was developed because of these requirements.
A more in-depth look at the protocol as a standard that runs the Internet and why it was chosen, are shown. Those organisations that are responsible for the Internet, what their purpose is, what they do and how TCP/IP standards are developed and adopted are also touched upon with links to explanations of those organisations and standards.
An image showing the comparison of Open Systems Interconnection (OSI) and the TCP/IP protocol provides a visual way of understanding, to complement the text. A good introduction to the intricacies and technical aspects of the TCP/IP protocol and how important it is to the internet and WWW.
Concepts 3 & 25
2. Gil, Paul. (2006). Understanding URL’s: how internet URL addresses work. Retrieved January 7, 2006,
from http://netforbeginners.about.com/od/understandyourbrowser/a/urls.htm
Paul Gil is a Microsoft Certified Professional, Master Certified Internet Web Developer, a qualified teacher (Advanced Curriculum & Instruction) and an experienced, long-time internet veteran.
Gil gives a brief history of URL’s, their history as well as the cryptic appearance of urls and the types of urls. Briefly covered are http:// (Hyper text transfer protocol), https:// (HTTP Secure), ftp:// (File transfer protocol), telnet:// (TELetype NETwork) and gopher:// . How a URL address should be written and that the protocol prefix should be used is covered and examples are given. Pictorial images are used to explain the breakdown of a URL into its separate parts. These images show the protocol (http:// & https://), the root folder (www), the mid-level domain (.curtin), the top level domain (.edu), the country code (.au) and the web page (/courses.htm). Examples of dynamic web pages addresses, created from databases and encrypted addresses are also shown.
Concepts 27 & 31
Module Two – Communicating in the Infosphere
3. University of Queensland. (2006). Email. Retrieved December 21, 2006, from
http://askit.uq.edu.au/itanswers/quikit/2_1_email.html
This is a tutorial from the University of Queensland, AskIT, which is provided and maintained by the UQ Library. It is part of an extensive website on computing help, IT training and student IT essentials. This page is aimed at students, to ensure a basic understanding of email. How it works, the basic functions of email programs and an introduction to “netiquette” are provided. The tutorial covers the flexibility and convenience of email as well as touching on the security issues associated with electronic mail.
The importance of understanding the separate, yet equally import parts of an email address, such as the userid, the@ symbol and the domain name are looked at. A clear explanation, and an example of how to recognise them is given. How email works and the basic functions and features are given a reasonable amount of detail to ensure that an adequate understanding is conveyed. Also covered are the two main the components that make up an email, the header and the body. The basic functions of email programs, as well as e-mail from the www is also looked at. An easily followed tutorial that promotes understanding of email, the basic functions and features of e-mail programs and e-mail from the WWW.
Concepts 2, 3 & 7
4. Aardsma, T. L. (2002) Newsgroup netiquette for newbies. Inside the internet, Jan 2002, 9, 1;p. 4; Retrieved February 7, 2007 Academic Research Library.
An excellent introduction on newsgroup etiquette for experts and newbies alike. This article discusses what can be the initial overwhelmingness of a broad range of posts on a board. Newsgroups and discussion forums have their own "subset of netiquette rules". The dos & don'ts of posting and how to sensitively respect those you are communicating with are raised. Aardsma suggests initally "lurking" on a newsgroup or forum to understand the topics raised and how the group reacts to topics and how they treat newbies. Is it with tolerance and understanding or rigid expectation of adherence to the boards netiquette. Two-way communication is what creates and fosters a sense of community, online or other.
Aardsma goes into the importance of reading and understanding the forums FAQs. Another most important topic covered is the relevance of posts to discussion boards and crossposting on related newsgroups which can be aggravating.
Accidental spamming is also looked at in relation to suggesting a product to forfill a particular request or query.
How to Reply/Respond when responding to a post, and ensuring a topic doesn't lose focus, caused by a thread sparking a new idea. It is better to create a new post. Inaccurate subject lines, not relevant or not particularly relevant to the topic(s) of the group.
All aspects of group netiquette are thoroughly covered. As a long term internet & web user it is easy to take for granted all the knowledge and etiquette that you acquire. This is a revision for the experienced internet user.
Concepts 19, 20, 21 & 22
Module Three - Contributing to the Infosphere: e-writing?
5. Hill, B., (2006) Blogging for dummies. Understanding blogging at last (pp. 9-24). Retrieved December
29, 2006, from http://media.wiley.com/product_data/excerpt/41/04717708/0471770841.pdf
The author, Brad Hill, is a columnist, blogger and has written 20 books, three of which are part of the ‘For Dummies’ series, including this book. He is very involved in the blogsphere, and of his blogs can be found here at www.bradhill.com.
I have a personal fondness for the ‘For Dummies’ series, as they provide good, solid information in an amusing manner while not taking making the subjects they cover too intense or nerdy. The initial chapter concentrates on defining blogs, introducing entries, index pages and other bog elements and understanding the role of blog templates. Early in the chapter it sets the reader straight regarding blogging terms such as weblog, blog, blogging and blogger. It goes onto illuminate some technical “nuts-and-bolts”(Hill 2006) facts about blogs. It goes on to inform the reader that weblogs are website, just a particular type of site, with a certain “type of software running in the background” (Hill 2006). It points out the “crucial power of blogs” (Hill 2006), which is that blogging software encourages frequent updates, due to the ease of adding entries. This generally involves only three steps: opening up your compose screen, typing your entry and posting your entry. The chapter continues on with defining a weblog, how people use blogs, as well as elaborating on the different types of blogs such as –journalist blogs, technical blogs, commercial blogs, topical blogs and many more. The rest of the book, which is available in paperback & e-book format, goes in-depth on the many and various elements of blogging.
Concept 13 & 33
6. Australian Copyright Council. Information Sheet G56 Internet: copying & downloading material. (2004).
Retrieved January 23, 2007, from http://www.copyright.org.au/publications/infosheets.htm
This sheet covers introductory information about copyright for “Internet: copying & downloading material”. It sets out what types of material is copyrighted under the Commonwealth Copyright Act 1968. If further sets out who gets copyright protection, both in Australia, under the Act, and internationally under the Berne Convention. Information is provided on what may infringe on a Copyright owners rights of reproduction and communication. Explained is the difference between “express” and “implied” permission, to reproduce, print and forward information, and how these are understood both for personal and commercial use. The rules governing the downloading of MP3’s, through P2P software, the duration of copyright and copying parts of works, if substantial in importance to the copyright owners work, is covered. Copying for inclusion in intranets, for clients, reproduction in magazines and for assignments is also stated. Of particular interest is the mentioned information sheet “Copying for research or study”.
The sheet concludes with directions to information on how to acquire permission and find Copyright owners as well as what the Australian Copyright Council does and its objectives. I found this information sheet to be clear and concise, while giving direction to further information where appropriate.
Module 4: Using the infosphere: taking & organising
7. Workshop 3 - Searching the Internet (2005). Retrieved February 2, 2007, from
http://learnline.cdu.edu.au/researchingskills/workshop3/internet.html
This page is provided by Charles Darwin University Library, and authorised by Ruth Quinn, Director of Library and Information.
CDU have provided an excellent series of Information Literacy and Researching Skills Training tutorials, for its students, which is accessible to the general public. This page on ‘search techniques’ is broken down into three sub-topics. Search engines, subject gateways & directories and ‘the invisible web’. Within the sub-topic of Search engines, it covers ‘What is a search engine?’ and how to use one. For the second sub-topic of Subject gateways & directories good information is provided on the types of entities that create and provide gateways, as well as the general principal of hierarchical menu systems that gateways & directories employ. The third sub-topic looked at is ‘the invisible web’, also called ‘the deep web’. It explains what makes up ‘the invisible web’, why its called ‘invisible’ or ‘deep’ and why these sources of information are not found by search engines such as Google. As a starting point, examples are given to find sources of information within ‘the invisible web’. A reference to CDU’s own list of Internet & Search engines is also given. At the end of each sub-topic a comparison of the advantages and disadvantages is given. This is an excellent introduction to researching for the initiated undergraduate student as well as any wanting to learn to effectively search the internet.
Concept 29
8. Notess, G. R. (2006) Re-evaluating web evaluation. Online. Medford: Jan/Feb 2006. Vol. 30,
Iss. 1; pg. 45, 3 pgs, Retrieved February 9, 2007, from
http://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=958878831&sid=2&Fmt=4&clientId=22212&RQT=309&VName=PQD.
The author, Greg Notess, is well placed as a reference librarian & professor at Montana State University to write about evaluating web sourced information. He has written extensively, both online and in hard copy regarding the subject. Information regarding Notess can be found at www.notess.com.
Notess believes that how information on the Net should be evaluated needs to be revisited. And he is right, particularly in light of the fact that the Internet has become such an important aspect of seeking out information for academic and research purposes by students, the teaching profession and the general public. In re-evaluating web sources of information, Notess feels that using the same evaluation methods and criteria as has traditionally been used for print based information is too limiting. As an information community, community members comment, verify and debate, in many online forums, blogs and other avenues on the web. Using this web community, helps to evaluate and provides for multiple viewpoints and verification or negation of information. Even pages with no known author can have excellent content, and using multiple sources can confirm such information.
Notess also looks at the Wikipedia debate and highlights the pros and cons of using Wikipedia, and how it is possible to cite information using its History tab. As he points out, the articles have many links to other independent sources.
Critical reading and evaluation of all information, not just web content is of paramount importance.
Concepts 29 & 33
