Subject Heading vs. Keywords

Topic – What is your experience is using subject headings versus using keywords? Which do you prefer? Which do you believe to be more accurate in finding appropriate titles?

I still don’t feel very confident using subject headings as a search method. Sure, I can use them for link tag (hopping from link to link to find something useful), but the problem is knowing what the actual subject heading is called in the first place. With MARC tags I can find them more easily once I have an appropriate example, though. I wish that MARC indicated BT/NT/etc in an organic way, that would be useful.

Searching using keywords is the most simple thing in the world for me. It’s worked through high school and my undergrad work, and now I know some neat tricks that make it even slicker (* truncation, anyone?). So yes, I prefer using keywords to search with.

Searching using subject headings is more accurate to find appropriate titles, though. They literally designed the system to take advantage of the grouping method. I think given enough experience, I’ll be proficient in this method, but never truly comfortable with it.

As a side note, I finally understand the difference between SEE and SEE ALSO. Took me long enough.

Harry Potter and the Amazing Transmedia

In 1997, the book series first introduced the consumer to J. K. Rowling’s characters and setting, a world overlapping our own, teaming with magical possibility. We see it almost exclusively from Harry’s point of view, taking in his introduction of the Wizarding World as our own. We find out that not everything is as perfect as it appears at first glance, that there are problems even magic can’t solve.

"Did you put your name into the Goblet of Fire?"

The movies started being released in 2001, closely following the paths the books led, with some obvious exceptions due to time limitations. (I’m still a little… peeved, that Peeves isn’t in the movies.) These let the consumer actually “see” the Wizarding World for the first time. While the illustrations in the books gave us an idea, we finally knew, unequivocally, what Harry Potter looked like, how the gate to Diagon Alley opened, Harry’s first wondrous sight of Hogwarts… The movies did a very good job of introducing non-readers to the Harry Potter universe, even though some things were over-dramaticized for the screen.

"DID YOU PUT YOUR NAME IN THE GOBLET OF FIRE?!?"

Also in 2001, Rowling published two small books for charity: “Fantastic Beasts and Where to Find Them” and “Quidditch Through the Ages“. These exist in the Harry Potter universe as a textbook and a library book, respectively, and their release was quite exciting for fans. We could finally have a small piece of the actual Wizarding World for ourselves, and also learn quite a bit about topics not strictly covered in the series. She similarly made “The Tales of Beedle the Bard“.

In 2004, Rowling launched a whimsical site that was really more of a long-winded blog than a structured website, but we loved it anyway. She expanded on some facts and backstories that never made it into the series, such as how Dean Thomas’ father was a wizard killed in the first reign of Voldemort. The site was revamped in 2012 and lost a lot of the old information, replaced with new. There is also Pottermore, an interactive website that fans can engage with. There are Harry Potter video games, board games, card games, and almost any kind of game you can shake a wand at.

One of the most recent additions to the Harry Potter universe is the theme park, The Wizarding World of Harry Potter at Universal Orlando. I was able to go this past January, and it was incredible. Actually walking the odd streets of Hogsmeade, standing next to the Hogwarts Express, eating in The Three Broomsticks (Butterbeer is delicious!); I was fully immersed. It was just amazing. The park now has a section of Diagon Alley, too, and I can’t wait to go back. There are wands you can use that, with certain motions at specific locations, you can activate spells. How cool is that!

Hogsmeade.Hogsmeade.

This doesn’t even touch on the huge amount of fanfiction and fanart that the fans have made, and frankly I shouldn’t get into that discussion if I want this post to end before the class does.

The transmedia experience of the Harry Potter universe has been a slow burn over almost two decades, and I can’t wait for the movies based on Fantastic Beasts to come out. I couldn’t imagine constricting someone to just one aspect of the universe; all of them together (or sequentially, I suppose) create something just… magical.

The Lord of the Rings: The Fellowship of the Ring

Media Item

Bibliographic Information: New Line Cinema. The Lord of the Rings: The Fellowship of the Ring. 2001.

Plot Description:
Based on J. R. R. Tolkien’s book of the same name, hobbit Baggins reluctantly gives the One Ring of power to his nepher Frodo, whom the wizard Gandalf instructs to leave on a journey. Gandalf is captured by a wizard under Sauron’s thrall. They gather many companions including humans, dwarves, and elves. Gandalf escapes captivity. A council of the races of Middle-Earth decide that the ring should be destroyed, only possible in the volcano of its creation. Gandalf sacrifices himself to save the party from death. A human tries to take the ring from Frodo; the hobbit decides to finish the journey on his own.

Quantitative Reading Level: Lexile: 860; Accelerated Reader: 6.1

Qualitative Reading Analysis:
This movie is narrated in third-person, focusing on the adventures of Frodo and his companions. It teaches the importance of resisting temptation. The media is 7th grade level.

Content Area: English

Content Area Standard:

  • CCSS for Reading for 6-12: #2 Determine theme or central idea and analyze in detail its development; #3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain; #4 Analyze complex characters; #5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.; #10 Read and comprehend literature in grade level text complexity range.
  • CCSS for Writing for 6-12: #9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS for Language 6-12:  #3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening; #4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases; #5 Demonstrate understanding of figurative language, word relationships, and nuance in word meanings, such as interpret figures of speech.

Curriculum suggestions:
This is a great movie (and a great series) to use in English Language Arts Curriculum. It is best suited to 6th grade through 12th grade. It explores themes of responsibility and adventure.

Supporting Digital Content:
http://www.imdb.com/title/tt0120737/
http://en.wikipedia.org/wiki/The_Lord_of_the_Rings:_The_Fellowship_of_the_Ring

Adding and Subtracting Fractions

Media Item

Bibliographic Information: Khan Academy. Adding and Subtracting Fractions. 2007.

Description:
This video teaches how to add and subtract fractions using patterns, relationships, and rules. It includes four examples and basic vocabulary.

Quantitative Reading Level: Flesch-Kincaid Reading Ease: 86.7

Qualitative Reading Analysis:
This video is presented mainly in first-person lecture format, focusing on the many ways that fractions can be combined. It teaches skills needed to pass the GED. The media is 6th grade level.

Content Area: Math-Fractions

Content Area Standard:

  • CCSS for Literature for K-5: #1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text; #3 Describe how characters in a story respond to major events and challenges; #4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
  • CCSS for Informational Text for K-5: #3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text; #7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently; #9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably; #10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
  • CCSS for Foundational Skills for K-5:  #4 Read with sufficient accuracy and fluency to support comprehension.

Curriculum suggestions:
This is a good lesson to use in Math Curriculum. It is best suited to 4th grade through 8th grade. It explores basic work using fractions.

Supporting Digital Content:
https://www.youtube.com/watch?v=52ZlXsFJULI
https://www.youtube.com/channel/UC4a-Gbdw7vOaccHmFo40b9g

Greek Mythology

Media Item

Bibliographic Information: The Theoi Project. Greek Mythology. 2000.

Description:
This comprehensive website profiles almost every Greek deity, being, and creature from many ancient Greek and Latin classical stories, translations, and art. The site details a being’s whole biography: associations, powers, appearance, attributes, birth, life, death, family, offspring, and history.

Quantitative Reading Level: Flesch-Kincaid Reading Ease: 58

Qualitative Reading Analysis:
This website is presented in third-person, focusing on the the details of Greek mythology. It teaches the meanings and history of Ancient Greek beings. The media is 10th grade level.

Content Area: Social Science-Mythology

Content Area Standard:

  • CCSS for Reading for 6-12: #2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms; #4  Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context; #5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas; #9 Synthesize information from a range of sources; #10 Read and comprehend science/technical texts in appropriate grades.
  • CCSS for Writing for 6-12: #9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS for Language 6-12:  #3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening; #4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

Curriculum suggestions:
This is a great tool to use in Social Science Curriculum. It is best suited to 9th grade through 12th grade. It explores mythology and classical literature.

Supporting Digital Content:
http://www.theoi.com/

¿Que Hora Es?

Media Item
Bibliographic Information: Cedric the Entertainer Presents. ¿Que Hora Es? 2002.

Plot Description:
Four characters interact in the style of Mexican telenovelas (soap operas), using only basic phrases taught in introductory Spanish classes. The phrases are used in wildly inaccurate situations. The fifth character to enter the scene actually knows how to speak Spanish, to the bafflement of the others. The first sketch is of an upset lover finding out his partner is cheating. The second sketch is of an interrupted wedding.

Quantitative Reading Level: Flesch-Kincaid Reading Ease: 81.1 (in Spanish)

Qualitative Reading Analysis:
These comedic clips are presented mainly in third-person, parodying the hilarity that real telenovelas can become. It teaches a few phrases in Spanish out of context. The media is 10th grade level.

Content Area: Science-Biology

Content Area Standard:

  • CCSS for Reading for 6-12: #2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms; #4  Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context; #5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas; #9 Synthesize information from a range of sources; #10 Read and comprehend science/technical texts in appropriate grades.
  • CCSS for Writing for 6-12: #9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS for Language 6-12:  #3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening; #4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

Curriculum suggestions:
This is a great sketches to use in Spanish Language Arts Curriculum. It is best suited to 9nd grade through 12th grade. It rivets students who might otherwise think learning a language is only boring.

Supporting Digital Content:
https://www.youtube.com/watch?v=4cKGyOE_jOI
https://www.youtube.com/watch?v=6ZGac0jM8f0
http://en.wikipedia.org/wiki/Cedric_the_Entertainer_Presents

The Adventures of Sherlock Holmes

Media Item

Bibliographic Information: Granada Television. The Adventures of Sherlock Holmes. 1984.

Plot Description:
The 13-episode television show follows the adventures of Sherlock Holmes and his companion Dr. John Watson. Holmes is a detective who solves cases through the application of intimate observation and ruthless logic. The episodes are based off of various short stories by Sir Arthur Conan Doyle.

Quantitative Reading Level: Flesch-Kincaid Reading Ease: 39.7

Qualitative Reading Analysis:
This television show is presented in third-person, focusing on Holmes’ adventures with Watson. It teaches the importance of observation. The media is 3rd grade level.

Content Area: English

Content Area Standard:

  • CCSS for Reading for 6-12: #2 Determine theme or central idea and analyze in detail its development; #3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain; #4 Analyze complex characters; #5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.; #10 Read and comprehend literature in grade level text complexity range.
  • CCSS for Writing for 6-12: #9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS for Language 6-12:  #3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening; #4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases; #5 Demonstrate understanding of figurative language, word relationships, and nuance in word meanings, such as interpret figures of speech.

Curriculum suggestions:
This is a great series to use in English Language Arts Curriculum. It is best suited to 9th grade through 12th grade. It explores themes of intrigue and adventure.

Supporting Digital Content:
http://www.imdb.com/title/tt0086661/
http://en.wikipedia.org/wiki/Sherlock_Holmes_%281984_TV_series%29