Libraries and Literacy Course Manual

Libraries and LiteracyCourse Manual

Instructors: This manual contains lesson plans, workbooks, activity worksheets, and resources for seven digital literacy training modules: Computer Basics, Internet Basics and Cyber Safety, Introduction to Email, Introduction to Microsoft Word, Introduction to Microsoft Excel, Job Search, and Resume Writing. It is recommended that each module be taught as a stand-alone course, as each takes two to four hours to complete.

Published 2017 by the Texas State Library and Archives Commission. Funding to support the Libraries and Literacy Digital Literacy Toolkit was provided by a grant from the Texas Workforce Commission (TWC) to the Texas State Library and Archives Commission.

Libraries and Literacy Course Manual Table of Contents

1.1 Computer Basics Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 1.2 Computer Basics Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 1.3 Mouse Training Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 1.4 Keyboarding Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 1.5 File Management Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 1.6 File Management Practice – Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . 123 1.7 Computer Basics Session Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 1.8 Computer Basics Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

1.0.1 Computer Basics Student Manual . . . . . . . . . . . . . . . . . . . . . . . . . . 129 1.0.3 Keyboard Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 1.0.5 Computer Basics Online Resources . . . . . . . . . . . . . . . . . . . . . . . . . . 153

2.1 Internet Basics and Cyber Safety Lesson Plan . . . . . . . . . . . . . . . . . . 155 2.2 Internet Basics Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 2.3 Internet Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

2.4 Cyber Safety Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 2.5 Internet Basics and Cyber Safety Session Survey . . . . . . . . . . . . . . . . 245 2.6 Internet Basics and Cyber Safety Certificate . . . . . . . . . . . . . . . . . . . . 247

2.0.1 Internet Basics and Cyber Safety Student Manual . . . . . . . . . . . . . . 249 2.0.2 Internet Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263 2.0.3 Website Evaluation Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265 2.0.4 Internet Basics and Cyber Safety Online Resources. . . . . . . . . . . . . . 267

3.1 Introduction to Email Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269 3.2 Introduction to Email Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 3.3 Introduction to Email Session Survey . . . . . . . . . . . . . . . . . . . . . . . . . . 295

3.4 Introduction to Email Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297

3.0.1 Introduction to Email Student Manual . . . . . . . . . . . . . . . . . . . . . . 299 3.0.2 Email Online Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319

4.1 Introduction to Microsoft Word Lesson Plan . . . . . . . . . . . . . . . . . . . . 321 4.2 Introduction to Microsoft Word Presentation . . . . . . . . . . . . . . . . . . . . 327 4.3 Introduction to Microsoft Word Session Survey . . . . . . . . . . . . . . . . . . 357 4.4 Introduction to Microsoft Word Certificate . . . . . . . . . . . . . . . . . . . . . . 359

4.0.1 Introduction to Microsoft Word Student Manual . . . . . . . . . . . . . . 361 4.0.2 Cover Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371 4.0.3 Screen Components Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 4.0.4 Microsoft Word Online Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

5.1 Introduction to Microsoft Excel Lesson Plan . . . . . . . . . . . . . . . . . . . . 409 5.2 Introduction to Microsoft Excel Presentation . . . . . . . . . . . . . . . . . . . . 417 5.3 Introduction to Microsoft Excel Session Survey . . . . . . . . . . . . . . . . . . 449 5.4 Introduction to Microsoft Excel Certificate . . . . . . . . . . . . . . . . . . . . . . 451

5.0.1 Introduction to Microsoft Excel Student Manual . . . . . . . . . . . . . . 453 5.0.2 Microsoft Excel Screen Components Quiz . . . . . . . . . . . . . . . . . . . . 463 5.0.3 Budget Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495 5.0.4 Microsoft Excel Online Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . 497

6.1 Online Job Search Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499 6.2 Online Job Search Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507 6.3 Online Job Search Session Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533 6.4 Online Job Search Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 535

6.0.1 Online Job Search Student Manual . . . . . . . . . . . . . . . . . . . . . . . . . . 537 6.0.2 Career Self-Assessment Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 555 6.0.3 Career Profile Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 559 6.0.4 Career Objective Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 561 6.0.5 Online Job Application Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 563 6.0.6 Job Search Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 565

6.0.7 Job Search Online Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567

7.1 Resume Writing Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569 7.2 Resume Writing Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 577 7.3 Resume Writing Session Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 601 7.4 Resume Writing Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 603

7.0.1 Resume Writing Student Manual . . . . . . . . . . . . . . . . . . . . . . . . . . 605 7.0.2 Chronological Resume Example. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 627 7.0.3 Functional Resume Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 629 7.0.4 Resume Editing Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 631 7.0.5 Resume Information Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 635 7.0.6 Chronological Resume Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . 639 7.0.7 Functional Resume Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 641 7.0.8 Resume Writing Online Resources . . . . . . . . . . . . . . . . . . . . . . . . . . 643

Additional Resources: Teacher’s Tips 1 Tech Training Best Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 645 2 Working with Lower Literacy Adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . 649 3 Library Resources for Tech Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651

Additional Resources: Promotional Materials 1 Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 653 2 Example Flyer 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 655 3 Libraries and Literacy Flyer 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 657 4 Example Registration Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 659 5 Program Welcome Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 661 6 Tips for Promoting Your Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 663

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1.1 Computer Basics Lesson Plan

Prior to Class

Student Computer Setup: 1. Copy the Student Folder onto each desktop. 2. Place shortcuts to the following documents on the student desktop:

• Mouse Practice • Keyboarding Practice • File Management Practice

3. Prepare printed copies of the following: a. 1.7 Computer Basics Session Survey b. 1.8 Computer Basics Certificate if pre-printing certificates c. 1.0.1 Computer Basics Student Manual

Instructor Computer Setup:

Ensure that the LCD projector and computer are working properly.

Complete the Student Computer Setup on the presentation computer.

Open the following documents on your computer and then minimize them so only your desktop appears.

• Computer Basics Presentation

• Mouse Training Presentation

• Keyboarding Presentation

• File Management Presentation

• Mouse Practice Spreadsheet

• Keyboarding Practice Document

• File Manage Practice Document

• Certificate of Completion Document

• Session Survey

In Class

Tell students that Computer Basics is a two to four hour course designed to familiarize students new to computers with basic computer terminology, hardware, software, input (mouse and keyboard) and output (document) devices, as well as the Microsoft Windows file structure.

Complete introductions. Ask if any have prior experience. Explain that we will only be going over basics because this is an introductory course. Ask about their expectations… i.e.: “What do you hope to learn today?”


Maximize the Computer Basics Presentation (PPT).

Go through the PPT slides using the information below to guide you. Ask students to take notes in student handbook (dotted lines are provided in the handbook for this purpose) when necessary. ENCOURAGE students to stop you if they have any questions.

Learning Goals

• Describe why computers are important • Explain how computers work • Explain the difference between computer hardware and computer software • Describe what an operating system is • Identify the operating system you have on your own computer and phone. • Explain office productivity and communications software. • Start up and shut down computers properly • Use the mouse and keyboard to complete tasks on the computer • Identify the different groups of keys on the computer

• Create, open, save, and manage files and folders

Why is it important to know how to use a computer?

Computers are everywhere and everyone is using them! Computers are in our cars, our kitchens, our living rooms, our stores and, most importantly, in our workplaces. They are used to communicate, to play, and to make everyday tasks easier (once you know how to use them!). The ability to use a computer will enhance your ability to not only keep in touch with friends and family but it will also increase your ability to find and keep a job.

WHAT IS A COMPUTER?

An electronic device that accepts data (input), manipulates the data (process), produces information based on the manipulation (output) and stores the results (storage).


The computer performs 4 basic functions

Input

Process

Output

Storage

Human Brain analogy:

Input = eyes, ears, mouth & nose

Processing = brain

Output = verbal & non-verbal reactions

Storage = you have control / important keep / not imp. Delete

What types of things can you do, already do or want to do on the computer? (pause for responses, contribute if needed) Can we do these things without a computer?

YES… so…

The question is, “why pay so much money for a machine that does things we can already do without the machine?”

WHY WE USE COMPUTERS TO DO WORK WE COULD DO WITHOUT A COMPUTER?

Speed: Computers can process data much faster than we can.

Accuracy/ Computers don’t get sick (without help!), they are not

Reliability: distracted by loving or hating you, they don’t care what you look like etc…

Memory: Computers are able to store and recall instantaneously, huge amounts of data

5 BASIC COMPUTER SYSTEM COMPONENTS

(1) Input: A device we use to put information into the computer. List as many as we can think of.

(2) Output: A device we use to see the results of the computer’s manipulation of the data we input. List as many as we can think of.

***How many devices can we think of that are both input and output.

Information Processing Cycle }


(3) Central Processing Unit (CPU=Control Unit and Arithmetic Logic Unit):

Control Unit interprets the instructions (traffic cop),

Arithmetic Logic Unit performs the arithmetic and logical functions (addition, subtraction, multiplication, division, equals, not equal, equal to or greater than, equal to or less than, greater than, less than…)

(4) Memory. Memory is what makes the computer so darned fast - the ability to go from point A to point Q without having to pass through B,C,D,E, etc. in order.

• RAM (Random Access Memory RAM s is where the computer holds data while it is needed for processing. It is volatile in that it loses its contents when the machine is turned off.

• ROM (Read Only Memory): a set of chips that contain instructions that help a computer

prepare for processing tasks. These instructions are permanent. The only way to change them is to remove the chips and replace them.

(5) Storage: Hard Drive, Floppy Disk Drive, CD drive, Memory Sticks, etc… Discuss pros and cons of each storage method

COMPUTER PROGRAMS

A computer program is a set of step-by-step instructions that tell the computer how to perform a specific task. Without computer programs your computer is merely a really expensive paper weight!

Operating System Software: This software works with the operating system. It controls how you, the software, and the hardware work together Windows, Apple, Android, and Chrome are common operating systems. Computers and laptops usually use Windows or Apple. Cell phones and tablets usually use Apple, Android, or Chrome software.

Application Software: Software the computer uses to carry out a task as specified by the user.

• Word Processing: enter, edit, format and print documents containing primarily, but not limited to text.

• Spreadsheet: enter, edit, format, print, sort and calculate primarily numeric data.

• Communications: email and the internet

• Education and Entertainment: Tutorials, Testing, Simulation, and Games (multimedia)


Students Turn On & Login to Computers

• Review desktop screen components. Have students move their mouse over the components but they do not need to click on anything yet.

• You may need to teach Ctrl/Alt/Del and/or the shift key for students to be able to log into the computer.

Mouse Instruction & Practice

Remind students that the mouse is one form of input.

Maximize the Presentation on Mouse Training (PPT) and present to students

• Click

• Double Click

• Right Click

• Click and Drag

• Drag and Drop

Mouse Practice Instructor demonstrates (SLOWLY if need be).

Show students how to access and open the Mouse Practice document on their desktop by double clicking. This may be difficult for some. If they cannot double click, teach them how to right-click and choose Open.

Repeat the Mouse Practice as students follow along.

Keyboard Instruction & Practice

Remind students that the keyboard is another form of input.

Maximize the Presentation on Keyboard Training (PPT) and present to students

Open Keyboard Practice document and walk students through the use of each of the below.

• QWERTY (regular keys) • Directional Keys for scrolling

• Numeric Keypad if on computer

• Shortcut Keys Ctrl/Atl/Del to log in; Ctl/C; Ctl/V

Keyboarding Practice - Instructor demonstrates (SLOWLY if need be) on overhead After demo, instructor repeats while students do at their computers.

File Management Instruction & Practice


Presentation on File Management: Refer students to the File Management Terminology section in their Student Manual.

• Importance • My Computer • My Documents • Folders

• Subfolders • Files • File Naming Conventions • File Types

1.6 File Management Practice – Teacher Version

It will be easier if the instructor prints a hard copy of the File Management Practice to refer to as the instructor goes through the steps.

The Instructor demonstrates (SLOWLY if need be).

Once the demonstration is completed, students will follow the printed instructions in their Student Manual for 1.0.4 File Management Practice Instructions as the instructor calls them out. Because these instructions require students to open up a new Microsoft Word document on their computers, students should NOT open the 1.0.4 File Management Practice file on their computers. Additional Online Resources and Information in Student Manual Show the student the 1.0.5 Computer Basics Online Resources document on the screen. Have them find the document in the student folder on their desktop and open it. Ensure they can use the Ctrl/Mouse Click to open the links. Then, depending on the student skill levels and time constraints, you can choose to cover any additional material in the student manual or on the resource list.

ASSIST STUDENTS WITH COPYING THEIR STUDENT FOLDER FILES TO THEIR OWN USB DRIVE OR THEIR OWN ONLINE DRIVE.

1.7 Computer Basics Session Survey Ask students to complete the printed hand out 1.7 Computer Basics Session Survey and collect these before students leave.


1.8 Certificate of Completion. Depending on your printing situation, do one of the following:

• Call students up one at a time to print their Certificate of Completion from your computer. You can ask them to type in their own names. Sign their certificates.

• If no printer is available in the lab, have pre-printed certificates available and write or pre-type student names. Sign certificates before the class so they are ready to distribute.

Instructor Notes: ................................................................................................................................

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on th

e op

erat

ing

syst

em b

ut d

evic

es su

ch a

s prin

ters

an

d sc

anne

rs c

ome

with

a d

evic

e dr

iver

to in

stal

l on

the

com

pute

r if n

eces

sary

.


Ap

plic

atio

n S

oft

wa

re

Soft

war

e th

e co

mpu

ter u

ses t

o ca

rry

out a

sp

ecifi

c ta

sk a

s spe

cifie

d by

the

user

.


Wo

rd P

roc

ess

ing

Soft

war

e th

at e

nabl

es th

e us

er to

ent

er, e

dit,

form

at a

nd p

rint d

ocum

ents

con

tain

ing

prim

arily

, but

not

lim

ited

to te

xt.


Sp

rea

dsh

ee

ts

Soft

war

e th

at e

nabl

es th

e us

er to

ent

er,

edit,

form

at, p

rint,

sort

and

cal

cula

te

prim

arily

num

eric

dat

a.


We

b B

row

sers

Soft

war

e th

at e

nabl

es th

e us

er to

acc

ess,

retr

ieve

an

d vi

ew d

ocum

ents

and

oth

er re

sour

ces o

n th

e In

tern

et.

Chro

me


Em

ail

Soft

war

e th

at e

nabl

es th

e us

er to

send

and

re

ceiv

e el

ectr

onic

mai

l, co

mm

only

kno

wn

as

emai

l ove

r the

inte

rnet

.


Turn

on

th

e

Co

mp

ute

rs


Use

r N

am

e

Ty

pe in

if n

eces

sary

XX

XXXX

X

Pa

ssw

ord

Type

the

follo

win

g pa

ssw

ord:

XX

XXXX


Th

e

De

skto

p


Th

e

Sta

rt

Bu

tto

n


Th

e

Sta

rt

Me

nu


All

Pro

gra

ms


Sc

roll

Do

wn


Op

en

a

Fold

er


Op

en

a

Pro

gra

m


1.3

Mo

use

Tra

inin

g


We

are

go

ing

to

lea

rn

•W

hat a

mou

se is

•

How

to h

old

a m

o use

•

How

to u

se a

mo u

se


Wh

at is

th

e M

ou

se?

The

mou

se is

an

inpu

t dev

ice

desig

ned

to

man

ipul

ate

obje

cts o

n th

e co

mpu

ter

scre

en a

nd a

ssist

you

, the

use

r, in

in

tera

ctin

g w

ith

the

com

pute

r.


Ho

w t

o H

old

th

e

Mo

use

Ho

ldin

g th

e m

ouse

cor

rect

ly w

ill:

1)M

ake

usin

g it

easie

r and

, mor

e im

port

antly

, 2)

Pr

even

t str

ess a

nd

stra

in o

n yo

ur b

ody!


Ho

w t

o H

old

th

e

Mo

use

Plac

e th

e m

ouse

clo

se to

the

keyb

oard

or l

apto

p.

Cent

er th

e ba

se o

f the

mou

se in

yo

ur p

alm

.


Ho

w t

o H

old

th

e

Mo

use

Rest

you

r wris

t on

the

mou

se p

ad o

r de

sk, w

ith th

e pa

lm o

f you

r han

d re

stin

g on

the

back

por

tion

of th

e m

ouse

.


Ho

w t

o H

old

th

e

Mo

use

Your

thum

b sh

ould

rest

on

the

tabl

e on

one

side

of t

he m

ouse

and

you

r pi

nky

finge

r sho

uld

rest

on

the

tabl

e on

the

othe

r sid

e.


If yo

u ar

e rig

ht h

ande

d, y

our i

ndex

fin

ger s

houl

d be

on

the

left

“bu

tton

” an

d yo

ur m

iddl

e fin

ger s

houl

d be

on

the

right

but

ton.

Ho

w t

o H

old

th

e

Mo

use


If yo

u ar

e le

ft h

ande

d, y

our i

ndex

fin

ger s

houl

d be

on

the

right

but

ton

and

your

mid

dle

finge

r sho

uld

be o

n th

e le

ft b

utto

n.

Ho

w t

o H

old

th

e

Mo

use


The

mou

se c

ontr

ols w

here

the

curs

or o

n th

e sc

reen

goe

s.

Ho

w t

o U

se t

he

M

ou

se


Th

e C

urs

or

The

curs

or c

hang

es sh

ape

depe

ndin

g on

its l

ocat

ion

and

wha

t it

is to

ld to

do.


Ho

w t

o U

se t

he

M

ou

se

To in

tera

ct w

ith o

bjec

ts o

n th

e

scre

en, t

he c

urso

r is m

oved

ove

r the

ob

ject

by

mov

ing

the

mou

se a

nd a

bu

tton

on

the

mou

se is

de

pres

sed

or "c

licke

d".


Tim

e T

o P

rac

tic

e!


1.4

Ke

yb

oa

rd T

rain

ing


We

are

go

ing

to

le

arn

•Si

mila

riti

es b

etw

een

a t

ypew

rite

r an

d a

co

mp

ute

r ke

ybo

ard

. •

Dif

fere

nce

s b

etw

een

a t

ypew

rite

r an

d a

co

mp

ute

r ke

ybo

ard

.


Sim

ila

riti

es

Bet

wee

n C

om

pu

ter

Key

bo

ard

s &

Ty

pew

rite

rs


La

yo

ut

of

Alp

ha

be

tic

Ke

ys

QW

ER

TY


Us

e s

hif

t k

ey

to

ca

pit

ali

ze

le

tte

rs a

nd

to

us

e s

pe

cia

l c

ha

rac

ters

ab

ov

e t

he

nu

mb

ers

in

th

e n

um

be

r ro

w..


Th

e e

nte

r k

ey

“fo

rce

s”

a n

ew

lin

e o

f

tex

t.


La

yo

ut

of

Nu

me

ric

Ke

yp

ad


Dif

fere

nc

es

Bet

wee

n C

om

pu

ter

Key

bo

ard

s &

Ty

pew

rite

rs


Ba

ck

Sp

ac

e a

nd

De

lete

Ke

ys


Mo

dif

ier

Ke

ys

“A

LT

, C

TR

L,

& S

hif

t”

us

ed

wit

h o

the

r k

ey

s t

o p

erf

orm

co

mp

ute

r “s

ho

rtc

uts

.”


Mo

dif

ier

Ke

y E

xa

mp

le

Pre

ssin

g th

e C

trl K

ey a

nd

tap

pin

g o

n

the

A K

ey w

ill s

elec

t (h

igh

ligh

t)

ever

yth

ing.


To t

ype

ñ in

Sp

anis

h

1.

Ho

ld d

ow

n C

TRL

and

Sh

ift

2.

Tap

on

th

e ~

3

.Ty

pe

an n

To t

ype

an a

ccen

ted

lett

er (

é)

in S

pan

ish

1

.H

old

do

wn

CTR

L an

d S

hif

t 2

.Ta

p o

n t

he

~

3.

Typ

e th

e le

tter

Mic

ros

oft

Wo

rd

Mo

dif

ier

Ke

y


Fu

nc

tio

n K

ey

s a

t th

e t

op

of

the

ke

yb

oa

rd F

1 –

F1

2


F1

op

en

s t

he

he

lp m

en

u f

or

the

ac

tiv

e

op

en

pro

gra

m.


Arr

ow

Ke

ys

– m

ov

e t

he

cu

rso

r o

r s

ele

cte

d

ob

jec

t in

th

e d

ire

cti

on

in

dic

ate

d b

y t

he

arr

ow

.


Ho

me

an

d E

nd

Ke

ys


Pa

ge

Up

an

d P

ag

e D

ow

n K

ey

s

Au

tom

ati

ca

lly

ju

mp

s t

o t

he

ne

xt

pa

ge

up

or

do

wn

in

a d

oc

um

en

t o

r w

eb

pa

ge

.


Tim

e T

o P

rac

tic

e!


../Student/Keyboard Practice.docx

1.5

File

Ma

na

ge

me

nt


We

are

go

ing

to

lea

rn

•Th

e di

ffere

nce

betw

een

a fil

e an

d a

fold

er

•Th

e di

ffere

nce

betw

een

“sav

e”

and

“sav

e as

” •

To R

ecog

nize

at f

ile ty

pes b

y th

eir

icon

s


•Ho

w to

cre

ate

a fo

lder

•

How

to c

hang

e fil

e an

d fo

lder

na

mes

•

How

to c

opy,

cut a

nd p

aste

file

s an

d fo

lder

s •

How

to d

rag

and

drop

file

s and

fo

lder

s

We

are

go

ing

to

lea

rn


•Th

e di

ffere

nce

betw

een

cut a

nd

copy

•

How

to m

ake

chan

ges t

o a

file

and

save

the

chan

ges

•Th

e im

port

ance

of k

eepi

ng y

our

files

org

anize

d

We

are

go

ing

to

lea

rn


File

Ma

na

ge

me

nt

MA

TT

ER

S!


Betw

een

prim

ary

and

seco

ndar

y st

orag

e ca

pabi

litie

s, y

our c

ompu

ter h

as th

e ab

ility

to

stor

e an

d re

trie

ve V

AST

amou

nts o

f dat

a!

File

Ma

na

ge

me

nt


How

ever

, if y

our f

iles a

re n

ot o

rgan

ized,

in a

w

ay th

at m

akes

sens

e to

you

, ret

rievi

ng fi

les

coul

d en

d up

bei

ng a

diff

icul

t tas

k in

deed

.

File

Ma

na

ge

me

nt


My

Do

cu

me

nts

O

ne o

f the

def

ault

loca

tions

in w

hich

the

com

pute

r sav

es y

our f

iles i

s cal

led

“My

Docu

men

ts.”

This

can

be lo

cate

d on

you

r co

mpu

ter’s

har

d dr

ive

and/

or o

n a

serv

er o

n yo

ur n

etw

ork.


If yo

u do

n’t “

tell”

the

com

pute

r to

do

othe

rwise

, it w

ill sa

ve y

our:

•M

usic

file

s to

the

My

Mus

ic fo

lder

•

Pict

ures

to th

e M

y Pi

ctur

es fo

lder

•

Vide

os to

the

My

Vide

o fo

lder

s

My

Do

cu

me

nts


My

File

s Yo

u ha

ve a

USB

driv

e w

ith a

ll of

you

r wor

k fil

es o

n it.

You

hav

e ov

er 1

000

files

!

Can

you

imag

ine

sort

ing

thro

ugh

that

man

y fil

es?


Ho

w t

o M

an

ag

e F

iles

Org

anizi

ng fi

les a

nd sa

ving

them

to a

co

mpu

ter o

r ext

erna

l sto

rage

dev

ice

is ve

ry

simila

r to

how

we

used

to se

t up

filin

g sy

stem

s in

a fi

ling

cabi

net.


No

tic

e t

he

dif

fere

nt

ico

ns

for

the

se f

iles.

Wh

at k

ind

of

file

typ

e

go

es

wit

h e

ach

ico

n?


Tim

e T

o P

rac

tic

e!


Righ

t Mou

se

Clic

k on

any

em

pty

spac

e on

you

r de

skto

p to

get

th

is po

p up

m

enu.


Clic

k th

e N

ew

optio

n to

get

th

e sid

e ba

r m

enu

pict

ured

at

the

right

.


Clic

k th

e Fo

lder

O

ptio

n.


•A

new

yel

low

fold

er w

ill

appe

ar o

n yo

ur d

eskt

op

•Ty

pe y

our n

ame

in p

lace

of

the

wor

ds n

ew fo

lder

•

Conn

ie is

our

exa

mpl

e st

uden

t


Doub

le C

lick

th

e fo

lder

with

yo

ur n

ame

on

it to

ope

n it.

It

is em

pty.

Clic

k on

the

edge

of t

he w

indo

w w

ith

your

mou

se a

nd d

rag

to re

size

the

win

dow

so it

is sm

alle

r.


Doub

le C

lick

on

the

Stud

ent F

olde

r.

Not

ice

the

Com

pute

r Ba

sics F

olde

r in

side

the

Stud

ent

Fold

er.


Resiz

e yo

ur 2

fold

er w

indo

ws s

o yo

u ca

n se

e bo

th a

t the

sam

e tim

e.


Righ

t Mou

se C

lick

on th

e Co

mpu

ter

Basic

s fol

der i

n th

e St

uden

t Fol

der a

nd

clic

k th

e co

py o

ptio

n.


Now

Rig

ht M

ouse

Clic

k in

the

blan

k ar

ea in

the

fold

er w

ith y

our n

ame

and

clic

k th

e pa

ste

optio

n.


An e

xact

cop

y of

the

stud

ent f

olde

r w

ill a

ppea

r in

the

fold

er w

ith y

our

nam

e.


Clos

e th

e st

uden

t fol

der b

y cl

icki

ng

the

X at

the

uppe

r rig

ht h

and

corn

er

of it

s win

dow

.


Max

imize

YO

UR

fold

er to

fill

the

scre

en b

y cl

icki

ng th

e re

stor

e/m

axim

ize b

utto

n at

th

e to

p rig

ht h

and

corn

er o

f its

win

dow

.


Crea

te a

noth

er n

ew fo

lder

(s

ubfo

lder

bec

ause

it is

in

side

anot

her f

olde

r) a

nd

nam

e it

Prac

tice.


Rest

ore

this

fold

er to

its

prev

ious

size

by

clic

king

the

rest

ore/

max

imize

but

ton

at

the

top

right

han

d co

rner

of

the

scre

en a

gain

.


Doub

le C

lick

on th

e Co

mpu

ter B

asic

s fo

lder

to o

pen

it.


Not

ice

the

diffe

rent

icon

s.


Clic

k on

e tim

e on

the

first

file

and

ho

ld d

own

the

shift

key

whi

le c

licki

ng

on th

e la

st fi

le.


The

thre

e fil

es a

re n

ow se

lect

ed.

BE C

AREF

UL!

!!

Righ

t mou

se c

lick

on a

ny o

f the

file

s an

d cl

ick

copy

.


Clos

e th

is fo

lder

.


Doub

le C

lick

on

the

fold

er w

ith

your

nam

e on

it

to o

pen

it.

Then

ope

n th

e pr

actic

e fo

lder

.


Righ

t mou

se

clic

k in

the

blan

k sp

ace

and

clic

k th

e pa

ste

optio

n.

You

now

hav

e a

copy

of e

ach

file

in e

ach

fold

er.


•Yo

u ca

n al

so c

ut a

nd p

aste

file

s be

twee

n fil

es u

sing

the

right

m

ouse

clic

k m

etho

d

OR •

By u

sing

the

Ctrl

X to

cut

and

Ctr

l V

to p

aste

met

hod

you

lear

ned

in

the

keyb

oard

ing

prac

tice

docu

men

t


This

prac

tice

sess

ion

was

don

e us

ing

exist

ing

files

. Ev

en th

ough

you

can

mov

e fil

es fr

om

one

fold

er to

ano

ther

, it i

s IM

PORT

ANT

that

you

kno

w h

ow to

sa

ve a

file

to th

e co

rrec

t loc

atio

n w

hen

you

crea

te it

!


DEM

ON

STRA

TIO

N

File

Ma

na

ge

me

nt

Pra

cti

ce


File

Ma

na

ge

me

nt

Pra

cti

ce

Fo

llow

you

r han

dout

and

wha

t I a

m

doin

g to

com

plet

e th

is pr

actic

e.

You

will

star

t by

open

ing

Mic

roso

ft

Wor

d on

you

r com

pute

r.


•Cl

ick

the

star

t but

ton

at th

e bo

ttom

left

han

d co

rner

of y

our

desk

top.

•

Clic

k on

“All

Prog

ram

s”

•U

se y

our m

ouse

to sc

roll

or th

e a r

row

key

s to

choo

se “

Mic

roso

ft

Offi

ce”

•Th

en c

lick

“Mic

roso

ft W

o rd”

File

Ma

na

ge

me

nt

Pra

cti

ce


I.6 File Management Practice – Teacher

Follow these directions while students will watch you. You will be displaying the document you are working on to the students. Do NOT display these instructions on the projector screen. Rather, FOLLOW these instructions while you work with a new Word document.

After you do this exercise as a demonstration, have students do this exercise with you as you repeat it.

1. Use the instructions on the PPT to open have students open Microsoft Word. 2. Type in your first and last name. 3. Click “File/Save.” Show students how the computer shows a “Save As” box because the

file has never been saved before. Show them the folder path. 4. Save the file with the name Practice 1. 5. On the next line write a street address. Click on File/Save again. Note to the students

that it is saved in the same place and overwrites the old document with the same name. No Save As box appears.

6. On the next line write your city, state, and zip code. Use File/Save As and type in the file name Practice 2. Show students that you now have 2 different documents in the folder with different names.

7. Go to the next line and type in your phone number. Use File/Save As to save to a different folder such as the My Documents folder. Change the file name to Practice 3.

8. Show students the 2 folders where you have the files saved and point out the folder paths to them.

9. Discuss with students why you want to be careful with where you save your documents and why you want to name them carefully.

10. Now repeat this exercise as students follow along. Make certain that students are keeping up with you. Answer questions as they come up.


1.7 Computer Basics Session Survey

Date: ______________________

1. As a result of this class, I:

� Feel much more comfortable using a computer on my own.

� Feel more comfortable using a computer on my own, but I still need practice

� Do not feel any more comfortable using a computer.


� Feel much more confident using computer application, files, and folders.

� Feel more confident using computer application, files, and folders, but still need practice.

� Do not feel any more confident using computer application, files, and folders.

3. As a result of this class, I will use the computer to

� Create information

� Organization information

� Create documents I need for my school work

� Other:

� None of the above- I do not understand how the computer or the Internet can help me.

4. As a result of this class, I

� Developed skills that could help me in my current job.

� Developed skills that could help me find a better job.

� Developed skills that could help me find a job. I am not employed now.

� None of the above

5. My age range:

� 16-18 � 48-65

� 19-26 � 66 or older

� 27-47

(Survey continued on next page)


6. I am currently:

� Employed

� Under-employed (I have a part-time job, but prefer a full-time or I have a job that doesn't take full advantage of my skills)

� Not employed and not looking (retired, student, other)

� Not employed but looking

7. Comments:


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I.0.1 Computer Basics Student Manual

The Computer Basics training session is a two (2) to four hour course. You will learn basic information about computers. You will learn vocabulary about computer hardware, and computer software. You will earn how you can put information in computers and get information out of computers. You will also earn about file management and why it is important.

Learning Goals

• Describe why computers are important • Explain how computers work • Explain the difference between computer hardware and computer software • Describe what an operating system is • Identify the operating system you have on your own computer and phone. • Explain office productivity and communications software. • Start up and shut down computers properly • Use the mouse and keyboard to complete tasks on the computer • Identify the different groups of keys on the computer • Create, open, save, and manage files and folders

Why is it important to know how to use a computer?

Computers are everywhere and everyone is using them! Computers are in our cars, our kitchens, our stores and in our workplaces. They are used to communicate, to play, and to make everyday tasks easier. Using a computer and the Internet will help you to keep in touch with friends and family.

You will also be able to complete common tasks more quickly. Computers can help you pay bills or find information on health or other topics. Computers can also help you reach goals like finding a job and improving your career.


What is a computer?

A computer is a piece of equipment that needs electricity or battery power. The computer does the following for you.

• accepts information (input) • changes the information (process) • produces new information for you (output), and • stores the new information (storage)

The computer completes 4 basic functions that make up the information processing cycle.

• Input - data that you put into the computer • Process - how your data changes • Output – data that you can take off of your computer • Storage – where data is stored

The way that the computer processes information is kind of like the way your own brain works.

• Input = what you take in through your eyes, ears, mouth & nose • Processing = your brain • Output = your verbal and written reactions • Storage = what you save and where and what you throw away

Why should you use a computer?

• What types of things can you do on the computer? • What kind of things do you want to do on a computer?

Can you do these things without a computer? You probably can! But computers can help you! They give you:


• Speed: Computers can complete tasks much faster than we can. • Accuracy: Computers do not mistakes unless you make them first by giving

bad information • Reliability: Computers will not change their minds by how they feel about

you • Memory: Computers can work with huge amounts of information much

faster than we can.

5 Basic Parts of the Computer

1. Input: Things we use to get information into the computer.

List as many as you can think of. ...............................................................................

...................................................................................................................................

2. Output: Things we use to see the results of what we do with information we work with.

List as many as you can think of. ...............................................................................

...................................................................................................................................

List as many devices as you can think of that are both input and output.

...................................................................................................................................

...................................................................................................................................

3. Central Processing Unit (CPU):

• The CPU processes your instructions. It is the “traffic cop” that tells the computer what to do. It also works with numbers.

4. Memory: RAM (Random Access Memory) and ROM (Read Only Memory)


• RAM: This is the short term memory. The computer holds information it needs while it is working. When the computer turns off, the information in RAM disappears.

• ROM: These are Instructions that are a permanent part of the computer. These instructions are built on pieces of the computer called chips. These are used to start up the computer, keep time, and do other things that never change.

5. Storage: This is where the computer keeps your information. There are many types of storage:

• Hard Drive: The hard drive is inside the actual computer. • CD/DVD: You can read information from CD’s and DVD’s. On some

computers you can also write information on CD’s and DVD’s. • USB drive: This is a small object that many people use to store data. USB

drives are easy to take with you from one place to another. People call USB drives other names:

o Thumb drive o Jump drive o Flash drive

• The Cloud: The cloud is another word for the Internet. There are many free ways to store information in the cloud. Some examples are Google Drive, Dropbox, and OneDrive.

What are advantages and disadvantages of different types of computer storage?

.............................................................................................................................................

.............................................................................................................................................


Computer Programs

A computer program is a set of step-by-step instructions. These instructions tell the computer how to do its job.

1. Operating System Software

This software works with the operating system. It controls how you, the software, and the hardware work together. Windows, Apple, Android, and Chrome are common operating systems. Computers and laptops usually use Windows or Apple. Cell phones and tablets usually use Apple, Android, or Chrome software.

2. Application Software

This software is what the computer uses to carry out a job as specified by the user. There are different kinds of application software.

• Office Productivity Software. Word Processing is software that lets you work mostly with text. You can enter, edit, format and print documents. Microsoft Word is a popular example of word processing software.

• Spreadsheet is software. Spreadsheet software helps you work with numbers and text too. You can enter, edit, format, print, sort and do math with spreadsheet software. Microsoft Excel is a popular example of spreadsheet software.

• Communications Software. Communications software helps you read, write, talk to, and listen to other people. Examples are the Internet and Email. Internet Explore and Chrome are examples of Internet browsers. Browsers help you use the Internet.


• Educational Software. These are computer applications that help people learn.

• Entertainment. Entertainment applications are popular. Many people use applications to listen to music or books. They also use these entertainment applications to play games and watch movies.

Input Devices

Mouse: The mouse lets you work with text and objects on the computer screen. You use the mouse to:

• Double Click • Right Click • Click and Drag • Drag and Drop

1.0.2 Mouse Practice is completed on the computer using the Mouse Practice file.

Keyboard: The keyboard lets you put text and numbers into the computer. The keyboard you see in the United States is called a QWERTY keyboard. Find the letters Q W E R T Y on your keyboard. That is where the name comes from.

There are special groups of keys on the keyboard. Your teacher will show you where these are on your keyboard.

1. Character Keys. Most of the keys that you use to type are character keys. These are letters, numbers, and punctuation keys.

2. Backspace and Delete Keys. These 2 keys erase your text. 3. Navigational Keys. These keys help you move in your document. They include

Space, Enter, Tab, Directional Arrows, Home, End, Page Up/Page Down. 4. Modifier Keys. These keys - Ctrl, Shift, Caps - help you make capital letters and

keyboard shortcuts.


5. Function Keys. These keys do special things depending on your keyboard. You will not use the Function Keys for typing text.

1.0.3 Keyboard Practice is completed on the computer using the Keyboard Practice file.

File Management

Take notes as your teacher shows you File Management.

My Computer ......................................................................................................................

.............................................................................................................................................

My Documents ....................................................................................................................

.............................................................................................................................................

Folders ................................................................................................................................

.............................................................................................................................................

Subfolders ...........................................................................................................................

.............................................................................................................................................

Files .....................................................................................................................................

.............................................................................................................................................

File Naming Conventions ....................................................................................................

.............................................................................................................................................

File Types ............................................................................................................................

.............................................................................................................................................


1.0.4 File Management Practice is completed on your computer using the instructions below:

Follow the steps below along with your teacher to practice how to Save and Save As on your computer.

1. Follow your teacher’s instructions to open Microsoft Word.

2. Type in your first and last name and stop.

3. Click “File” at the upper left hand corner of the screen and then click on “Save.”

4. The box that pops us says “Save As” at the top. This is because it is the first time you are saving the file.

5. Look at the folder names next to “Save As.” You may see two or three names of folders. This is the path to the folder where you are saving your file. Write down the folder path below:

6. Type the file name “Practice 1” and click Save.

7. Press the Enter key to go to the next line. Type in your street address and then go to File/Save. Notice that now you do not get a box that asks you to choose a folder and to type in a name. That is because you already saved the file.

8. Press the Enter Key again to go to the next line. Type in your city, state, and zip code. Now use File/Save As to give the file a new name – “Practice 2.” Press the Enter Key again to go to the next line. Type your phone number. Use File/Save As and choose a different folder such as Documents or Downloads. Type in a different file name - “Practice 3.”

9. You now have 3 different files in 2 different folders. Locate these folders and files on your computer.


Basic Computer Terminology

Computer: An electronic device that accepts input, processes data, provides storage and retrieval and provides output for the user.

5 basic components

1) Input Devices 2) Central Processing Unit 3) Output Devices 4) Memory 5) Storage

Information Processing Cycle: The sequence of events which includes (1) input, (2) processing, (3) storage and (4) output.

Input Device: A device which allows the user to enter data into the computer.

Examples: Mouse, Keyboard, Disks, Touch Screen Monitor, Microphone, Scanner

Output Device: A device which allows the computer to communicate the results of processing with the user.

Examples: Monitor, Disks, Speakers, Printer

Operating System: Software that communicates with the hardware and allows other programs to run.

Examples: Windows (any version), MAC OS (any version)

System Software: The files and programs that make up the operating system.

Device Drivers: Software that helps the computer communicate with a particular hardware device.


Application Software: A computer program designed to help the user accomplish a certain task such as: word processing, spreadsheet, web browser, presentation, and email.

Note: More information can be obtained about any of the above by typing the bold words above, along with the word define, into any search engine

File Management Terminology

My Computer: The computer is the primary storage device, and it is designated “Drive C:” in most operating systems. You can think of this as the storage room for all saved files.

My Documents: My Documents is a folder on the hard drive of your computer or on a server. This is generally the default folder for saving files unless you instruct the computer to save the file somewhere else. You can think of this as the filing cabinet in the file storage room (Drive C:).

Folder: You can create as many new folders as you need to organize your files. Folders can be placed directly on Drive C:, inside the My Document folder, or on the desktop. You can think of this as a filing drawer, in the filing cabinet, in the file storage room.

Subfolder/Directory: Subfolders are folders inside of other folders. Again, you can create as many subfolders as you need to organize your files. You can think of these as the hanging files in the filing cabinet drawer.

File: Files are created when you save a document, a spreadsheet, a presentation, a webpage, a picture, a video, a song and so on… You can think of files as the papers you would put in the hanging folders, in the drawers, in the filing cabinet in the file storage room.

File Type: Files come in all types and sizes. Type is determined by what kind of file it is and what program created it. Example: “practice.docx” is a Word file


that was created using Word 2007 or Word 2010. We know that because the file extension (everything following the “.”, “period” or “dot”) is “docx.” File extensions associate the file with the program that created it, and “docx” is associated with Word 2007 and Word 2010. If you change the file extension, the program might not be able to open it because it won’t recognize it as its file type.

Saving Files

FILE / SAVE: If you don’t make any changes, FILE / SAVE saves the file to either the default location (usually My Documents) with a default filename (usually document 1 or the first few words of text in the document).

If the file has already been saved, FILE / SAVE saves the file in the same location with the same name.

FILE / SAVE AS: Allows the user to change the location of the file and/or the file name.

Keyboard Tips

QWERTY Keyboard: The section of your keyboard containing the standard alphabetic characters including the row of numbers, the ENTER and the SHIFT keys.

Numeric Keypad: Laid out using the same layout of the standard calculator. Includes symbols for addition (+), subtraction (-) multiplication (*) and division (/).

Modifier Keys: SHIFT, ALT, CTRL & FN are used to modify the actions of other keys when they are pressed at the same time.


Function Keys: The function keys use may change from one program to another, but the F1 key generally opens the help menu for a program and the F5 key generally refreshes the active window.

Hot Keys or Shortcut Keys: A combination of keystrokes which, when pressed, carry out a command without using the mouse. These combinations may vary from one program to another.

Examples: CTRL C copies highlighted text/image

CTRL V pastes copied text/image

CTRL X cuts highlighted text/image

CTRL A highlights everything in the document

Directional Keys:

HOME: moves the cursor to the beginning of the line it is on.

END: moves the cursor to the end of the line it is on.

PAGE UP / PAGE DOWN: moves the cursor up and down a designated amount of lines on the screen (the number of lines may vary depending on the program).

Arrow Keys: move the cursor one space or one line in the direction indicated by the key.

Other Keys:

DELETE: erases the character to the immediate right of the cursor or all highlighted characters.

BACKSPACE: moves the cursor one space to the left. It will delete one character to the left of the cursor and all highlighted text.


INSERT: Enters text in place of existing text. The insert key is a toggle key which means you press it one time to turn it on and one time to turn it off.

Mouse Tips

Click: Press the left mouse button one time to position the cursor on the screen or to activate a hyperlink.

Right Mouse Click: Press the right mouse button one time to open a pop out or contextual menu for the item clicked.

Double Click: Click the left mouse button two times quickly to select a word, open a file or a program.

Click and Drag: Position the cursor at the beginning of the text you want to work with, hold the mouse button down and move the mouse over the text. Release the mouse button when you have all of the text highlighted.

Drag and Drop: Select text or a picture and click, hold down the mouse button and move the text/picture/file to the new location and release the mouse button.

Scroll Wheel: roll it forward to move up on the screen and roll it back to move down on the screen.

Cursor: the image on the screen which indicates the location of the mouse pointer. The cursor may assume a number of different shapes depending on the user input.

Common Windows Cursors

Normal Select

Link Select

Move


Help Select

Text Select

Horizontal Resize

Working in Background

Not Allowed/ Available

Diagonal Resize

Busy

Busy

Vertical Resize

Change Settings to Left-Handed Mouse

1. Click the Start button at the bottom left of your screen then click “Settings” then click “Control Panel.”

2. A new window will pop up. Look for the Ease of Access section and click on the bold “Ease of Access” link.

Click the “Change how your mouse works” link.

3. At the bottom of this window (you might need to scroll down) you will see a “See Also” section. Click on the “Mouse Settings” link.

4. A dialog box like the one to the right will appear. Click the white box next to the


“Switch primary and secondary buttons” text to check it.

5. Click the “Apply” button at the bottom of this dialog box. It will only be active if you make a change in this dialog box. Then click the OK button.

6. You may now close the remaining open windows by clicking on the x in the upper right hand corner of the window you want to close. But remember (!), the mouse buttons have been switched!

Create Shortcuts on Your Desktop

You can customize your desktop in many ways. The most practical additions to your desktop would be shortcuts. You can create shortcuts to programs you use on a regular basis and/or folders and files you use on a regular basis.

Create a Folder on Desktop Right mouse click on any empty space on your desktop and then click New > Folder.

A new folder will appear on the desktop with the name “New folder” highlighted. Type the name you want to name this folder and it is ready to use for more convenient storage.


Create a Shortcut to a Computer Program:

Click Start > All Programs > (Navigate to the program you want a shortcut for) Right Mouse Click on the Program > Click Send To > Desktop (create shortcut)

Create a Shortcut to a File:

Go to the folder you have saved the file in and right mouse click on the file. Click Send To and then click Desktop (create shortcut)

Basic Computer Maintenance

Daily, Weekly & Monthly: Like cleaning out the garage or weatherproofing the porch, you need to remove unused programs and scan your Windows Registry only occasionally. But computing also has equivalents to washing the dishes and vacuuming the living room floor--jobs you have to do all the time. Luckily, you can automate most of these tasks.

Back Up Every Day: Backing up your data is like brushing your teeth: You have to do it, and do it right. And you should do it every day or at least often enough to avoid losing important files! (Note from your trainer: If you follow the file management strategies taught in class, it will be much easier to back up your files because they will all be in one folder!) And where should you copy those files to? CD-RWs and DVD-RWs work great, but a


second hard drive is the best possible choice, especially if it's an external model that you can detach from the PC.

Weekly Scans and Updates: Antivirus software is useless if you don't keep it up to date. It's likely that your antivirus software can update itself automatically whenever you're connected to the Internet. But if it doesn't, do it yourself once a week.

Scan your hard drive for new viruses once a week, too. Every antivirus program is different, but you should be able to find a control that lets you do a manual scan. Most programs will also let you schedule weekly scans so you don't have to remember to do them yourself.

Of course, not all online evildoers use viruses; some exploit security holes that Microsoft left in Windows. You need to plug those holes. Luckily, Microsoft supplies the cement in the form of regular, downloadable patches. To see if there's one you need--and to download it if there is--just connect to the Internet and click the Windows Update icon that's near the top of the Start menu.

Scan your hard drive for errors: In Windows XP and 2000, open My Computer, right-click your hard drive, and select Properties. Click the Tools tab, then the Check Now button. In Windows 98 or Me, select Start, Programs, Accessories, System Tools, ScanDisk.

The Monthly Defrag: About once a month, you should defragment your hard drive.

Over the course of regular PC use, your files get fragmented--spread out all over your hard drive. That photo you just loaded may appear to be all in My Photos, but physically, bits and pieces may be spread out and mixed up like carrot slices in a well-tossed salad.


When everything is working well, this fragmentation doesn't do any harm. But should disaster befall your drive, your chances of recovering a fragmented file are a lot worse than your chances of recovering a contiguous one.

Keep it Physically Clean:

Step 1: Inside the Case: If you see dust or other debris accumulating around the vents of your desktop or laptop, you can bet there's more inside. To remove it, you'll need to open the case. That may sound more intimidating than it really is. Before you begin, make sure the computer is turned off and disconnected from the power source.

One more consideration: Manufacturers' policies vary, but, in some cases, opening your computer case may void your warranty. You may even encounter a warning sticker on the case. Review your warranty terms before continuing.

Touch as little as possible inside the computer—keep your fingers away from cards and cords. Look for any dust bunnies or other bits of fluff in the nooks and crannies. Pick these out carefully with tweezers or a cotton swab. Blow compressed air around all of the components and along the bottom of the case, keeping the nozzle at least four inches away from the machine. Blow air into the power supply box and into the fan.

Try to aim the stream of pressurized air in such a way that it blows debris out of and away from crevices and recesses, rather than driving it deeper in. Take particular care when blowing the delicate fans. Overspinning them with excessive pressure can crack a blade or damage the bearings. Position the compressed air can well away, and use short bursts of air rather than a steady blast. As a precaution, you might also carefully immobilize the fan blades with your fingertip or a cotton swab while using the air can.


Lastly, blow air into the floppy disk, CD or DVD drives, and I/O ports—but again, not too aggressively. Wipe the inside of the cover with a lightly moistened cloth, and dry it before replacing it.

Step 2: Outside the case: Run a cotton swab dipped in rubbing alcohol around all of the openings on the outside of your case. Give them one swipe with the damp end of the swab and one swipe with the dry end.

Step 3: Keyboard: Turn the keyboard upside down and gently shake it. Most of the crumbs and dust will fall out. Take a can of compressed air and blow into and around the keys. Next, take a cotton swab and dip it in rubbing alcohol. It should be damp, but not dripping wet. Run the cotton swab around the outside of each key. Rub the tops of the keys. Don't be stingy with the swabs. Discard them when they start to get dirty, and switch to a fresh one. If you have a laptop, follow the same procedure but take extra care with your machine—treat it as gently as you would a carton of fresh eggs. If your laptop has a touchpad, use the damp swap to wipe it clean, as well. Do this keyboard cleanup monthly.

It's tempting to use a vacuum cleaner to suck the debris out of the keyboard and other parts of the computer, but technicians warn that it can create a static electrical charge that can actually damage the computer's sensitive electronics.

Worried about spills? If a spill happens, immediately turn off your computer, disconnect the keyboard, and flip it over. While the keyboard is upside down, blot the keys with a paper towel, blow compressed air between the keys, and leave it to air dry overnight. Check to ensure that all traces of moisture have evaporated before using the keyboard again. Laptop spills need more attention because liquid can easily penetrate the keyboard and damage internal parts. For laptop spills, immediately turn off the computer and remove any external power source and other items plugged into it. Turn the laptop over, remove the battery, and then bring it


to your nearest repair center to check for internal damage. Simply blowing compressed air into the keyboard and letting your computer air dry upside down overnight aren't enough, because liquids can sit inside a laptop for days.

For all spills, be aware that anything other than plain water may cause severe damage, and never attempt to dry a keyboard or laptop in a microwave or conventional oven.

Step 4: Mouse: Disconnect the mouse from your computer. Rub the top and bottom of your mouse with a paper towel dipped in rubbing alcohol. Scrape hard-to-remove grime with your fingernail. If you have an optical mouse, ensure that no lint or other debris obscures the light-emitting lens on the underside of the mouse.

If you use a mechanical mouse, open the underside of the mouse and remove the ball. (In most cases, you simply need to rotate the plastic ring encircling the ball one-quarter turn counterclockwise.) Wash the ball with water, and let it air dry. To clean inside a mechanical mouse, dip a cotton swab in rubbing alcohol and rub all of the interior components, paying particular attention to the little rollers, where gunk tends to collect. Finally, blow compressed air into the opening and ensure that the interior is dry. Replace the ball and the cover.

Step 5: Monitor: For liquid-crystal display (LCD) laptop and flat-panel monitor screens, slightly moisten a soft, lint-free cloth with plain water. Microfiber cloths are excellent for this purpose. Avoid using paper towels, which can scratch monitor surfaces. Do NOT spray liquid directly onto the screen—spray the cloth instead. Wipe the screen gently to remove dust and fingerprints. You can also buy monitor cleaning products at computer-supply stores.


For glass CRT (television-style) monitors, use an ordinary household glass cleaning solution. Unless your manufacturer recommends differently, don't use alcohol or ammonia-based cleaners on your monitor, as these can damage anti-glare coatings. And never try to open the housing of a CRT monitor. Capacitors within can hold a dangerous electrical charge—even after the monitor has been unplugged.

Clean the monitor weekly. Finally, make sure that everything is dry before you plug your computer back in.


1.0.3 Keyboard Practice

Using the Shift Key and Space Bar

1. Click with your mouse in the blank box below. Hold down your Shift Key to type the first letter of your name. Then let go of the Shift key and type the rest of your last name.

2. Click on your space bar to put in a space after your first name. Hold down your Shift Key and type the first letter of your last name. Then let go of the Shift key and type the rest of your last name.

Using the Backspace and Delete keys

1. Click with your mouse in the blank space below. Type the word “there”.

2. Use your backspace key to erase the last 2 letters from there and change the spelling to their.

3. Click with your mouse on the word their before the letter i.

4. Use your delete key to delete the “i” and “r”.

5. Change the word to they’re by typing “y’re.”

6. You may notice that the word automatically gets capitalized. Word does this automatically after periods.

7. Use your backspace or your delete key to change the capital “T” back to a lower case “T.”


Copy and Paste using Keyboard Shortcut Keys (and Triple Click with Mouse)

1. Triple Click quickly on this line. The line will be highlighted in blue.

2. Without clicking on anything else, click on the Control Key and hold it down while you tap on the C key (Ctrl-C). The line above should still be blue before you go to the next step.

3. Click in the blank box below. Click on the Control Key and hold it down while you tap on the V key (Ctrl-V).


1.0.5 Computer Basics Online Resources

Now that you've got the basics down, keep practicing by checking out these links:

Every Community Online - Register here for free online self-paced training and access to affordable computers and broadband service

Goodwill Community Foundation - Hundreds of free online tutorials covering a variety of topics such as basic computers and career development

Mousercise and Mouse Games - Get to know your right clicks from you left by honing your mouse skills at these fun sites

Typeracer - Improve your typing skills by racing against other typists from around the world


http://driveyourlearning.org/

http://www.gcflearnfree.org/topics/

http://www.pbclibrary.org/mousing/mousercise.htm

http://www.pbclibrary.org/mousing/games.htm

http://play.typeracer.com/

2.1 Internet Basics and Cyber Safety Lesson Plan

Prior to Class Student Computer Setup: 1. Copy the Student Folder onto each desktop. 2. Prepare printed copies of the following for each student:

a. 2.0.1 Internet Basics and Cyber Safety Student Manual (from Student Folder) b. 2.5 Internet Basics and Cyber Safety Session Survey c. 2.6 Internet Basics and Cyber Safety Certificate of Completion (if pre-printing)

Instructor Computer Setup: 1. Ensure that the LCD projector and computer are working properly. 2. Complete the Student Computer Setup on the presentation computer. 3. Open the following Internet links and minimize them.

• Google.Com

• Yahoo.Com

• Bing.Com

• Timer

• Password Meter

• Lewis and Clark Evaluation Link

• Unatural History Museum Evaluation Link

4. Open the following documents on your computer and then minimize them:

• 2.2 Internet Basics Presentation

• 2.3 Internet Scavenger Hunt – Teacher

• 2.4 Cyber Safety Presentation From the Student Folder: 2.0.2 Internet Scavenger Hunt - Student 2.0.3 Web Site Evaluation Rubrics 2.0.4 Internet and Cyber Safety Online Resources

In Class Tell students that Internet & Cyber-Safety is a two to four-hour course designed to familiarize students with web browser basics, search engines, and search strategies. Ethical and safety concerns will also be considered. Introduce Ourselves. Ask about their expectations… ie: “What do you hope to learn today?”


http://www.online-stopwatch.com/full-screen-stopwatch/

http://www.passwordmeter.com/

http://www.loc.gov/exhibits/lewisandclark/lewisandclark.html

http://www.unmuseum.org/unmain.htm

IIA.1 INTERNET BASICS AND CYBER SAFETY LESSON PLAN

Instruction: Display the Internet Basics Presentation on the LCD Projector screen. Instructor students to take notes in the student handbook (dotted lines are provided in the handbook for this purpose) when necessary. ENCOURAGE students to stop you if they have any questions.

Learning Goals

• Describe the difference between Internet and World Wide Web

• Describe web browsers and their uses

• Identify screen components of Internet Explorer

• Identify the basic parts of the World Wide Web

• Identify the components of a URL

• Conduct effective Internet searches

• Understand search results

• Evaluate web sites

• Discuss Cyber Safety (safety on the Internet)

Definitions: Define “networks”- 2 or more computers connected by cables, telephone lines, radio waves, satellites, or infrared light beams. Define “internet” – a global network of networks with billions of connected computers. Define “World Wide Web” – the system we use to access the internet.

Define “Web Browser” – the type of program we use to access the World Wide Web. Review screen components of Internet Explorer from the top down. Students have space to take notes.

• Title Bar: • Minimize: • Restore:


• Close: • Address Bar: • Back & Forward Buttons: • Tabs: • Status Bar:

Define “Hyperlink” – a command embedded in text or an object which, when clicked, will open another file, take you to another place in the same file or to a new location on the internet.

Define “URL” (Uniform Resource Locator) or Web Address – the global address for documents and other resources on the internet.

Define “Search Engine” – a program that searches documents / web pages for a particular word or set of words and returns a list of pages containing those words and/or set of words. The three most widely used search engines are google.com.

Close the Internet Basics Presentation and maximize these search engines:

Google.com

Yahoo.com

Bing.com

• Explain that each of these is a search engine. Show each on the overhead and point out the differences.

• Perform the same search on each and compare results.

o Search for Colonial Life (explain that you are interested in life in early American Colonies and want to research that time period.)

o Point out the different number of results per search engine.

o Point out the commercial pages of Colonial Life Insurance Company.

o Explain how to change the search terms to find what you are looking for.

o Go over Search Tips handout in the Student Manual.

Asks students to open the Internet.

Assign each student a search engine:

• Have all students search the same topic.


• Have each student click on a different result.

• Discuss the results.

• Which of the results are most likely to contain the information we want to read?

• Which are the most credible results? Why.

Maximize the 2.0.2 Internet Scavenger Hunt – Student on the LCD Projector screen. Refer students to their copy in the Student Manual.

• Search for the first answer as a group and discuss the credibility of each result until you get to the Texas State Library result

• Students use the search engine of their choice to find the answers to the questions posted on the overhead.

• Students may work in groups of 2 if they prefer.

• Allow 10 or 15 minutes for the search (or the activity could take too long!) and assist students when requested. Maximize the Timer link on the LCD screen as a time reminder.

• Maximize the 2.3 Internet Scavenger Hunt – Teacher to check answers when time is up.

How to Evaluate a Web Page

Maximize the 2.0.3 Web Site Evaluation Rubrics document on the projector screen and refer students to the printed form of the evaluation rubrics in their Student Manual.

Explain what a rubric is if necessary and review each criterion.

• Purpose: Why was the page created? To:

o Inform

o Entertain

o Advertise or Sell a product or service

o Influence views, beliefs, elections

o Provide up-to-the-moment news

o Personal enjoyment

• Sponsor/Owner: On what type of Internet provider or organization does the page reside?

o Government agency

o Educational

o Business/Company

o Association: Professional, Trade, Entertainment

o News bureau: television, newspaper, radio


http://www.online-stopwatch.com/full-screen-stopwatch/

o Personal (Individual)

• Organization and Content: Is the page organized and focused? Is it well designed? Is the text well written? Are the links relevant and appropriate? Are the links evaluated?

• Bias--political or issue stance (of the author or sponsor): Some web pages have an inherent bias that will impact everything that appears on them. Is the author or sponsor:

o left/liberal?

o right/conservative?

o center?

o a political action (PAC) group or association?

o a business

• Date of Production/Revision: When was the web page produced? When was it last revised? How up-to-date are the links? Are the links still viable?

• Usefulness: Is the Web page relevant to your search?

• Authority/Author Who is responsible for the page? Is the author an expert in this field? What else has he/she written or produced? Does the author provide an e-mail address? How accurate is the provided information? Is a bias evident?

• Audience: To what type of reader is the Web page directed? Is the level appropriate for your needs? Is the page for:

o general readers, o students (elementary, high school,

college, graduate),

o specialists or professionals, o researchers or scholars?

• Coverage: Does the page cover the topic comprehensively, partially or is it an overview?

• Illustrations: Are the graphics clear in intent, relevant and professional looking? Do the graphics add to or enhance the content?

• Security Are security and/or encryption systems employed when necessary?

SITES TO EVALUATE

Refer students to the 2.0.3 Website Evaluation Rubrics in their Student Manual.


Maximize the Lewis and Clark Evaluation link. As a class, evaluate the website. Ask students to rank each criterion with 5 being the best ranking. Discuss.

Maximize the Unatural History Museum Evaluation link.

Ask students to type in the website into their browser: http://www.unmuseum.org .

Then tell students to use the rubric in their Student Manual to mark their evaluations either alone or working in pairs.

Briefly discuss their ranking of this web site.

Cyber-Safety Powerpoint Presentation

Maximize the Cyber Safety Presentation.

Go over the presentation with students. Encourage questions.

Protect Your Computer:

Protect your PC from external threats by installing antivirus software and updating and running it on a regular basis.

• Antivirus • Anti-spyware • Firewall

Downloading: only download from trusted sites.

• Only download from TRUSTED sites. Use the criteria we used to evaluate web sites in the information literacy section of this training session.

• Never open a file directly from its source. Save the file to your computer. Right mouse click on the file and choose to SCAN the file for viruses before opening it.

Pause the presentation and have students open Internet Explore and type in the URL for Google.

Search for your own name on Google and go over the results with students. • Google yourself to see what kind of information about you is on the World Wide Web. • Google a famous person to see what kind of information about him/her is on the World

Wide Web.

While students are searching for themselves and a famous person, restart the Cyber-Safety presentation. Regain their attention and continue with presentation.



http://www.unmuseum.org/

• Personal Information: share as little as possible online. • Strong Passwords: 8 or more characters, multiple passwords and change them once in a

while.

TIPS ON CREATING A STRONG PASSWORD

• 7-12 characters in length • Lower case, upper case, numbers & special characters • Avoid words which can be found in a dictionary. • Avoid names and birthdays of loved ones or other easy to guess personal information. • If you must write it down, keep it in a safe and secure place. • DO NOT tell anyone your password! • Use more than one password. • Create a phrase and use parts of it along with numbers and/or special characters.

EX: Passwords Are Hard For Me To Remember 78 could be: pahfmtr78 Once Upon A Time could be: ouat_5356

Maximize the Password Meter link. Show students how to use the site.

Ask students to type in the site in their browsers: www.passwordmeter.com.

Then they should test their current passwords and come up with some that are more secure..

Additional Online Resources and Information in Student Manual Show the student the 2.0.4 Internet Basics and Cyber Safety Online Resources document on the screen. Have them find the document in the student folder on their desktop and open it. Ensure they can use the Ctrl/Mouse Click to open the links. Then, depending on the student skill levels and time constraints, you can choose to cover any additional material in the student manual or on the resource list.


2.5 Internet Basics and Cyber Safety Session Survey



Ask students to complete the printed hand out 2.5 Internet Basics and Cyber Safety Session Survey and collect these before students leave.





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2.2

Inte

rne

t B

asi

cs


•De

scrib

e th

e di

ffere

nce

betw

een

Inte

rnet

and

Wor

ld W

ide

Web

. •

Desc

ribe

web

bro

wse

rs a

nd th

eir u

ses.

•

Iden

tify

scre

en c

ompo

nent

s of I

nter

net

Expl

orer

.

Ob

jec

tive

s


•Id

entif

y th

e ba

sic p

arts

of t

he W

orld

W

ide

Web

. •

Iden

tify

the

com

pone

nts o

f a U

RL.

•Co

nduc

t effe

ctiv

e In

tern

et se

arch

es

Ob

jec

tive

s


•U

nder

stan

d se

arch

resu

lts

•Ev

alua

te w

eb si

tes

•Di

scus

s Cyb

er S

afet

y (s

afet

y on

the

Inte

rnet

).

Ob

jec

tive

s


Wh

at

is a

Ne

two

rk?

A ne

twor

k is

2 or

mor

e co

mpu

ters

co

nnec

ted

by c

able

s, te

leph

one

lines

, ra

dio

wav

es, s

atel

lites

, or

infr

ared

ligh

t bea

ms.


Wh

at

is t

he

Inte

rne

t?

The

Inte

rnet

is a

glo

bal n

etw

ork

of n

etw

orks

w

ith b

illio

ns o

f con

nect

ed c

ompu

ters

.


Wh

at

is t

he

W

orl

d W

ide

We

b?

Peop

le o

ften

use

the

wor

ds "t

he In

tern

et"

and

"the

web

“ in

terc

hang

eabl

y. Is

ther

e a

diffe

renc

e?


•Th

e W

orld

Wid

e W

eb is

the

syst

em

we

use

to a

cces

s the

Inte

rnet

. •

Emai

l and

inst

ant m

essa

ging

are

ot

her s

yste

ms w

e us

e to

acc

ess t

he

Inte

rnet

.

Wh

at

is t

he

W

orl

d W

ide

We

b?


Ho

w t

o U

se t

he

We

b?

We

use

prog

ram

s cal

led

web

bro

wse

rs to

us

e th

e W

orld

Wid

e W

eb fo

r a w

ide

varie

ty

of p

urpo

ses.


Ho

w t

o U

se t

he

We

b?


We

b B

row

sers

The

mos

t wid

ely

used

bro

wse

rs a

re:

•In

tern

et E

xplo

rer (

Win

dow

s Def

ault)

•Sa

fari

(Mac

Into

sh/I

phon

e De

faul

t)

•M

ozill

a Fi

refo

x

•Ch

rom

e


Inte

rne

t E

xplo

rer

We

are

goin

g to

use

Inte

rnet

Exp

lore

r for

ou

r les

son

toda

y be

caus

e it

is th

e de

faul

t br

owse

r on

all W

indo

ws c

ompu

ters

.


Bro

wse

r T

erm

ino

log

y

•Be

caus

e of

diff

eren

t lay

outs

and

ap

pear

ance

s of d

iffer

ent b

row

sers

w

e ar

e go

ing

to fo

cus o

n br

owse

r te

rmin

olog

y.

•If

you

know

the

nam

e of

a fe

atur

e yo

u w

ill b

e ab

le to

find

it in

an

othe

r pro

gram

.


Inte

rne

t E

xplo

rer

Fro

m t

he

To

p D

ow

n

Title

Bar

: thi

s is w

here

the

nam

e of

the

prog

ram

is u

sual

ly d

ispla

yed.

It a

lso

cont

ains

the

Min

imize

, M

axim

ize/R

esto

re a

nd C

lose

but

tons

(n

ext s

lide)


Inte

rne

t E

xplo

rer

Fro

m t

he

To

p D

ow

n

•M

inim

ize: R

educ

es th

e W

indo

w to

a ta

b on

the

star

tup

bar.

•Re

stor

e /

Max

imize

: Res

tore

s the

Win

dow

t o

its p

revi

ous s

ize o

r enl

arge

s it t

o fil

l the

sc

reen

.

•Cl

ose:

Clo

ses t

he p

rogr

am.


Inte

rne

t E

xplo

rer

Fro

m t

he

To

p D

ow

n

•

Addr

ess B

ar: t

his i

s whe

re th

e na

me

of th

e U

RL o

r web

add

ress

is

disp

laye

d an

d/or

type

d in

by

the

user

.


Inte

rne

t E

xplo

rer

Fro

m t

he

To

p D

ow

n

•

Back

But

ton:

take

s you

to p

revi

ously

vi

ewed

web

pag

es.

•Fo

rwar

d Bu

tton

: tak

es y

ou to

the

web

pag

e yo

u w

ere

on b

efor

e yo

u cl

icke

d th

e ba

ck b

utto

n.


Inte

rne

t E

xplo

rer

Fro

m t

he

To

p D

ow

n

•Co

mpa

tibili

ty V

iew

: Im

prov

es th

e ap

pear

ance

of

web

pag

es c

reat

ed fo

r pre

viou

s ver

sions

of

Inte

rnet

Exp

lore

r.

•Re

fres

h: R

eloa

ds th

e cu

rren

t web

pag

e an

d sh

ows a

ny u

pdat

es th

at m

ight

hav

e oc

curr

ed

whi

le y

ou w

ere

view

ing

the

page

.


Inte

rne

t E

xplo

rer

Fro

m t

he

To

p D

ow

n

•

Stop

: Sto

ps th

e cu

rren

t pag

e fr

om

load

ing.

•Ho

me,

Fav

orite

s, T

ools

: Eas

y ac

cess

to

com

man

ds th

at c

an a

lso b

e fo

und

on th

e m

enu

bar.


Inte

rne

t E

xplo

rer

Fro

m t

he

To

p D

ow

n

Tabs

: •

Show

s the

cur

rent

web

pag

e w

hen

brou

ght t

o th

e fr

ont b

y cl

icki

ng o

n it.

•

You

can

have

seve

ral t

abs o

pen

at o

nce

and

mov

e ea

sily

from

one

pag

e to

ano

ther

by

clic

king

on

its

tab.

•

In n

ewer

ver

sions

of I

nter

net E

xplo

rer,

tabs

ope

ned

from

sim

ilar w

eb si

tes a

re c

olor

cod

ed!


Inte

rne

t E

xplo

rer

Fro

m t

he

To

p D

ow

n

•

Oth

er T

oolb

ars:

Loo

k to

see

if yo

u ha

ve o

ther

tool

bars

on

your

br

owse

r. T

his i

mag

e sh

ows a

Nor

ton

antiv

irus s

oftw

are

tool

bar.


Inte

rne

t E

xplo

rer

Fro

m t

he

To

p D

ow

n

•

Favo

rites

Bar

: Pro

vide

s an

easy

way

to

add

a w

eb si

te to

you

r fav

orite

s ba

r and

upd

ates

you

whe

n yo

ur

favo

rite

links

are

upd

ated

.


Inte

rne

t E

xplo

rer

Fro

m t

he

To

p D

ow

n

•

Com

man

d Ba

r: Pr

ovid

es a

n ea

sy w

ay

to a

dd a

web

site

to y

our f

avor

ites

bar a

nd u

pdat

es y

ou w

hen

your

fa

vorit

e lin

ks a

re u

pdat

ed.


Inte

rne

t E

xplo

rer

Fro

m t

he

To

p D

ow

n

•St

atus

Bar

: The

left

side

pro

vide

s the

stat

us o

f the

br

owse

r. Fo

r exa

mpl

e, it

mig

ht te

ll yo

u th

e pa

ge is

lo

adin

g or

that

it is

wai

ting

for a

resp

onse

from

the

web

page

you

are

tryi

ng to

acc

ess.

The

right

side

tells

you

wha

t per

cent

age

you

are

view

ing

the

page

at.

100%

is ty

pica

l. Yo

u ca

n vi

ew it

at

a la

rger

per

cent

age

but y

ou m

ight

hav

e to

scro

ll ov

er

and

dow

n to

see

the

entir

e pa

ge.


Th

ing

s to

kn

ow

be

fore

su

rfin

g o

r se

arc

hin

g

the

Wo

rld

Wid

e W

eb

!


Hyp

erl

ink

A hy

perli

nk is

a c

omm

and

embe

dded

in te

xt

or a

n ob

ject

whi

ch, w

hen

clic

ked,

will

ope

n an

othe

r file

, tak

e yo

u to

ano

ther

pla

ce in

the

sam

e fil

e or

to a

new

loca

tion

on th

e in

tern

et.

Exam

ple:

this

text

is h

yper

linke

d


A hy

perli

nk is

a c

omm

and

embe

dded

in

text

or a

n ob

ject

whi

ch, w

hen

clic

ked,

will

op

en a

noth

er fi

le, t

ake

you

to a

noth

er

plac

e in

the

sam

e fil

e or

to a

new

loca

tion

on th

e in

tern

et.

Exam

ple:

this

grap

hic

is hy

perli

nked

H

ype

rlin

k


Hype

rlink

s pro

vide

an

easy

way

to n

avig

ate

thro

ugho

ut th

e w

orld

wid

e w

eb b

ut it

is

impo

rtan

t to

know

wha

t the

hyp

erlin

k is

linke

d to

bef

ore

you

clic

k on

it!

Hyp

erl

ink


Whe

n yo

u pu

t you

r cur

sor o

ver a

hyp

erlin

k on

a w

eb p

age,

the

URL

(Uni

form

Res

ourc

e Lo

cato

r or W

eb A

ddre

ss) s

how

s up

on th

e le

ft h

and

side

of th

e st

atus

bar

. H

ype

rlin

k


Exa

mp

le


Th

e B

its

& P

iec

es

of

a

UR

L /

We

b A

dd

ress

In

ord

er to

reco

gnize

a su

spic

ious

web

ad

dres

s, y

ou n

eed

to k

now

wha

t a

legi

timat

e w

eb a

ddre

ss lo

oks l

ike!


•hy

pert

ext t

rans

fer p

roto

col =

Pro

toco

l use

d fo

r all

files

on

the

web

. •

The

a dde

d s i

ndic

ates

a h

ighe

r lev

el o

f se

curit

y fo

r inf

orm

atio

n on

thos

e pa

ges.

http

s://w

ww

.tsl.s

tate

.tx.u

s/

Th

e B

its

& P

iec

es

of

a

UR

L /

We

b A

dd

ress


•Th

e ho

st n

ame.

•

wor

ld w

ide

web

.texa

s sta

te li

brar

y

http

s://w

ww

.tsl.s

tate

.tx.u

s/

Th

e B

its

& P

iec

es

of

a

UR

L /

We

b A

dd

ress


•Th

e su

b-do

mai

n is

stat

e, in

dica

ting

a st

ate

gove

rnm

ent s

ite

•Th

e do

mai

n na

me

addr

ess.

•Th

e to

p-le

vel d

omai

n is

tx.u

s, in

dica

ting

the

geog

raph

ic lo

catio

n of

Texa

s,

Uni

ted

Stat

es

http

s://w

ww

.tsl.s

tate

.tx.u

s/

Th

e B

its

& P

iec

es

of

a

UR

L /

We

b A

dd

ress


http

s://w

ww

.tsl.s

tate

.tx.u

s/

land

ing/

othe

r-pro

gram

s.ht

ml

•Fi

le e

xten

sion

•Th

e di

rect

ory

(als

o kn

own

as a

fold

er)

•Fi

le n

ame

Th

e B

its

& P

iec

es

of

a

UR

L /

We

b A

dd

ress


Be

ca

refu

l wh

at y

ou

cl

ick

on

!


http

://un

bloc

k.fa

cebo

okpr

oxy.

com

Th

e B

its

& P

iec

es

of

a

UR

L /

We

b A

dd

ress

•Le

gitim

ate

Fac

eboo

k U

RL

http

://w

ww

.face

book

.com

/abo

ut/p

rivac

y/

•Ill

egiti

mat

e

(Hoa

x) F

aceb

ook

UR

L

Hos

t nam

e is

diff

eren

t D

omai

n N

ame

Add

ress

is

diff

eren

t


Co

mm

on

To

p L

eve

l D

om

ain

s b

y T

ype

Dom

ain

Des

crip

tion

.edu

A

colle

ge o

r uni

vers

ity

.com

C

omm

erci

al b

usin

ess

site

.gov

U

.S. G

over

nmen

t / n

on- m

ilita

ry s

ite

.net

N

etw

orks

, Int

erne

t ser

vice

pro

vide

rs,

orga

niza

tions

& p

erso

nal s

ites

.mil

U.S

. Mili

tary

& A

genc

ies

site

s

.org

N

on-p

rofit

org

aniz

atio

ns a

nd o

ther

s


Co

mm

on

To

p L

eve

l D

om

ain

s b

y C

ou

ntr

y D

omai

n C

ount

ry

.es

Spa

in

.fr

Fran

ce

.ca

Can

ada

.mx

Mex

ico

.dd

Ger

man

y

.nz

New

Zea

land


Ho

w t

o U

se

the

Wo

rld

Wid

e W

eb


Ch

oo

se a

Ho

me

pa

ge

Your

hom

e pa

ge is

the

first

pag

e to

be

disp

laye

d w

hen

you

open

the

web

bro

wse

r, in

this

case

the

web

bro

wse

r is I

nter

net

Expl

orer

.


De

fau

lt H

om

ep

ag

e

•In

tern

et E

xplo

rer c

omes

pre

-in

stal

led

on y

our c

ompu

ter a

nd h

as

a de

faul

t hom

e pa

ge.

•If

you

find

a pa

ge y

ou w

ould

rath

er

have

as y

our h

omep

age

you

can

chan

ge th

e se

ttin

gs. (

see

hand

out)


Ad

dre

ss B

ar

If yo

u kn

ow th

e U

RL o

r Add

ress

for t

he

web

site

you

wou

ld li

ke to

vie

w, y

ou

can

type

it in

on

the

addr

ess b

ar.


If yo

u do

not

kno

w th

e ad

dres

s of

a w

eb si

te, y

ou c

an se

arch

for i

t usin

g an

y se

arch

eng

ine.

Se

arc

h E

ng

ine

s


Sear

ch e

ngin

es a

re p

rogr

ams t

hat s

earc

h do

cum

ents

for s

peci

fied

keyw

ords

and

re

turn

s a li

st o

f the

doc

umen

ts w

here

the

keyw

ords

wer

e fo

und.

Se

arc

h E

ng

ine

s


Just

abo

ut e

very

web

site

has a

sear

ch

feat

ure

whi

ch w

ill e

ither

sear

ch th

e w

eb o

r se

arch

with

in it

s ow

n w

eb si

te. W

e ar

e go

ing

to c

once

ntra

te o

n 3

of th

e m

ost

popu

lar s

earc

h en

gine

s.

Se

arc

h E

ng

ine

s


Th

e T

HR

EE

mo

st w

ide

ly

use

d S

ea

rch

En

gin

es

are

:


Tim

e T

o S

ea

rch

T

he

Wo

rld

Wid

e W

eb

!


2.3 Internet Scavenger Hunt (Teacher Version with Answers)

1. When did William Barret Travis write his famous letter from the Alamo? Answer: February 24, 1836

2. What are the words of the Pledge of allegiance to the Texas State Flag? Answer: Honor the Texas flag; I pledge allegiance to thee, Texas, on state under God, on and indivisible.

3. Who was the “Bandit Queen of Dallas?”

Answer: Belle Starr 4. Who declared the “hook ‘em horns” the official UT hand symbol in 1955?

Answer: Harley Clark 5. Where was Lyle Lovett born?

Answer: North Harris County, in the community of Klein. 6. What was the name of the school in Rusk Country where a natural gas

leak led to an explosion, killing 319 students and teachers? Answer: New London School

7. What is the estimated number of songs with Texas or Texas places in the

titles? Answer: Around about 3,500

8. What is the Texas State Shell?

Answer: the Lightning Whelk


9. The King Ranch is bigger than what state? Answer: Rhode Island

10. What children’s book was set in Camp Green Lake Texas?

Answer: Holes


2.4

Cyb

er-

Sa

fety


Pro

tec

t Y

ou

r C

om

pu

ter

The

Inte

rnet

is a

glo

bal n

etw

ork

of n

etw

orks

w

ith b

illio

ns o

f con

nect

ed c

ompu

ters

.


Unf

ortu

nate

ly, n

ot a

ll of

thos

e co

mpu

ters

ar

e us

ed b

y ho

nest

, law

abi

ding

citi

zens

.

Pro

tec

t Y

ou

r C

om

pu

ter


Prot

ect y

our P

C fr

om e

xter

nal t

hrea

ts b

y in

stal

ling

antiv

irus s

oftw

are

and

upda

ting

and

runn

ing

it on

a re

gula

r bas

is.

Pro

tec

t Y

ou

r C

om

pu

ter


Ther

e ar

e m

any

vend

ors w

ho p

rodu

ce a

nti-

viru

s sof

twar

e, a

nd d

ecid

ing

whi

ch o

ne to

ch

oose

can

be

conf

usin

g.

Pro

tec

t Y

ou

r C

om

pu

ter


All a

nti-v

irus s

oftw

are

perfo

rms t

he sa

me

func

tion,

so y

our d

ecisi

on m

ay b

e dr

iven

by

reco

mm

enda

tions

, par

ticul

ar fe

atur

es,

avai

labi

lity,

or p

rice.

Pro

tec

t Y

ou

r C

om

pu

ter


Inst

allin

g an

y an

ti-vi

rus s

oftw

are,

rega

rdle

ss

of w

hich

pac

kage

you

cho

ose,

incr

ease

s you

r le

vel o

f pro

tect

ion.

Pro

tec

t Y

ou

r C

om

pu

ter


Anti-

viru

s sof

twar

e sc

ans f

iles o

r you

r co

mpu

ter's

mem

ory

for c

erta

in p

atte

rns

that

may

indi

cate

an

infe

ctio

n.

Pro

tec

t Y

ou

r C

om

pu

ter


The

patt

erns

it lo

oks f

or a

re b

ased

on

the

signa

ture

s, o

r def

initi

ons,

of k

now

n vi

ruse

s.

Pro

tec

t Y

ou

r C

om

pu

ter


Viru

s aut

hors

are

con

tinua

lly re

leas

ing

new

an

d up

date

d vi

ruse

s, so

it is

impo

rtan

t tha

t yo

u ha

ve th

e la

test

def

initi

ons i

nsta

lled

on

your

com

pute

r.

Pro

tec

t Y

ou

r C

om

pu

ter


Auto

mat

ic S

cans

- De

pend

ing

wha

t so

ftw

are

you

choo

se, y

ou m

ay b

e ab

le to

co

nfig

ure

it to

aut

omat

ical

ly sc

an sp

ecifi

c fil

es o

r dire

ctor

ies a

nd p

rom

pt y

ou a

t set

in

terv

als t

o pe

rform

com

plet

e sc

ans.

Pro

tec

t Y

ou

r C

om

pu

ter


Man

ual S

cans

- It

is al

so a

goo

d id

ea to

m

anua

lly sc

an fi

les y

ou re

ceiv

e fr

om a

n ou

tsid

e so

urce

bef

ore

open

ing

them

. Thi

s w

ould

invo

lve

savi

ng a

nd sc

anni

ng e

mai

l at

tach

men

ts o

r web

dow

nloa

ds ra

ther

than

se

lect

ing

the

optio

n to

ope

n th

em

dire

ctly

from

the

sour

ce.

Pro

tec

t Y

ou

r C

om

pu

ter


Dow

nloa

ding

- Onl

y do

wnl

oad

from

TR

UST

ED si

tes.

Use

the

crite

ria w

e us

ed to

ev

alua

te w

eb si

tes i

n th

e in

form

atio

n lit

erac

y se

ctio

n of

this

trai

ning

sess

ion

to

help

you

det

erm

ine

whe

ther

or n

ot y

ou c

an

TRU

ST a

par

ticul

ar w

ebsit

e.

Pro

tec

t Y

ou

r C

om

pu

ter


Dow

nloa

ding

- Nev

er o

pen

a fil

e di

rect

ly

from

its s

ourc

e. S

ave

the

file

to y

our

com

pute

r. Ri

ght m

ouse

clic

k on

the

file

and

choo

se to

SCA

N th

e fil

e fo

r viru

ses b

efor

e op

enin

g it.

Pro

tec

t Y

ou

r C

om

pu

ter


Pa

use

to

Se

arc

h

for

ou

rse

lve

s


How

man

y of

you

are

com

fort

able

with

the

resu

lts o

f the

sear

ch y

ou d

id o

n yo

urse

lves

?

Pro

tec

t Y

ou

rse

lf


How

man

y of

you

are

com

fort

able

with

the

resu

lts o

f the

sear

ch y

ou d

id o

n th

e fa

mou

s pe

rson

?

Pro

tec

t Y

ou

rse

lf


Wh

y W

orr

y?

Your

dig

ital f

ootp

rint c

an te

ll m

uch

mor

e ab

out y

ou th

an y

ou w

ere

able

to fi

nd u

sing

a se

arch

eng

ine.


http://www.youtube.com/watch?v=UM5h_7mqdvE

Tip

s to

Pro

tec

t Y

ou

rse

lf

Do n

ot sh

are

anyt

hing

onl

ine

that

you

w

ould

not

wan

t: •

your

mot

her /

gra

ndm

othe

r •

your

pas

tor

•yo

ur c

hild

ren

or

•gr

andc

hild

ren

to se

e!


Use

STR

ON

G pa

ssw

ords

: •

You

need

to b

e ab

le to

rem

embe

r you

r pa

ssw

ord.

•

Oth

er’s,

eve

n th

ose

clos

e to

you

, sho

uld

not b

e ab

le to

gue

ss y

our p

assw

ord.

Tip

s to

Pro

tec

t Y

ou

rse

lf


•Av

oid

wor

ds w

hich

can

be

foun

d in

a

dict

iona

ry.

•Av

oid

nam

es a

nd b

irthd

ays o

f lov

ed

ones

or o

ther

eas

y to

gue

ss p

erso

nal

info

rmat

ion.

Tip

s to

Pro

tec

t Y

ou

rse

lf


8 or

mor

e ch

arac

ters

•

Use

a c

ombi

natio

n of

: •

Lett

ers (

abc)

•

Num

bers

(123

) •

Spec

ial C

hara

cter

s (#$

%_)

Tip

s to

Pro

tec

t Y

ou

rse

lf


Crea

te a

phr

ase

and

use

part

s of i

t alo

ng

with

num

bers

and

/or s

peci

al c

hara

cter

s.

•Pa

ssw

ords

Are

Har

d Fo

r Me

To

Rem

embe

r 78

coul

d be

pah

fmtr

78

•O

nce

Upo

n A

Tim

e co

uld

be

ouat

_535

6

Tip

s to

Pro

tec

t Y

ou

rse

lf


NEV

ER te

ll an

yone

you

r pas

swor

d.

•Do

not

writ

e it

dow

n.

•If

you

mus

t writ

e it

dow

n, k

eep

it in

a

secu

re p

lace

. T

ips

to P

rote

ct

Yo

urs

elf


Use

Mul

tiple

pas

swor

ds.

•U

se o

ne p

assw

ord

for s

ocia

l med

ia si

tes

and

emai

l. •

Use

ano

ther

for o

nlin

e sh

oppi

ng si

tes.

•

Use

ano

ther

for o

nlin

e ba

nkin

g.

Tip

s to

Pro

tec

t Y

ou

rse

lf


Chan

ge y

our p

assw

ords

onc

e in

a w

hile

. •

Mos

t of t

he re

com

men

datio

ns o

n th

e in

tern

et sa

y to

cha

nge

your

pas

swor

d ev

ery

thre

e m

onth

s.

Tip

s to

Pro

tec

t Y

ou

rse

lf


An

d F

ina

lly, a

litt

le b

it o

f

CO

MM

ON

SE

NS

E

will

go

a lo

ng

wa

y to

wa

rd p

rote

cti

ng

yo

u

wh

ile y

ou

su

rf t

he

Wo

rld

Wid

e W

eb

!


2.5 Internet and Cyber Safety Session Survey






� Feel much more confident finding information online on my own

� Feel more confident finding information online, but I still need practice

� Do not feel any more confident finding information online

� My class did not cover the internet (this question does not apply)

3. As a result of this class, I will use the computer and the Internet to

� Keep in touch with family and friends

� Start or enhance a small business

� Shop online

� Create or begin using an email account

� Conduct banking online

� Get healthcare information, order prescriptions, or other medical uses of the internet

� Look or apply for a job online

� File taxes or access government services and information online

� Open a Facebook, Twitter, or other social networking account

� Other

� None of the above- I do not understand how the computer and internet can enhance my life.


2


� Feel safer on the computer and online

� Developed skills that could help me in my current job

� Developed skills that could help me find a better job



5. My age range:

� 16-18

� 19-26

� 27-47

� 48-65

� 66 or older

6. I am currently:

� Employed




7. Comments:


Certif

icate o

f C

om

pletio

n

Th

is a

ckn

ow

ledges t

hat

Has S

uccessfu

lly

Com

pleted

Intern

et B

asic

s A

nd C

yber S

afety

Instru

ctor N

am

e

Instru

ctor S

ign

atu

re

Date


Internet - .......................................................................................................................

........................................................................................................................................

World Wide Web ........................................................................................................................................

Web Browser .................................................................................................................

........................................................................................................................................

Review screen components of Internet Explorer from the top down.

Title Bar: ..........................................................................................................................

........................................................................................................................................

Minimize: ........................................................................................................................

........................................................................................................................................

Restore: ...........................................................................................................................

........................................................................................................................................

Close: ..............................................................................................................................

........................................................................................................................................

Address Bar: ....................................................................................................................

........................................................................................................................................

Back & Forward Buttons: ................................................................................................


........................................................................................................................................

Tabs: ........................................................................................................................................

Status Bar: .......................................................................................................................

........................................................................................................................................

More Definitions

Hyperlink ........................................................................................................................

........................................................................................................................................

URL

........................................................................................................................................

Search Engine .................................................................................................................

........................................................................................................................................

Internet Search Tips

Every word matters. Generally, all the words you put in the query will be used.

Search does not care about capital letters or punctuation. A search for [new

york times] is the same as a search for [New York Times].

Remember that a search engine is not a human. Instead of typing [Do I have

the flu?], type in [flu symptoms].

Choose descriptive words. The more unique the word is the more likely you

are to get relevant results. Words that are not very descriptive, like


'document,' 'website,' 'company,' or 'info,' are usually not needed.

2.0.2 Internet Scavenger Hunt is completed using the questions below and your

computer.

1. When did William Barret Travis write his famous letter from the Alamo?

2. What are the words of the Pledge of allegiance to the Texas State Flag?

3. Who was the “Bandit Queen of Dallas?

4. Who declared the “hook ‘em horns” the official UT hand symbol in 1955?\

5. Where was Lyle Lovett born: North Harris County, in the community of in.

6. What was the name of the school in Rusk Country where a natural gas leak

led to an explosion, killing 319 students and teachers?

7. What is the estimated number of songs with Texas or Texas places in the

titles?

8. What is the Texas State Shell?

9. The King Ranch is bigger than what state?



How to Evaluate a Web Page

1. Purpose: Why was the page created? To:

o Inform

o Entertain

o Advertise or Sell a product or

service

o Influence views, beliefs, elections

o Provide up-to-the-moment news

o Personal enjoyment

2. Sponsor/Owner: On what type of Internet provider or organization does the page

reside?

o Government agency

o Educational

o Business/Company

o Association: Professional, Trade,

Entertainment

o News bureau: television,

newspaper, radio

o Personal (Individual)

3. Organization and Content: Is the page organized and focused? Is it well designed? Is

the text well written? Are the links relevant and appropriate? Are the links

evaluated?

4. Bias--political or issue stance (of the author or sponsor): Most web pages have an

inherent bias that will impact the way information is conveyed on them. Is the author

or sponsor:

o left/liberal?

o right/conservative?

o center?

5. Date of Production/Revision: When was the web page produced? When was it last

revised? How up-to-date are the links? Are the links still viable?

o a political action group

or association?

o a business?


6. Usefulness: Is the web page relevant to your search?

7. Authority/Author Who is responsible for the page? Is the author an expert in

this field? What else has he/she written or produced? Does the author provide

an e-mail address? How accurate is the provided information? Is a bias

evident?

8. Audience: To what type of reader is the web page directed? Is the level

appropriate for your needs? Is the page for:

o general readers?

o students (elementary, high school, college, graduate)?

o specialists or professionals?

o researchers or scholars?

9. Coverage: Does the page cover the topic comprehensively, partially or is it an

overview?

10. Illustrations: Are the graphics clear in intent, relevant and professional

looking? Do the graphics add to or enhance the content?

11. Security Are security and/or encryption systems employed when necessary?


2.0.3 Website Evaluation Rubric is completed using the questions below and your

computer.

HTTP://WWW.LOC.GOV/EXHIBITS/LEWISANDCLARK/LEWISANDCLARK.HTML

WEBSITE # 1 1 2 3 4 5

Purpose

Sponsor/Owner

Organization and

Content

Bias--political or

issue stance

Date of

Production/Revision

Usefulness

Authority/Author

Audience

Coverage

Illustrations

Security

NOTES: .................................................................................................................................

.............................................................................................................................................



2.0.3 Website Evaluation Rubric (Continued)

HTTP://WWW.UNMUSEUM.ORG/UNMAIN.HTM

WEBSITE # 2 1 2 3 4 5

Purpose

Sponsor/Owner

Organization and

Content

Bias--political or

issue stance

Date of

Production/Revision

Usefulness

Authority/Author

Audience

Coverage

Illustrations

Security

NOTES: .................................................................................................................................

.............................................................................................................................................



Internet Basics Terminology

Adware: A malicious code that displays unsolicited advertising on your computer.

Blog: A personal or professional journal kept on a Web site which is updated

frequently. Blogs generally have a theme and can be private or public.

Chat room: An online site used for social interaction, usually based on a topic or

theme, where people with shared interests can “chat” with others.

Content filtering: Allows you to block internet access to certain types of content.

Cookie (tracking cookie, browser cookie, HTTP cookie) : Cookies are small pieces

of text stored that a web browser places on a user’s computer.

Cyberbully, cyber bullies, cyberbullying: Bullying that occurs online.

Cyber crime: Criminal activity that targets computers or uses online information

to target real world victims.

Download: Transfer material from a server or remote computer to your

computer.

Email Signatures: this is a block of text added at the end of emails. It often

contains your full name, possibly your Job description, location, phone

number, an inspirational thought etc.

File sharing: Refers to the ability to store files either in a central place that can be

shared with as few as one other person, or publicly.

Freeware: This is software that is owned and copyrighted, but that the owner is

giving away for free.

Identity theft: Stealing someone’s identity in order to impersonate them.

Malware: stands for Malicious softWare and is an umbrella term that includes

any type of harmful code – “trojans”, “worms”, “spyware”, “adware”, etc

that infiltrate a computer without consent of the computer user and are

designed to damage the computer, collect information, or allow your

computer to be subverted and used remotely to send spam etc.

Phishing: the attempt by people to impersonate a business in order to trick you

into giving out your personal information.


Posting: Means to upload information to the web

Scam: to con, cheat, trick, swindle, others.

Shareware: Shareware is method of product advertising that lets you ‘try before

you buy’. This type of software can be downloaded from the Internet or

may be distributed as a CD and can be used free of charge.

Social networking: Refers to a category of Internet applications to help connect

friends, business partners, or other individuals together using a variety of

tools

Spam: Unsolicited e-mail attempting to sell you something. Also known as junk

mail.

Spyware: is stealthy software that leverages your Internet connection to collect

information about you without your knowledge or consent and sends it

back to whomever wrote the spyware program. Like adware it is often

installed when you download ‘freeware’ or ‘shareware’ programs. Spyware

may be looking for your banking information, personal information, etc. It is

illegal and pervasive.

URL: (Uniform Resource Locator) refers to a unique internet address of a file or

destination. To find a particular site or document you type the URL into the

browser window and the browser will bring up that particular address.

Virus: a computer program which can duplicate itself and spread from one

computer to another.

Web Page: a document on the web. Each web page has a unique URL.

Web Site: a group of related web pages.

Web Server: computers connected to the Internet that host web sites.

11 Tips for Safe Online Shopping

These tips have been abbreviated for the sake of space. Read the full text at

http://www.pcmag.com/article2/0,2817,2373131,00.asp


1. Use Familiar Websites: Start at a trusted site rather than shopping with a

search engine.

2. Look for the Lock: Never ever, ever buy anything online using your credit card

from a site that doesn't have SSL (secure sockets layer) encryption installed—

at the very least. You'll know if the site has SSL because the URL for the site

will start with HTTPS:// (instead of just HTTP://). An icon of a locked padlock

will appear, typically in the status bar at the bottom of your web browser, or

right next to the URL in the address bar.

3. Don't Tell All: No online shopping store needs your social security number or

your birthday to do business. When possible, give the least amount of

information possible.

4. Check Statements: Go online regularly and look at electronic statements for

your credit card, debit card, and checking accounts. If you see something

wrong, pick up the phone to address the matter quickly.

5. Inoculate Your PC: You need to protect against malware with regular updates

to your anti-virus program.

6. Use Strong Passwords: We like to beat this dead horse about making sure to

utilize strong passwords, but it's never more important than when banking and

shopping online.

7. Think Mobile: There's no real need to be any more nervous about shopping on

a mobile device than online. The trick is to use apps provided directly by the

retailers, like Amazon, Target, etc.

8. Avoid Public Terminals: Hopefully we don't have to tell you it's a bad idea to

use a public computer to make purchases, but we still will. If you do, just

remember to log out every time you use a public terminal, even if you were just

checking email.


9. Privatize Your Wi-Fi: If you do decide to go out with the laptop to shop, you'll

need a Wi-Fi connection. Only use the wireless if you access the Web over a

virtual private network (VPN) connection.

10. Count the Cards: Gift cards are the most requested holiday gift every year, and

this year will be no exception. Stick to the source when you buy one;

scammers like to auction off gift cards on sites like eBay with little or no funds

on them.

11. Know What's Too Good to Be True: Skepticism, in most cases, can go a long

way toward saving you from a stolen card number.

Social Networking Safety (from AARP)

Social networking websites such as MySpace, Facebook, Twitter and Windows

Live Spaces are services people can use to connect with others and to share

information such as photos, videos and personal messages. As the popularity of

these social sites grows, so do the risks of using them.

1. Use caution when you click links that you receive in messages from your

friends on your social website. Treat links in messages on these sites as you

would links in email messages.

2. Know what you've posted about yourself. A common way that hackers break

into financial or other accounts is by clicking the "Forgot your password?" link

on the account login page. To break into your account, they search for the

answers to your security questions, such as your birthday, home town, high

school class or mother's middle name.

3. Don't trust that a message is really from who it says it's from. Hackers can

break into accounts and send messages that look like they're from your

friends, but aren't. If you suspect that a message is fraudulent, use an

alternate method to contact your friend to find out.


4. To avoid giving away email addresses of your friends, do not allow social

networking services to scan your email address book. When you join a new

social network, you might receive an offer to enter your email address and

password to find out if your contacts are on the network. The site might use

this information to send email messages to everyone in your contact list or

even everyone you've ever sent an email message to with that email address.

Social networking sites should explain that they're going to do this, but some

do not.

5. Type the address of your social networking site directly into your browser or

use your personal bookmarks. If you click a link to your site through email or

another website, you might be entering your account name and password into

a fake site where your personal information could be stolen.

6. Be selective about who you accept as a friend on a social network. Identity

thieves might create fake profiles in order to get information from you.

7. Choose your social network carefully. Evaluate the site that you plan to use

and make sure you understand the privacy policy. Find out if the site monitors

content that people post. You will be providing personal information to this

website, so use the same criteria that you would to select a site where you

enter your credit card.

8. Assume that everything you put on a social networking site is permanent.

Even if you can delete your account, anyone on the Internet can easily print

photos or text or save images and videos to a computer.

9. Be careful about installing extras on your site. Many social networking sites

allow you to download third-party applications that let you do more with your

personal page. To download and use third-party applications safely, take the

same safety precautions that you take with any other program or file you

download from the Web.


10. Think twice before you use social networking sites at work.

11. Talk to your kids about social networking.


2.0.2 Internet Scavenger Hunt (Student)

1. When did William Barret Travis write his famous letter from the Alamo? Answer:

2. What are the words of the Pledge of allegiance to the Texas State Flag? Answer: Honor the Texas flag; I pledge allegiance to thee, Texas, on state under

3. Who was the “Bandit Queen of Dallas?” Answer: Belle Starr

4. Who declared the “hook ‘em horns” the official UT hand symbol in 1955? Answer: Harley Clark

5. Where was Lyle Lovett born? Answer: North Harris County, in the community of Klein.

6. What was the name of the school in Rusk Country where a natural gas leak led to an explosion, killing 319 students and teachers? Answer: New London School

7. What is the estimated number of songs with Texas or Texas places in the titles? Answer: Around about 3,500

8. What is the Texas State Shell? Answer: the Lightning Whelk

9. The King Ranch is bigger than what state? Answer: Rhode Island


Answer:


2.0.3 Website Evaluation Rubrics


WEBSITE # 1 1 2 3 4 5

Purpose

Sponsor/Owner

Organization and Content

Bias--political or issue stance

Date of Production/Revision

Usefulness

Authority/Author

Audience

Coverage

Illustrations

Security

NOTES: ...........................................................................................................................................................

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WEBSITE # 2 1 2 3 4 5

Purpose

Sponsor/Owner

Organization and Content

Bias--political or issue stance

Date of Production/Revision

Usefulness

Authority/Author

Audience

Coverage

Illustrations

Security

NOTES: ...........................................................................................................................................................

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2.0.4 Internet Basics and Cyber Safety Resources

Help Using the Internet

• Internet Basics

Surfing Safety

• Internet Safety

• Password Meter

• Managing your online profile

• FBI’s Cybercrime Site

• Facebook Safety

• Banking Online

• Tips for Safe and Healthy Online Dating


http://www.gcflearnfree.org/internetbasics/

http://www.gcflearnfree.org/internetsafety


http://pewresearch.org/pubs/1606/managing-your-online-reputation-profile-facebook-searching-for-ourselves

https://www.fbi.gov/investigate/cyber

https://www.facebook.com/safety

https://www.bankofamerica.com/onlinebanking/education/internet-security-tips.go

http://health.usnews.com/health-news/health-wellness/articles/2013/02/13/tips-for-safe-and-healthy-online-dating

3.1 Introduction to Email Lesson Plan

Prior to Class

Student Computer Setup:

1. Copy the Student Folder onto each desktop. 2. Prepare printed copies of the following:

• 3.0.1 Introduction to Email Student Manual (from Student Folder) • 3.3 Introduction to Email Session Survey • 3.4 Introduction to Email Certificate if pre-printing certificates




Ensure that you have a printed copy of the 3.0.1 Introduction to Email Student Manual to reference as you teach.

It is recommended that you create a Gmail account and a Yahoo account to use specifically for teaching purposes.


• 3.1 Introduction to Email Presentation

• www.gmail.com

• www.yahoo.com

In Class

Tell students that Email Basics is a two to four hour course designed to introduce students to email and other forms of electronic communication. Students will learn how to register for an email account, navigate an email interface, compose, send and receive messages, manage a contact list, and upload and download attachments. The course will also provide a brief overview of safety concerns and social networking.


http://www.gmail.com/

http://www.yahoo.com/

Complete introductions. Ask if any have prior experience. Explain that we will only be going over basics because this is an introductory course. Ask about their expectations… ie: “What do you hope to learn today?”

Maximize the Introduction to Email Presentation (PPT).


Learning Goals

• Create an online email account

• Create a secure password

• Write, open, reply, send, and forward email messages

• Add contacts to a contact list

• Send and open attachments

What Is Email?

Explain what email is (a way to communicate online) and why it is a useful tool. Compare and contrast with “snail mail,” i.e.

Email Snail Mail

Send messages instantly Mail arrives after 2-3 days

Access anywhere Fixed physical address

Free with internet connection Cost of a stamp

Etc. Etc.

Other Advantages

• Other tools (calendar, contact list chat)

• Private (password protected)

• Access other parts of the web

• Send emails to large numbers of people at once

• More than just text: share pictures and other files

• Easy to organize (if you know the tricks)


Parts of an email address:

Stress the importance of accuracy when inputting email addresses, otherwise email could be sent to an unintended recipient.

Explain desktop email such as Microsoft Outlook versus “Webmail, ” which can be opened on the Internet from any computer or mobile device. List popular web email providers (Gmail, Yahoo, Hotmail).

Explain the following concepts:

Sending Email

o Difference between Reply and Reply All o Check addresses before sending o Check email for typos before sending o Don’t forward chain mail!

Personal email to friends and family

o More informal o Subject lines—relevant o Feelings can be difficult to convey in an email. Using emoticons can help set the tone of

email (use for casual emails) o Fonts and styles (don’t write in all caps or use lots of different fonts, hard to read colors) o Greetings, closing lines (Hi ______, thanks, etc.)

Business Email

o Appropriate e-mail addresses to leave a good first impression o Use a formal tone when applying for jobs; can use more relaxed but still professional

tone in established business relationships o Company may be able to read your email!

Protecting yourself

o Make your password difficult to guess and never tell anyone your password o Spam—Junk mail that could harm your computer. Don’t open or reply to it! Show how

to move to spam to spam folder

[email protected]

username at email provider


o Phishing—Scam that pretends to be an official communication from a trusted source, like a bank, trying to get valuable information from you. Do not give out your information if you are not sure.

o Only open attachments from people you trust Beyond email – other popular features in WebMail

o Calendar o To-do list Other Internet Communication - Email is the first step to using the internet to communicate.

o Now there are lots of other ways to connect with people over the internet: o Social Networks—Facebook, LinkedIn, Twitter, Google Plus o Internet Phone—make calls to anyone in the world. Skype is an example.

• Introduce 3 main email windows using the corresponding PPT slides: Inbox, Email message window and Compose window

1. Inbox: Home screen where you can see messages. Most recent messages appear on the top.

2. Email Message Window: When you click on an email, it opens in an email message window.

3. Compose Message Window: This window is to create messages and send them to recipients. Discuss formatting options and action buttons.

• The Yahoo Interface

Before moving on, open up the Yahoo email account that you created for this class and compare the interface to Google email. Point out the Inbox, Email message window, and Compose window in Yahoo.

Hands-on Email Activities

3.0.2 Creating an Email Account

Instructor leads the following activities from the Student Manual as students follow along.

3.0.2 Create an Email Account

3.0.3 Writing and Sending an Email

3.0.4 Reading and Replying to an Email

3.0.5 Forwarding an Email

3.0.6 Sending an Attachment


3.0.7 Opening an attachment

3.0.8 Adding Contacts

3.0.9 Signing In and Out of Your Email If desired, the instructor can also demonstrate the following advanced email functions to students. ADVANCED

o CC and BCC o Selecting multiple emails o Folders, labels, stars o Deleting/Archiving email o Save/recover a draft

o Search email o Apply a filter o Include a hyperlink o Change account settings

Additional Online Resources and Information in Student Manual Show the student the 3.0.2 Email Online Resources document on the screen. Have them find the document in the student folder on their desktop and open it. Ensure they can use the Ctrl/Mouse Click to open the links. Then, depending on the student skill levels and time constraints, you can choose to cover any additional material in the student manual or on the resource list.


3.2 Introduction to Email Session Survey Ask students to complete the printed hand out 3.2 Introduction to Email Session Survey and collect these before students leave.






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Feel much more comfortable using a computer on my own.

Feel more comfortable using a computer on my own, but I still need practice

Do not feel any more comfortable using a computer.


Feel much more confident using email on my own.

Feel more confident using email on my own, but I still need practice.

Do not feel any more confident using email.

3. As a result of this class, I will use the email to:

Keep in touch with family and friends

Start or enhance a small business

Send a resume for a job application

Use email at my work

Request and receive information from a web site

Other

None of the above- I do not understand how the computer or email can enhance

my life.


Feel safer on the computer and using email,

Developed skills that could help me in my current job,

Developed skills that could help me find a better job.

Developed skills that could help me find a job. I am not employed now.

None of the above


7. Comments:

5. My age range:

16-18

19-26

27-47

48-65

66 or older

6. I am currently:

Employed

Under-employed (I have a part-time job, but prefer a full-time or I have a job that

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Not employed and not looking (retired, student, other)

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3.0.1 Introduction to Email Student Manual

Email Basics is a two to four hour course designed to introduce you to email and other forms of electronic communication. You will learn how to register for an email account, navigate an email interface, compose, send and receive messages, manage a contact list, and upload and download attachments. The course will also provide a brief overview of safety concerns and social networking.

Goals:

• Create an online email account • Create a secure password • Write, open, reply, send, and forward email messages • Add contacts to a contact list • Send and open attachments

What is Email?

Email is a way to exchange digital messages via the internet. Because email is so easy and convenient to use, it has revolutionized the way people communicate. In 2011, there were over 3 billion email accounts! Here are some advantages that email has over conventional mail or “snail mail”:

By creating an email account you will be able to send and receive messages instantly, helping you stay connected with friends, family and the rest of the planet.

Email Snail Mail

Send messages instantly Mail arrives after 2-3 days

Access anywhere Fixed physical address

Free with internet connection Cost of a stamp


Other Advantages

• Other tools (calendar, contact list chat)

.............................................................................................................................................

.............................................................................................................................................

• Private (password protected)

.............................................................................................................................................

.............................................................................................................................................

• Access other parts of the web

.............................................................................................................................................

.............................................................................................................................................

• Send emails to large numbers of people at once

.............................................................................................................................................

.............................................................................................................................................

• More than just text: share pictures and other files

.............................................................................................................................................

.............................................................................................................................................

• Easy to organize (if you know the tricks)

.............................................................................................................................................

.............................................................................................................................................


Parts of an Email Address:

What happens if you don’t type in an email address correctly?

.............................................................................................................................................

.............................................................................................................................................

Desktop email vs. “Webmail.” List popular web email providers below:

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Email Etiquette and Safety. Take notes as your instructor discusses email etiquette and safety.

1. Sending Email o Difference between Reply and Reply All

........................................................................................................................................

........................................................................................................................................

o Check addresses before sending

........................................................................................................................................

........................................................................................................................................

o Check email for typos before sending

........................................................................................................................................

........................................................................................................................................

[email protected]

username at email provider


o Don’t forward chain mail!

........................................................................................................................................

........................................................................................................................................

2. Personal Email To Friends And Family o More informal

........................................................................................................................................

........................................................................................................................................

o Subject lines—relevant

........................................................................................................................................

........................................................................................................................................

Fonts and styles (don’t write in all caps or use lots of different fonts, hard to read colors)

........................................................................................................................................

........................................................................................................................................

o Greetings, closing lines (Hi ______, thanks, etc.)

........................................................................................................................................

........................................................................................................................................

o Feelings can be difficult to convey in an email. Use emoticons can help set the tone of email. See more on emoticons at the end of this student manual.

........................................................................................................................................

........................................................................................................................................


3. Business Email o Appropriate email addresses to leave a good first impression

........................................................................................................................................

........................................................................................................................................

o Use a formal tone when applying for jobs; can use more relaxed but still professional tone in established business relationships

........................................................................................................................................

........................................................................................................................................

o Company may be able to read your emails.

........................................................................................................................................

4. Protecting Yourself o Make your password difficult to guess and never tell anyone your password

........................................................................................................................................

o Spam—Junk mail that could harm your computer. Don’t open or reply to it! Show how to move to spam to spam folder

........................................................................................................................................

........................................................................................................................................

o Phishing—Scam that pretends to be an official communication from a trusted source, like a bank, trying to get valuable information from you. Do not give out your information if you are not sure.

........................................................................................................................................

........................................................................................................................................

o Only open attachments from people you trust

........................................................................................................................................

........................................................................................................................................


Beyond Email o Calendar

........................................................................................................................................

........................................................................................................................................

o To-do list

........................................................................................................................................

........................................................................................................................................

• Email is the first step to using the internet to communicate. Now there are lots of other ways to connect with people over the internet:

o Social Networks—Facebook, LinkedIn, Twitter, Google Plus

........................................................................................................................................

........................................................................................................................................

o Internet Phone—make calls to anyone in the world through services like Skype.

........................................................................................................................................

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There are 3 main email windows: inbox, email message window, compose window

1. Inbox: What are the main parts of the inbox?

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2. Email Message Window: What are the main parts of the message window?

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3. Compose Message Window: What are the main parts of the compose message window?

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Key Email Functions. You will practice the following key email functions hands-on with your instructor using instructions in the Student Manual.

3.0.2 Create an Email Account

3.0.3 Writing and Sending an Email






3.0.9 Signing In and Out of Your Email


3.0.2 Create an Email Account There are several different options for email providers. Some of the more popular providers are Gmail and Yahoo. Here is how you sign up for a Google account:

1. In your web browser, go to Gmail.com

2. Click the “Create account” button at the bottom.

3. Fill out the required information including your name, username, password, and a few other things.

4. Use the Google Email Cheat Sheet below to help you.

5. Write your email address and your password here:

My Email Address: _____________________@ google.com

My Email Password: ____________________


3.0.3 Writing and Sending an Email 1. Get an email address from another student. Write it here:

Partner 1’s Address: ___________________________

2. From the Inbox, click on Compose Message. This will take you to a new window where you can write your email.

3. In the To line, type the email address of your partner exactly as written above.

4. In the Subject line, write “My First Email.”

5. Click in the big white box below the “Subject” line. This is the body of the message.

6. Write a greeting (Hello, Hey, Hi, etc.)

7. Write three questions for your partner such as What is your favorite color? What month is your birthday? Where were you born?

8. Include a closing at the end (Thanks, Sincerely, Bye)

9. Click the Send button. Congratulations, you just sent your first email!



From your inbox, click the new email you received from your partner. This opens up the Read Message window.

1. Click the Reply button. This opens up a new email.

2. Answer your partner’s questions. Remember to include a greeting and closing.

3. Click Send



If you ever receive an email that you would like to share, you can easily send it to someone else using the forward link.

1. Find a new partner and get their email address. Write it here:

Partner 2’s Email Address: ______________________________________

2. Now re-open the email you received from your original partner. This time click the Forward button. In Gmail, you have to use the Drop Down menu under the Reply button.

3. Carefully enter Partner 2’s email address.

4. If you’d like, you can write something in the body.

5. Click Send. You’re done!



1. Create an email to a classmate and click on the paperclip symbol.

2. Navigate to the file you want to attach and click on it. Choose any file.

3. The attachment appears at the bottom of the email.

4. Click Send.



1. Open the message that has an attachment that your classmate sent you.

Notice the paperclip attachment symbol.

2. Open the email message. You can preview the attachment in the window.

3. If you are certain that you know the person sending the email and that the

attachment is SAFE, then click on it to download or open it on your computer.



A contact list is an address book where you can keep the names and email addresses of people you communicate with. By creating a contact list, you won’t have to remember the exact spelling of other people’s email addresses. Here are two ways to add contacts to your list in Gmail:

Method 1

1. In Gmail, go the left top of the page to the Gmail dropdown. Click on Contacts.

2. The Add New Contact button is way to the right bottom of the screen.

3. Type in the name of the person.

4. Now type in information about the person. You only need to add the email address but you can add phone numbers, photos, and much more.

5. Click the Save button. Now when you write an email to someone on your contact list, you only need to type in the first few letters of their name in the To line and their name will pop up automatically.

Method 2

1. In Gmail, if you receive an email from someone you want to add to your contact list, you only need to hover your mouse over the person’s name for a contact box to pop up. You can click on the plus sign to add the


person and their email to your contact list.

3.0.9 Signing In and Out of Your Email

It’s important that you always sign out after you finish your email session. Otherwise, the next person to use the computer may have access to your personal information. Think of it like locking the door after you leave your house.

1. At the very top of the page look for the profile icon. It could be blank or if you added a photo, it will look like the photo:

2. A box will pop up with the option to Sign Out.

3. To sign back into your email account, go to gmail.com or google.com.

4. If you do not see YOUR name and email, then choose the “Sign in with a different account” link at the bottom.


Advanced Email Information

1. Sending an email to multiple recipients: Put one address in the To line and another in the CC (carbon copy) line. If you want to hide the identities of your recipients from each other, use BCC (blind carbon copy).

2. Formatting your email: Test the different tools on the format bar such as font, size, style, color, alignment.

3. Emoticons: An emotion is a way to show your feelings in an email. Click the Emoticon button to choose from a face that represents the tone of your email. You can also type emotions on the keyboard. Some common emoticons:

Happy :)

Sad :(

Wink ;)

Big Smile :D

Tongue :P

Angry X(

4. Attachments: Send music, pictures, documents, or any other type file as an attachment. Click the Attachment button. Go to the student folder and choose a picture to send as an attachment.

5. Organize email with folders: You may want to organize your email to make it easier to find something important later. Select a message by checking the box on the left side of the inbox panel. Then click the Folder icon. From the menu, select New Folder. Create a name for the new folder like “Email 101.” Your new folder will appear on the left panel. See what’s inside by clicking it. Additionally, you can use click the star icon to mark an email as important.


6. Trash and Spam: If you want to get rid of an email, select it and click the folder icon again. To delete the email, choose the Trash option. After some time, you will likely receive junk email called spam. Most email providers have spam filters built in, but if you receive a spam email, you should move it to the spam folder instead of the trash. This teaches the spam filter to recognize junk mail in the future.

7. Search old email: If you want to find a particular email, you can type a few keywords in the search bar and press “enter” to see all emails containing your search terms.

8. Customize Your Account: Click the Options menu and choose Mail Options. Here you can set up your account preferences, create a signature, program email filters, and a lot more.

Email Terminology

Attachment: an uploaded file (picture, song, document, etc.) sent over email.

BCC: short for “blind carbon copy.” Adding email addresses to the BCC line of an email is a way to email multiple recipients without revealing their email addresses to other recipients. This is good idea if you want to protect the privacy of your contacts.

CC: short for “carbon copy.” \ Adding email addresses to the CC line of an email is a way to send a copy of an email to someone who is not the main recipient. Use CC to keep people informed of topics they may have an interest in.

Contact List: a list of people you communicate with over email. Contact lists can include names, email addresses, phone numbers, physical addresses, usernames, and more.

Draft: an unfinished and unsent email. A draft is saved in the draft folder.

Email: a way to exchange electronic messages over the internet.

Email Address: identifies where email is sent. Every email address has three parts: username, @ symbol, and a domain name (i.e. gmail.com).


Emoticon: a small icon, usually a face, representing an email writer’s emotion. Emoticons are often used to casually set the tone of a message.

Filter: a way to automatically organize email according to rules set by the email user.

Folder/Label: used to organize emails by user-specified category.

Forward: send a copy of an existing message to a new recipient. Abbreviated as “FW.”

Inbox: place where messages are received. Unread messages are usually displayed in bold.

Instant Message: also called “chatting,” this is an informal way to send short messages and receive immediate responses, allowing users to have real-time conversations.

Phishing: an email-based scam that attempts to gain users’ personal information by sending counterfeit messages that appear to be from a trusted entity like a bank. Email users should always be wary when they receive messages asking for personal information like passwords, bank account numbers, social security numbers, and so on. See spam below.

Reply: respond to a received message. Abbreviated as “RE.”

Reply All: respond to all recipients of a message. Be careful when replying to multiple recipients!

Sign in/Sign out: securely enter and leave email account. Sometimes called “log on/log off.”

Spam: junk mail sent over email. Some spam contains viruses that could harm your computer, so never open email from an unknown sender. Many email programs use spam filters that try to keep spam out of the inbox.

Subject: descriptive text that explains the purpose of a message.


Webmail: a web-based email service accessed via a web browser, like Internet Explorer. Webmail can be accessed anywhere with an internet connection. Examples of webmail are Gmail and Yahoo mail.

Emoticons

:-) Smile

^-^ Delighted

:-D Big Toothy Smile

:-X Lips are sealed

;-) Wink

:-( Frown

:-/ Sarcasm

:-* Kiss

:-O Scream or Surprise

-_- Disappointed, Upset, Ashamed

There are many more emoticons in use than the ones listed above. If you search for the term emoticon, you will literally receive millions of results

Text, Chat and Email Acronyms / Abbreviations

tmw - Tomorrow

2nite - Tonight

BRB - Be Right Back

BTW - By The Way

B4N - Bye For Now

BFF - Best Friends Forever

CYA - See Ya

FWIW - For What It's Worth


http://www.netlingo.com/word/2moro.php

http://www.netlingo.com/word/2nite.php

http://www.netlingo.com/word/brb.php

http://www.netlingo.com/word/btw.php

http://www.netlingo.com/word/b4n.php

http://www.netlingo.com/word/bff.php

http://www.netlingo.com/word/cya.php

http://www.netlingo.com/word/fwiw.php

GR8 - Great

IMHO - In My Humble Opinion

J/K - Just Kidding

L8R - Later

LYLAS - Love You Like A Sister

NIMBY - Not In My Back Yard

NOOB - New person to a site or game

OMG - Oh My God

POV - Point Of View

ROTFL - Rolling On The Floor Laughing

THX or TX - Thanks

TMI - Too Much Information

TTYL - Talk To You Later -or- Type To You Later

XOXO - Hugs and Kisses

LOL - Laughing Out Loud -or- Lots Of Love

There are many more acronyms / abbreviations in use than the ones listed above, and new ones are being incorporated into popular use all of the time. If you want to stay current, you can search for “text abbreviations” or “text acronyms.”


http://www.netlingo.com/word/gr8.php

http://www.netlingo.com/word/imho.php

http://www.netlingo.com/word/jk.php

http://www.netlingo.com/word/l8r.php

http://www.netlingo.com/word/lylas.php

http://www.netlingo.com/word/nimby.php

http://www.netlingo.com/word/nub.php

http://www.netlingo.com/word/omg.php

http://www.netlingo.com/word/pov.php

http://www.netlingo.com/word/rotflmao.php

http://www.netlingo.com/word/thx-or-tx-or-thks.php

http://www.netlingo.com/word/tmi.php

http://www.netlingo.com/word/ttyl.php

http://www.netlingo.com/word/xoxo.php

http://www.netlingo.com/word/lol.php

3.0.2 Email Online Resources

Gmail Tutorials:

https://www.shorttutorials.com/gmail/index.html

http://www.gcflearnfree.org/gmail/

Yahoo Tutorial:

http://www.freeemailtutorials.com/yahooMailTutorials/


https://www.shorttutorials.com/gmail/index.html

http://www.gcflearnfree.org/gmail/

http://www.freeemailtutorials.com/yahooMailTutorials/

4.1 Introduction to Microsoft Word Lesson Plan

Prior to Class



• 4.0.1 Introduction to Microsoft Word Student Manual (from Student Folder) • 4.3 Introduction to Microsoft Word Session Survey • 4.4 Introduction to Microsoft Word Certificate if pre-printing certificates





• 4.2 Microsoft Word Presentation • 4.0.2 Cover Letter (from Student Folder) • 4.0.3 Screen Components Quiz (from Student Folder)

In Class

Tell students that Introduction to Microsoft Word is a two (2) to four hour course designed to familiarize students with terminology, screen components and the most commonly used functions offered by Microsoft Word. Emphasis will be placed on proper document formatting techniques and file naming and file management conventions.


Maximize the 4.1 Introduction to Microsoft Word Presentation (PPT).



Learning Goals:

• Identify the various benefits of using word processing software. • Identify the main parts of the Microsoft Word window. • Identify the purpose of the commands on the menu bar. • Copy, cut and paste text. • Work with the buttons on the toolbar. • Copy, cut and paste text. • Type, edit and format text. • Work with pictures. • Work with language tools (spell check). • Open, save, save as, and print Microsoft Word files.

Definition:

Microsoft Word is the word processing component of the Microsoft Office Suite. It is used primarily to enter, edit, format, save, retrieve and print documents.

Terminology and Screen Components:

While different versions have different appearances, they all have most of the same features. If you know what to call it, you should be able to find it in other versions.

After Slide 17, have students practice opening, minimizing, restoring, maximizing, and exiting a Word document.

As you continue through the PPT, ask students to open up Microsoft Word so they can see the various screen components as you display them on the PowerPoint slides.

You may want to go back and forth between a blank Word document and the PowerPoint slide to make certain that students see the various menu bars and tabs.

Hands-on Practice

The instructor can adjust how much emphasis to place on the various word processing options listed below depending on the needs of the students. For example, in an ongoing adult literacy class, there may be a particular assignment that students are going to work on which needs a photo inserted. Therefore, more emphasis could be placed on locating and inserting a photo. If students will be creating a resume, emphasis on font formatting would be emphasized in preparation for the Resume Writing lesson.

Instructor (on screen) opens up 4.0.2 Cover Letter from the Student Folder and guides students to open 4.0.2 Cover Letter from their Student Folders. Instructor demonstrates the following while students follow along. Encourage students to take notes in their Student Manuals.


Minimize, restore, maximize, and close buttons. located in the student folder. Demonstrate the minimize, restore, maximize, and close buttons on the top left of the Word window. Ask students to locate and open the Cover Letter and to go through, minimize, maximize, restore, and close actions along with you.

Horizontal and vertical scroll bars. Show students how to scroll up and down and back and forth in the Word window. Students practice scrolling.

Title Bar. Point out the title bar.

Tabs Bar. Point out the Tabs bar to students.

Continue to use the 4.0.2 Cover Letter to demonstrate common functions on the TABS BAR.

1. FILE TAB group. Students should experiment with using these functions: • How to use the File/and File/ Save As Dialog box • How to use the Print dialog box.

2. HOME TAB • CLIPBOARD group. Spend plenty of time to ensure that students can cut, copy, and

paste. • Copy, Paste Cut, Paste

• FONT group. Spend plenty of time to ensure that students can format text. Change font face Change font size Change font type Change font styles (B, I U)

• PARAGRAPH group. Students follow along and experiment. Change paragraph alignment Use bullets Use increase/decrease indent

• EDITING group. Students follow along and experiment. Find


3. INSERT TAB group. Have students follow along and experiment. Inserting pictures and shapes are common skills to cover. Tables, links, headers, footers and symbols can be covered if time permits.

• Pictures • Shapes

4. PAGE LAYOUT TAB group. Students follow along and experiment.

• Margins • Orientation 5. REFERENCE TAB group. Briefly explain the purposes of the REFERENCE TAB group. These are

not beginning level functions in Microsoft Word.

6. MAILINGS TAB group. Briefly explain the purposes of the MAILINS TAB group. These are not beginning level functions in Microsoft Word.

7. REVIEW TAB group. Students follow along and experiment with the following:

• Spelling & Grammar • Word Count

8. VIEW TAB group. Students follow along and experiment. • Print Layout • Ruler • Zoom

4.0.3 Microsoft Word Screen Components Quiz:

1. Display the 4.0.3 Microsoft Word Screen Components Quiz on the screen.

2. Ask students to locate and open the 4.0.3 Microsoft Word Screen Components Quiz in their student folder on their desktop computers.

3. Ask students to work alone or with a partner to complete the Microsoft Word 4.0.3 Screen Components Quiz.

Additional Online Resources and Information in Student Manual


Show the student the 4.0.4 Microsoft Word Online Resources document on the screen. Have them find the document in the student folder on their desktop and open it. Ensure they can use the Ctrl/Mouse Click to open the links. Then, depending on the student skill levels and time constraints, you can choose to cover any additional material in the student manual or on the resource list.


4.3 Introduction to Microsoft Word Session Survey Ask students to complete the printed hand out 4.3 Introduction to Microsoft Word Session Survey and collect these before students leave.






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4.3 Introduction to Microsoft Word Session Survey






Feel much more confident using Microsoft Word on my own.

Feel more confident using Microsoft Word on my own, but I still need practice.

Do not feel any more confident using Microsoft Word.


Developed skills that could help me in my current job,



None of the above

4. My age range:

16-18 48-65

19-26 66 or older

27-47


5. I am currently:

Employed





6. Comments:


Certif

icate o

f C

om

pletio

n

Th

is a

ckn

ow

ledges t

hat

Has S

uccessfu

lly

Com

pleted

Introdu

ctio

n T

o M

icrosoft

Word

Instru

ctor N

am

e

Instru

ctor S

ign

atu

re

Date


4.0.1 Introduction to Microsoft Word Student Manual

Introduction to Microsoft Word is a two (2) to four (4) hour course designed to familiarize you with the terminology, screen components and the most commonly used functions offered by Microsoft Word. Emphasis will be placed on proper document formatting techniques and file naming and file management conventions.

Learning Goals:

• Identify the various benefits of using word processing software.

• Identify the main parts of the Microsoft Word window.

• Identify the purpose of the commands on the menu bar.

• Copy, cut and paste text.

• Work with the buttons on the toolbar.

• Type, edit and format text.

• Work with pictures.

• Work with language tools (spell check).

• Open, save, save as, and print Microsoft Word files.

What is Microsoft Word?

Microsoft Word is the word processing component of the Microsoft Office Suite. It is used primarily to enter, edit, format, save, retrieve and print documents.


Pay Special Attention to Terminology


Open the 4.0.2 Cover Letter document located in your student folder. Take notes and follow along as your instructor demonstrates common word processing functions.

Minimize, restore, maximize, and close buttons .....................................................

..............................................................................................................................

..............................................................................................................................

Horizontal and vertical scroll bars

.............................................................................................................................. ..............................................................................................................................

Minimize...

Title Bar


Title Bar .....................................................................................................................

..............................................................................................................................

Tabs Bar ..................................................................................................................... ..............................................................................................................................

Ribbon Components (Tab Groups)


1. File Tab .................................................................................................................

• Save ...................................................................................................................

• Save As ..............................................................................................................

• Print ...................................................................................................................

2. Home Tab .............................................................................................................

• Clipboard ...........................................................................................................

Copy ............................................................................................................

Cut ............................................................................................................

Paste ...........................................................................................................

• Font ..................................................................................................................

Face ............................................................................................................

Size ............................................................................................................

Type ............................................................................................................

Style (B,I,U) .................................................................................................

• Paragraph ........................................................................................................

Alignment ...................................................................................................

Bullets .........................................................................................................

Indent .........................................................................................................


• Editing ..............................................................................................................

Find

Insert Tab ...................................................................................................................

• Pictures ............................................................................................................

• Shapes ..............................................................................................................

3. Page Layout Tab ..............................................................................................

• Margins ............................................................................................................

• Orientation ......................................................................................................

4. References Tab .....................................................................................................

..............................................................................................................................


5. Mailings Tab .........................................................................................................

..............................................................................................................................

7. Review Tab ...........................................................................................................

• Spelling & Grammar .........................................................................................

• Word Count .....................................................................................................

8. View Tab ...............................................................................................................

• Print Layout ......................................................................................................

Ruler ...........................................................................................................

Zoom ...........................................................................................................

4.0.2 Screen Components Quiz:

1. Open the 4.0.3 Screen Components Quiz in your student folder.

2. Work alone or with a partner to complete the 4.0.2 Screen Components

Quiz.


Microsoft Word Terminology

Alignment: refers to the position of lines in a paragraph in relation to the documents left and right margins

This text is left aligned.

This text is centered.

This text is right aligned.

This text is fully justified. It is spread evenly from the left to the right margin. All text in this paragraph will be justified between margins until you hit the enter key to force a new paragraph.

Backspace: deletes data to the left of the insertion point.

Bold: characters in bold appear on the screen in a higher intensity. This text is bold. Bold should be used for emphasis, but like all formatting characteristics, should be used sparingly.

Bullets: special characters or symbols that are used to set off a paragraph.

• This is item one in a bulleted list.

• This is item two in a bulleted list.

Centering: the placement of a line of text in the center of the screen or page where the left-most and right-most characters in the line are the same distance from the left and right margins. (see alignment)

Clip Art: pre-designed images that can be placed within a document.

Close: closes the document and offers to save the changes you made to the document without exiting the program.

Copy: creates a duplicate of highlighted/selected text and saves to the clipboard to be pasted elsewhere.


Cut: removes highlighted/selected text and saves to the clipboard to be pasted elsewhere.

Default: A default setting is the software manufacturer's preset option for a particular command or function. Default settings can be changed.

Document: another name for a file created using Microsoft Word.

Font: a style of typeface, such as: Times New Roman, Arial Black, Arial, and Freestyle Script. A font is a set of all the characters available in one typeface and size, including uppercase and lowercase letters, punctuation, and numerals.

Font Formatting: changes the appearance of the text. Font formatting includes enhancements such as font style (bold, centering, and underline), point size (12 pt), and font typeface (Times New Roman, Arial, and Courier New).

Format Painter: enables you to copy the formatting of one word or paragraph and apply it to another word or paragraph.

Hard Return: You can force Word to end a paragraph and move to the next line by pressing the enter key. The resulting “hidden” command is called a Hard Return.

I-beam Mouse Pointer: The mouse pointer turns into an I-beam mouse pointer when it is within the document area. Use the I-beam mouse pointer to place the insertion point in a document.

Indentation: the amount of space measured from the page margin that is applied to a paragraph or an area of a document.

Insertion Point: the point at which the cursor is blinking on the document screen.

Italics: Italicized characters appear on the screen slightly tilted to the right. This text is italicized.


Line Spacing: refers to the number of lines used by each line of text. In single-line spacing, each line of text is followed by another line of text, and there are no blank lines in between. In double-line spacing, each line of text is followed by a blank line.

Margin: The amount of blank space, usually measured in inches or characters, above and below and to the right and left of the main body of a document.

Paragraph: A paragraph is any amount of text separated by a hard return. Microsoft Word sees anything from a single word to an entire page of text as a paragraph.

Paste: Adds previously copied or cut text at the insertion point.

Print Preview: Print Preview lets you see how your document will look on the page before it is printed.

Wrapping: Text automatically wraps to the next line when typing in Microsoft Word. The only time you need to hit the enter key is when you want to start a new paragraph.


1938 Sullivan Place Metropolis, U.S.A. 555-228-1938 [email protected] L. & L. Security 63225 Lois Lane Smallville, KA 66047 Dear Hiring Manager: This letter is to express my intrest in discussing the Emergency Response Technition position posted on the L. & L. Security web site. The opportunity presented in this listing is very appealing, and I believe that my experience and education will make me a competitive candidate for this position. The key strengs that I possess for success in this position include but are not limited too the following:


mailto:[email protected]

• Super Strength – varies depending on my energy level, but I among the strongest superheroes on Earth.

• Flight - able to defy gravity. • Invulnerability - years of exposure to yellow solar

energy have caused my Kryptonian body to become almost indestructible

• Super-speed - capable of superhuman speed. • Super-hearing - capable of blocking out and

discerning a single known voice within a city. • Super Vision - can detect electromagnetic energy in

more than the normal visible spectrum: • Heat Vision – able to release solar energy in the form

of Heat Vision as a weapon or alternative source of energy.

You will find me to be super well-spoken, super super energetic, confident, and personable, the type of person on whom your customers will rely. I also have a wide breadth of experience of the type that gives you the versatility to place me in a number of contexts with confidence that the level of excellence you expect will be met. Please see my resume for additional information on my experience.


I hope that you'll find my experience and interests intriguing enough to warrant a face-to-face meeting, as I am confident that I could provide value to you and your customers as a member of your team. I can be reached anytime via my cell phone, 555-228-1938. Thank you for your time and consideration. I look forward to speaking with you about this employment opportunity. consideration. I look forward to speaking with you about this employment opportunity. Sincerely, Clark Joseph Kent [Earth Name] Kal-El [Kryptonian Name]


4.0

.3 M

icro

soft

Wo

rd

Sc

ree

n C

om

po

ne

nts

Q

uiz


Clic

k on

the

corr

ect r

espo

nse.

If

you

are

wro

ng y

ou w

ill b

e gi

ven

the

oppo

rtun

ity to

: •

Try

agai

n •

Cont

inue

•

Qui

t

Clic

k he

re to

con

tinue

…


Hor

izon

tal

Rul

er

Hor

izon

tal

Tool

Bar

H

oriz

onta

l S

crol

l Bar

This

is th

e __

____

____

____

and

it a

llow

s th

e us

er to

mov

e qu

ickl

y th

roug

h th

e do

cum

ent.

Qu

est

ion

#1


Min

imiz

e B

utto

n R

esto

re

But

ton

Max

imiz

e B

utto

n

Th

is is

the

____

____

____

__ a

nd it

re

turn

s the

win

dow

to it

s pre

viou

s sha

pe

and

size

afte

r min

imizi

ng it

.

Qu

est

ion

#2


Big

But

ton

Bac

k

But

ton

Bol

d

But

ton

Th

is is

the

____

____

____

__ a

nd it

is

used

for e

mph

asis

to m

ake

cert

ain

wor

ds

and

phra

ses s

tand

out

.

Qu

est

ion

#3


Title

B

ar

Men

u B

ar

Scr

oll

Bar

This

is th

e __

____

____

____

and

it le

ts th

e us

er k

now

the

nam

e of

the

curr

ent

docu

men

t and

the

nam

e of

the

open

pr

ogra

m.

Qu

est

ion

#4


Dic

tiona

ry

B

utto

n

Sor

t

But

ton

S

pell

Che

ck

B

utto

n

Th

is is

the

____

____

____

__ a

nd it

pr

ovid

es o

ptio

ns fo

r pro

ofre

ads y

our

docu

men

t and

sugg

ests

solu

tions

to e

rror

s.

Qu

est

ion

#5


Sel

ectio

n To

olba

r

Tab

s

Bar

Hor

izon

tal

Scr

oll B

ar

This

is th

e __

____

____

____

and

it p

rovi

des

the

nam

es o

f the

cat

egor

ies f

or th

e va

riety

of

ava

ilabl

e co

mm

ands

.

Qu

est

ion

#6


Cut

But

ton

P

aste

But

ton

U

ndo

B

utto

n

Th

is is

the

____

____

____

__ a

nd it

re

mov

es th

e se

lect

ed te

xt o

r obj

ect f

rom

th

e sc

reen

and

pla

ces i

t on

the

clip

boar

d.

Qu

est

ion

#7


Min

imiz

e B

utto

n M

axim

ize

But

ton

Clo

se

But

ton

Th

is is

the

____

____

____

__ a

nd it

will

as

k th

e us

er if

he/

she

wan

ts to

save

ch

ange

s to

the

docu

men

t and

exi

t the

en

tire

prog

ram

.

Qu

est

ion

#8


Hor

izon

tal

Rul

er

Hor

izon

tal

Tool

Bar

H

oriz

onta

l S

crol

l Bar

This

is th

e __

____

____

____

and

it a

ssist

s th

e us

er w

ith th

e ta

sk o

f alig

nmen

t.

Qu

est

ion

#9


Wha

t sym

bol i

ndic

ates

whe

re te

xt w

ill

appe

ar w

hen

the

user

beg

ins

typi

ng?

Qu

est

ion

#1

0


Try

Aga

in

Nex

t Que

stio

n Ex

it


Try

Aga

in

Gam

e O

ver

Exit


Try

Aga

in

Nex

t Que

stio

n Ex

it


Exit

Try

Aga

in

Nex

t Que

stio

n


Try

Aga

in

Nex

t Que

stio

n Ex

it


Exit

Try

Aga

in

Gam

e O

ver


4.0.4 Microsoft Word Online Resources

Goodwill Community Foundation Microsoft Word Tutorials

Available for several versions! 2003, 2007, 2010, 2013, and 2016

http://www.gcflearnfree.org/topics/office/

Microsoft Office Suite (all Office programs) Training

Click on the Microsoft Office icon to find tutorials for Office 2016, 2013 and 2010

http://office.microsoft.com/en-us/training-FX101782702.aspx


http://www.gcflearnfree.org/topics/office/


5.1 Introduction to Microsoft Excel Lesson Plan

Prior to Class



• 5.0.1 Introduction to Microsoft Excel Student Manual (from Student Folder) • 5.3 Introduction to Microsoft Excel Session Survey • 5.4 Introduction to Microsoft Excel Certificate if pre-printing certificates





• 5.2 Introduction to Microsoft Excel Presentation • From Student Folder

o 5.0.2 Microsoft Excel Screen Components Quiz o 5.0.3 Budget Activity

In Class

Tell students that Introduction to Microsoft Excel is a two (2) to four (4) hour course designed to familiarize students with terminology, screen components and the most commonly used functions offered by Microsoft Excel. Emphasis will be placed on file naming and file management conventions. Students will create and save a working budget which they may use for their own personal benefit.


Maximize the 5.2 Introduction to Microsoft Excel Presentation (PPT).



Learning Goals:

• Identify the main parts of the Excel window. • Identify the purpose of the commands on the menu bar. • Work with the buttons on the toolbar. • Explain the purpose of options available for printing a spreadsheet. • Enter and format text and numbers into cells. • Successfully move from one cell to another containing formulas and text. • Copy, Cut and Paste text and formulas. • Understand cell references. • Perform basic mathematical operations in a spreadsheet.

Help students open Microsoft Excel on their computers so that they can follow you as you demonstrate the following Excel options on the screen. It may help you to look at a printed copy of the student manual. You can spend more or less time on the options and include options not listed if you know students will be using those for particular reasons. You can also skip options if you feel that students will not benefit – you can tell students that when you meet a second time you will review options and then go over the options that you do not cover during a first session. • Top of Excel Window Quick Access Bar Title Bar Minimize/Maximize Bar Tabs Bar

• Navigation Options I-Beam Horizontal Scroll Bar Vertical Scroll Bar

• File Tab Options Save Save As Print

o Orientation o Scaling


Ribbon Components (Tab Bar) 1. Home Tab Groups: Clipboard

o Cut/Copy/Paste Font

o Face o Color o Size o Style (B, I, U) o Border o Shading

Alignment o Horizontal o Vertical o Wrap Text o Merge Cells

Number Styles (Format as Table) Cells (Format) Editing

o Autosum o Sort/Filter o Find/Select

2. Insert Tab Groups: Tables Illustrations (Pictures/Shapes) Charts

3. Page Layout Tab Groups: Page Setup –Margins/Orientations

4. Formula Tab Groups (more advanced options – can skip for most students) 5. Data Tab Groups (more advanced options - can skip for most students) 6. Review Tab Groups: Spelling:

7. View Tab Groups: Freeze Panes:


5.0.2 Microsoft Excel Screen Components Quiz

1. Display the 5.0.2 Microsoft Excel Screen Components Quiz on the screen.

2. Ask students to locate and open the 5.0.2 Microsoft Excel Screen Components Quiz in their student folder on their desktop computers.

3. Ask students to work alone or with a partner to complete the Microsoft Excel 5.0.2 Screen Components Quiz.

5.0.3 Budget Activity

Make certain you have a printed copy of 5.0.3 Budget Activity to follow before you begin to demonstrate the activity while students follow along.

Maximize the 5.0.3 Budget Activity and tell students to refer to the instructions as they create the monthly budget. Point out the completed budget example. Now close the 5.0.3 Budget Activity.

Open a new Excel document and help students do the same. Use File/Save As to save the file to your Student Folder on the desktop and help students do the same before you begin following the activity instructions.

Step 1: Enter and format text Cell Text to type in Formatting A1 Monthly Income Bold A2 through A19 Your income categories N/A C1 Monthly Expenses Bold C2 through C19 Your expense categories N/A E1 Balance Bold

Step 2: Enter and format numbers Cell Text to type in Formatting B2 through B19 Your income amounts Currency D2 through D19 Your expense amounts Currency

Step 3: Enter and format formulas Cell Formula Formatting B20 AutoSum Currency D20 AutoSum Currency E20 =B20-D20 Currency and Bold;

Red if negative and Green if positive


Step 4: Format borders

With your mouse, click on cell A1 and drag until your mouse pointer is on cell E20. Release your mouse. You should have the table highlighted in blue. Under the Home/Font group, find the borders icon. Use the drop down menu to choose All Borders.

Example Completed Budget


Additional Online Resources and Information in Student Manual Show the student the 5.0.4 Microsoft Excel Online Resources document on the screen. Have them find the document in the student folder on their desktop and open it. Ensure they can use the Ctrl/Mouse Click to open the links. Then, depending on the student skill levels and time constraints, you can choose to cover any additional material in the student manual or on the resource list.


5.3 Introduction to Microsoft Excel Session Survey Ask students to complete the printed hand out 5.3 Introduction to Microsoft Excel Session Survey and collect these before students leave.






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5.2

Mic

roso

ft E

xce

l


…M

icro

soft

Exc

el is

the

spre

adsh

eet

com

pone

nt o

f the

Mic

roso

ft O

ffice

Sui

te.

It is

used

prim

arily

to e

nter

, edi

t, fo

rmat

, so

rt, p

erfo

rm m

athe

mat

ical

com

puta

tions

, sa

ve, r

etrie

ve a

nd

prin

t num

eric

dat

a.

Mic

roso

ft E

xce

l…


•Id

entif

y th

e m

ain

part

s of t

he E

xcel

w

indo

w.

•Id

entif

y th

e pu

rpos

e of

the

com

man

ds

on th

e m

enu

bar.

•W

ork

with

the

butt

ons o

n th

e to

olba

r.

Ob

jec

tive

s


•Ex

plai

n th

e pu

rpos

e of

opt

ions

ava

ilabl

e fo

r prin

ting

a sp

read

shee

t. •

Ente

r and

form

at te

xt a

nd n

umbe

rs in

to

cells

. Ob

jec

tive

s


•Su

cces

sful

ly m

ove

from

one

cel

l to

anot

her c

onta

inin

g fo

rmul

as a

nd te

xt.

•Co

py, C

ut a

nd P

aste

text

and

form

ulas

. •

Und

erst

and

cell

refe

renc

es.

Ob

jec

tive

s


•U

nder

stan

d ce

ll re

fere

nces

. •

Perf

orm

bas

ic m

athe

mat

ical

ope

ratio

ns

in a

spre

adsh

eet.

Ob

jec

tive

s


Sc

ree

n C

om

po

ne

nts

The

open

ing

scre

en fo

r M

icro

soft

Exc

el 2

010

look

s lik

e th

is…


Whi

le d

iffer

ent v

ersio

ns h

ave

diffe

rent

ap

pear

ance

s, th

ey a

ll ha

ve m

ost o

f the

sa

me

feat

ures

. If y

ou k

now

wha

t to

call

it, y

ou sh

ould

be

able

to fi

nd it

in o

ther

ve

rsio

ns. Te

rmin

olo

gy


The

area

out

lined

in re

d is

calle

d th

e tit

le b

ar.

It di

spla

ys th

e na

mes

of t

he o

pen

prog

ram

(in

this

case

Mic

roso

ft E

xcel

) an

d th

e na

me

of th

e cu

rren

t file

.


This

file

has n

ot y

et b

een

save

d so

its

nam

e is

Book

2.

File

s cre

ated

in M

icro

soft

Exc

el a

re

ofte

n re

ferr

ed to

as s

prea

dshe

ets o

r w

orkb

ooks

and

hav

e th

e fil

e ex

tens

ion

.xls

or .x

lsx


The

area

out

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in re

d co

ntai

ns th

e m

inim

ize, m

axim

ize/r

esto

re a

nd c

lose

bu

tton

s for

the

prog

ram

win

dow

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e th

ree

butt

ons a

re o

n al

mos

t ev

ery

win

dow

that

ope

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a W

indo

ws

base

d pl

atfo

rm.

They

are

on

Mac

win

dow

s as w

ell,

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they

are

circ

les i

nste

ad o

f squ

ares

.


Whe

n yo

u cl

ick

the

min

imize

but

ton

the

prog

ram

bec

omes

a b

utto

n on

the

Win

dow

s tas

kbar

loca

ted

at th

e bo

ttom

of

the

scre

en.


You

can

rest

ore

the

docu

men

t to

its

orig

inal

shap

e an

d siz

e by

eith

er:

Clic

king

on

the

butt

on o

n th

e ta

sk b

ar

one

time

to re

stor

e it

to a

ctiv

e m

ode,


If yo

u ha

ve m

ultip

le fi

les f

rom

the

sam

e pr

ogra

m o

pen

you

will

nee

d to

sele

ct th

e on

e yo

u w

ant t

o re

stor

e to

act

ive

mod

e.


Whe

n yo

u cl

ick

the

max

imize

/ re

stor

e bu

tton

the

prog

ram

ass

umes

the

sam

e sh

ape

and

size

it w

as b

efor

e yo

u m

inim

ized

it. |

OR,

the

prog

ram

win

dow

w

ill fi

ll th

e sc

reen

.


Whe

n yo

u cl

ick

the

clos

e bu

tton

the

prog

ram

will

ask

you

if y

ou w

ant t

o sa

ve

the

chan

ges i

f you

hav

e m

ade

any

chan

ges.

Onc

e yo

u ha

ve re

spon

ded

to

this

ques

tion

the

prog

ram

will

clo

se.


The

area

out

lined

in re

d is

calle

d th

e qu

ick

acce

ss to

olba

r. It

cont

ains

the

mos

t com

mon

ly u

sed

com

man

ds in

Mic

roso

ft W

ord:

1.

Save

2.

Und

o 3.

Repe

at


Mic

roso

ft O

ffice

200

7 &

201

0 us

e w

hat

is re

ferr

ed to

as t

he “

Ribb

on”

inte

rface

. The

are

a ou

tline

d in

red

is th

e Ri

bbon

. Th

e rib

bons

we

are

goin

g to

go

over

to

day

are

the

defa

ult r

ibbo

ns.


You

may

cus

tom

ize

the

ribbo

n an

d or

a g

roup

on

the

ribbo

n on

you

r pe

rson

al c

ompu

ter t

o ha

ve o

nly

the

feat

ures

you

wan

t to

use.

In

ord

er to

do

this

all

you

have

to d

o is

righ

t mou

se c

lick

on th

e rib

bon

or

the

grou

p yo

u w

ant t

o cu

stom

ize.


The

wor

ds F

ile, H

ome,

Inse

rt,

etc…

out

lined

in re

d ar

e re

ferr

ed

to a

s ta

bs. E

ach

Tab

has

seve

ral

Gro

ups

atta

ched

to it

.


The

area

out

lined

in re

d is

refe

rred

to a

s th

e w

orks

heet

and

mos

t of i

ts

com

pone

nts r

emai

n th

e sa

me

rega

rdle

ss o

f whi

ch ta

b yo

u ar

e cu

rren

tly u

sing.


The

nam

e ba

r tel

ls yo

u th

e co

lum

n an

d ro

w o

f the

cel

l tha

t is s

elec

ted.


The

File

Tab

men

u co

ntai

ns th

e co

mm

ands

m

ost c

omm

only

ass

ocia

ted

with

the

file.


The

Page

Lay

out G

roup

s con

tain

the

com

man

ds m

ost c

omm

only

ass

ocia

ted

with

sett

ings

that

wou

ld a

ffect

the

entir

e pa

ge o

r wor

kshe

et.

Them

es |

Pag

e Se

tup

| Pa

ge B

ackg

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5.3 Introduction to Microsoft Excel Session Survey






� Feel much more confident using Microsoft Excel on my own.

� Feel more confident using Microsoft Excel on my own, but I still need practice.

� Do not feel any more confident using Microsoft Excel.


� Developed skills that could help me in my current job,

� Developed skills that could help me find a better job.



4. My age range:

� 16-18 � 48-65

� 19-26 � 66 or older

� 27-47

5. I am currently:

� Employed




6. Comments:


Certif

icate o

f C

om

pletio

n

Th

is a

ckn

ow

ledges t

hat

Has S

uccessfu

lly

Com

pleted

Introdu

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o M

icrosoft

Excel

Instru

ctor N

am

e

Instru

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atu

re

Date


5.0.1 Introduction to Microsoft Excel Student Manual

Introduction to Microsoft Excel is a two (2) to four hour course designed to familiarize students with terminology, screen components and the most commonly used functions offered by Microsoft Excel. Emphasis will be placed on file naming and file management conventions. Students will create and save a working budget which they may use for their own personal benefit.

Learning Goals:

• Identify the main parts of the Excel window.

• Identify the purpose of the commands on the menu bar.

• Work with the buttons on the toolbar.

• Explain the purpose of options available for printing a spreadsheet.

• Enter and format text and numbers into cells.

• Successfully move from one cell to another containing formulas and text.

• Copy, Cut and Paste text and formulas.

• Understand cell references.

• Perform basic mathematical operations in a spreadsheet.

• Copy, Cut and Paste text and formulas.

DEFINITION:

Microsoft Excel is the spreadsheet component of the Microsoft Office Suite. It is used primarily to enter, edit, format, sort, perform mathematical computations, save, retrieve and print numeric data.

PAY SPECIAL ATTENTION TO TERMINOLOGY:



1. Top of Excel Window

Quick Access Bar ........................................................................................................

Title Bar ......................................................................................................................

Minimize/Maximize Bar .............................................................................................

Tabs Bar .....................................................................................................................

2. Navigation Options

I-Beam ........................................................................................................................

Horizontal Scroll Bar ..................................................................................................

Vertical Scroll Bar .......................................................................................................


3. File Tab Options ........................................................................................................

Save ............................................................................................................................

Save As .......................................................................................................................

Print ...........................................................................................................................

o Orientation ...........................................................................................................

o Scaling ...................................................................................................................


Ribbon Components

1. Home Tab Groups: ....................................................................................................

Clipboard ...................................................................................................................

o Cut/Copy/Paste.....................................................................................................

Font ............................................................................................................................

o Face .......................................................................................................................

o Color .....................................................................................................................

o Size ........................................................................................................................

o Style (B, I, U) .........................................................................................................

o Border ...................................................................................................................

o Shading .................................................................................................................

Alignment ..................................................................................................................

o Horizontal .............................................................................................................

o Vertical ..................................................................................................................

o Wrap Text .............................................................................................................

o Merge Cells ...........................................................................................................


Number .....................................................................................................................

...................................................................................................................................

Styles (Format as Table) .............................................................................................

...................................................................................................................................

...................................................................................................................................

Cells ............................................................................................................................

o Format ..................................................................................................................

...................................................................................................................................

...................................................................................................................................

Editing .............................................................................................................................

o Autosum ...............................................................................................................

o Sort/Filter .............................................................................................................

o Find/Select ............................................................................................................

2. Insert Tab Groups: ..........................................................................................................

Tables .........................................................................................................................

Illustrations (Pictures/Shapes) ...................................................................................

Charts .........................................................................................................................


3. Page Layout Tab Groups: ...............................................................................................

Page Setup –Margins/Orientations ............................................................................ ...................................................................................................................................

4. Formula Tab Groups (more advanced options): ..........................................................

...................................................................................................................................

5. Data Tab Groups: (more advanced options) .................................................................

...................................................................................................................................

6. Review Tab Groups: ................................................................................................. Spelling: .....................................................................................................................

7. View Tab Groups: ........................................................................................................... Freeze Panes: .............................................................................................................


5.0.3 Creating a Monthly Budget appears below. You will follow these instructions along with your instructor. Use the completed budget after the instructions to help you.

Step 1: Enter and format text Cell Text to type in Formatting A1 Monthly Income Bold A2 through A19 Your income categories N/A C1 Monthly Expenses Bold C2 through C19 Your expense categories N/A E1 Balance Bold


Step 3: Enter and format formulas Cell Formula Formatting B20 AutoSum Currency D20 AutoSum Currency E20 =B20-D20 Currency and Bold


Step 4: Format borders With your mouse, click on cell A1 and drag until your mouse pointer is on cell E20. Release your mouse. You should have the table highlighted in blue. Under the Home/Font group, find the borders icon. Use the

drop down menu to choose All Borders.


Example Completed Budget

Microsoft Excel Terminology

Absolute Cell Reference: An absolute address in a formula refers to a specific cell location. Absolute references do change when you copy and paste or fill them down or over. Absolute references are created by adding a $ sign in front of each character in the cell address. For example, $B$4 will always refer to cell B4.

Active Cell: The active cell contains the insertion point and is identified by a dark border around the cell. Its address (location) is shown in the formula bar. Any action you perform is performed on the active cell.


Alignment: Horizontal alignment refers to the position of the contents of a cell in relation to its side borders.

Left Align Centered Right Align

Vertical alignment refers to the position of the contents of a cell in relation to its top and bottom borders.

Top Align

Centered

Bottom Aligned

Arithmetic Operators: The characters used to calculate numbers within a formula. Addition (+), Subtraction (-), Multiplication (*), Division (/)

AutoFill: AutoFill is the Excel feature that allows you to automatically copy cells and fill them down or across a series of cells.

Borders: Lines you may format around your cells or range of cells to enhance the readability and/or appearance of your spreadsheet.

Cell: A cell is the intersection of a row and a column. A cell can contain a label, a numeric value, or a formula.

Cell Address/Reference: The column letter and row number where the cell intersects. Example B4 is the intersection of column B and row 4.

Close: Use the Close command when you want to complete your work on a file and put it away without leaving Excel.

Columns: Columns are the vertical divisions of a worksheet identified by letters.

Default: A predetermined (by the manufacturer) setting for a particular command. Default settings can be changed.

Formula: A formula is a mathematical statement usually containing cell references and/or numbers and mathematical operators. A formula always starts with an equals sign (=).


Formula Bar: The formula bar is located under the toolbars at the top of the working screen. It contains the edit line for working with formulas and provides information regarding cell addresses.

Functions: A function is a preset formula. Functions consist of the function name and its arguments. The function name tells Excel what calculation you want it to perform.

Range: A range is a block of cells that can be selected, manipulated, named, and formatted as a group.

Relative Addresses: A relative address is a standard cell reference. Example: B4, U2. A relative cell references changes when copied and pasted to a new cell or is filled down a series of rows or across columns.

Rows: Rows are the horizontal divisions of a worksheet that are identified by numbers.

Sorting: Sort is a command which automatically arranges selected data alphabetically or numerically. You can sort in either ascending or descending order. It is important to highlight all of the data you want included in the sort.

Spreadsheet: The generic term for the type of program that allows for entering, analyzing, and calculating data. Common spreadsheet uses include analysis, charting, and budgeting.

Workbook: A workbook is a collection of worksheets saved as one file. The worksheets generally contain related material. The default number of worksheets in a workbook is three. These can be deleted or more worksheets can be added.

Worksheet: A worksheet is an electronic spreadsheet that lets you enter, analyze, and calculate data.

Wrap Text: Wrap Text is a cell formatting option that forces text to break into lines within a cell.


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5.0.3 Creating a Monthly Budget

For help, see the completed example on the following page. Step 1: Enter and format text Cell Text to type in Formatting A1 Monthly Income Bold A2 through A19 Your income categories N/A C1 Monthly Expenses Bold C2 through C19 Your expense categories N/A E1 Balance Bold


Step 3: Enter and format formulas Cell Formula Formatting B20 AutoSum Currency D20 AutoSum Currency E20 =B20-D20 Currency and Bold


Step 4: Format borders With your mouse, click on cell A1 and drag until your mouse pointer is on cell E20. Release your mouse. You should have the table highlighted in blue. Under the Home/Font group, find the borders icon. Use the

drop down menu to choose All Borders.


5.0.4 Microsoft Excel Online Resources

Microsoft Office Suite (all Office programs) Training

For training in Word, Excel, PowerPoint, Outlook and other Office tools, click on the Microsoft Office icon to find tutorials for Office 2016, 2013 and 2010




6.1 Online Job Search Lesson Plan

Prior to Class

Student Setup:


a. 6.0.1 Online Job Search Student Manual (from Student Folder) b. 6.3 Online Job Search Session Survey c. 6.4 Online Job Search Certificate if pre-printing certificates

Instructor Setup:



Open the following documents from the Student Folder on your computer and then minimize them so only your desktop appears.

• 6.1 Job Search Presentation

• From Student Folder:

6.0.2 Career Self-Assessment Activity

6.0.3 Career Profile Activity

6.0.4 Career Objective Activity

6.0.5 Online Job Application Practice

6.0.6 Job Search Journal

6.0.7 Online Job Search Resources

• Occupational Outlook Handbook (web link)

• Online Job Application (web link)

In Class

Tell students that Online Job Search is a two hour course that will provide students with strategies to conduct an effective online job search. Students will learn how to access job sites


http://www.bls.gov/ooh

on the web, use job search engines, and fill out online applications. The course also includes a self-evaluation of skills and tips on how to guard the jobseeker’s privacy during the job search.


Instruction:

Display the 6.2 Online Job Search Presentation on the screen. Students take notes in student handbook (dotted lines are provided in the handbook for this purpose) when necessary. ENCOURAGE students to stop you if they have any questions.

State & Display Objectives

• Identify the steps for an effective job search

• Evaluate career interests and abilities

• Research job market

• Discuss the impact of technology on the job search

• Evaluate job search engine strategies

• Complete sample online application

Present Slides

• Discussion

What are the reasons for a job search? (career change, laid off, returning to work, first-time worker)

How did you (or someone you know) get a job in the past?

How has the internet changed the job hunt process (jobs posted online, networking opportunities have expanded globally, more completion for jobs, email is a necessary communication tool)

• What does a modern job hunter need?

1. Internet access

2. Professional E-mail address

3. Resume

4. Organizational System (calendar, contact list, application log)

5. TIME


6. Positive attitude

What is networking and why is it so important?

Networking means making connections with other people. Everyone already has a network:

o Family

o Friends

o Current and former co-workers

o Church and social organizations

o Recreational groups

o Former teachers and classmates

• Think about how to approach people in your network for help. Be prepared and have a goal in mind, but don’t directly ask for a job. Be creative and reconnect with someone you haven’t talked to in a long time. Consider HOW you contact someone in your network (email, phone, letter, etc.)

• Increasing the size of your network means more opportunities:

o Join professional organizations

o Staffing agencies

o Contact companies directly

o Volunteer/Intern

• The internet can expand your network all over the world:

o Social media (Facebook, LinkedIn)

o Personal blog/website/online portfolio

o Use e-mail for communication

o Browse and contribute to professional forums

• Be careful what you put online!

o Employers check sites like Facebook. Don’t put anything embarrassing on your profile

o Create a professional email address. i.e. [email protected]

• Explain that students need to use their networks for every step of your job search.


Look at the job hunt steps in detail:

1. SELF ASSESSMENT Career Self Assessment Activity o Skills

o Education

o Financial needs

o Personality

o Interests

o Values

Maximize the 6.0.2 Self-Assessment Activity on the screen. Ask students to locate the file in their Student Folders and to open it. Go through the activity with students. Ensure that students understand the vocabulary used.

Note: If working with students with lower level computer and literacy skills, you may want to print the document out and have students complete it in printed version. Then they can open up the file and type in their responses.

If students have access to a printer from their computers, have students print out their career self-assessment activity.

2. RESEARCH • Maximize the Occupational Outlook Handbook web link on the screen.

• Ask students to find 6.0.3 Career Profile Activity in their student manual. Tell students to LOOK at the activity but not to write anything down at this point.

• Choose an example occupation (i.e. dentist) and show students how to answer these career research questions:

What is the state of the industry? What kinds of positions are available? What are the working conditions/culture like (and do they match your own

values)? What are the educational requirements? What is the typical salary?

• Ask students to open their Internet browser and navigate to the http://www.bls.gov/ooh

• Have students select a career to research.




• Students will use the 6.0.3 Career Profile Activity in their Student Manual to record their research.

3. CAREER OBJECTIVE

Let students know that they can know COMBINE findings from their Self- Assessment and Career Profile Activities to develop a career objective. “What do I need to do to meet my career objective?”Discuss each of the following with the class:

o Skills: What skills does the job require? What skills do I have? What do I have to do to get those skills?

o Sacrifices: Do I need to invest money in education? Will I have to take night or weekend classes? Am I willing to relocate? Etc.

o Network: Who do I need to talk to/meet Do I know someone who can help me?

o Physical stuff: targeted resumes, portfolio, calendar, business card, cover letter, references

Think of the above as smaller goals that will help you achieve your main goal.

Display 6.0.4 Career Objective Activity on the overhead and ask students to locate the printed version of the activity in their Student Manuals. Use your own career profile as an example to go through the activity so that students understand the process they will follow.

Ask students to complete the 6.0.4 Career Objective Activity. Most students will find it easier to complete this in printed version in their Student Manuals. However, students with good computer skills may complete the activity using the actual document found in their Student Folder on the computer desktop.

4. FIND JOB OPENINGS

Display the online job boards below and explain and demonstrate search strategies (registration, keywords, location, salary, etc.):

• www.Monster.com • www.indeed.com • www.workintexas.com

Discuss posting resume online (careful of what information you share)

REVIEW ways to be safe when job hunting online

Review other ways to apply for jobs.


http://www.monster.com/

http://www.indeed.com/

http://www.workintexas.com/

o Sign up for e-mail job alerts

o Networking online and in person

o Staffing agency (apply online)

o Volunteer/Internship

o Workforce Solutions provider

Ask students to locate the file 6.0.5 Online Job Application Practice in their Student Folder. They will Ctrl + Click on the link to open and complete the practice activity.

5. FOLLOW-UP DEMONSTRATE how to keep a job application log.

Display the 6.0.6 Job Search Journal on the screen and discuss the importance of following up after applying for a job.


Additional Online Resources and Information in Student Manual Display the 6.0.7 Job Search Online Resources document on the screen and show them the file location in the student folder. Then, depending on the student skill levels and time constraints, you can choose to cover additional material in the student manual.


6.3 Online Job Search Session Survey Ask students to complete the printed hand out 6.3 Online Job Search Session Survey and collect these before students leave.





............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................


6.2

On

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tern

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5. T

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6. P

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6.3 Online Job Search Session Survey



Feel more comfortable using a computer on my own, but I still need practice.


2. As a result of this class, I will:

Feel much more confident researching and applying for jobs online.

Feel more confident researching and applying for jobs online, but still need more

practice.

Do not feel any more confident researching and applying for jobs online.


Developed skills that could help me in my current job.



None of the above

4. My age range:

16-18 48-65

19-26 66 or older

27-47

5. I am currently:

Employed





6. Comments:


Certif

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6.0.1 Online Job Search Student Manual

Online Job Search is a two to four hour course that will provide you with strategies to conduct an effective online job search. You will learn how to access job sites on the web, use job search engines, and fill out online applications. The course also includes a self-evaluation of skills and tips on how to guard your privacy during the job search.

Identify the steps for an effective job search

Evaluate career interests and abilities

Research job market

Discuss the impact of technology on the job search

Evaluate job search engine strategies

Complete sample online application

Introduction

Finding a new job can be a challenge for just about everyone. There’s a lot more

to it than looking in the classified section of the newspaper, hoping to find your

dream job. Today, the internet plays a major role in the job search, from

developing a network of professional contacts to submitting job applications via

email. What’s more, the majority of entry-level positions in the United States are

now only posted online!

Knowing how to use the internet effectively is now a required skill for all

jobseekers. Our hope is that this guide will teach you the skills to become a

successful job hunter in the 21st century.

Follow your instructor’s presentation to complete the questions below:


What are the reasons for a job search? ..............................................................................

............................................................................................................................................

How did you (or someone you know) get a job in the past? ..............................................

............................................................................................................................................

How has the internet changed the job hunt process? ........................................................

............................................................................................................................................

What does a modern job hunter need?

1. Internet access: Having reliable access to a computer and the internet is

crucial since so much of the job search is now conducted online. You will need

access to the internet to do research about companies, keep in touch with

your network by email, find openings on job boards, and submit online job

applications. If you don’t have a computer or internet at home, your local

library may be able to help.

2. Professional E-mail address: Email is a fast and effective way to build your

online network and communicate with potential employers. Before you start

making online connections, make sure that you have a “professional “email

address. Don’t use a goofy nickname as your email address! That could give a

potential employer a negative impression of you. Imagine that you are an

employer and you receive two job applications from the following email

addresses:

[email protected] [email protected]

Circle the email address that appears more professional to you!

If you are looking for a new job while presently employed, do not use the

email address from your current job. You could get into trouble for using




company resources to look for a new job. The best way is to create a free

personal email account with an email provider such as Gmail or Yahoo.

Finally, make sure you always employ proper email etiquette when searching

for a job. Always include an explanatory subject line, choose a plain styled font

like Times New Roman, and keep your messages brief and direct. There is a

computer class available called Introduction to Email that will help you with

email etiquette.

3. Resume: A resume is like an advertisement for your job skills. Spend a

considerable amount of time working on creating a strong resume that

highlights your skills and qualifications. Also, think of your resume as a living

document: every time you submit your resume, you should tweak it to match

the position you want. For a detailed guide on how to make an effective

resume, there is a Resume Writing class available.

4. Organizational System: It is very important to stay organized during the job

search. To do that, you will need a calendar, a job search journal, and a

contact list. Every time you complete a job-search task such as submitting an

application or contacting a potential employer, record the details it in your job

search journal. Many of these organizational tools are incorporated into email

programs, making them very convenient to use during the online job search.

5. Time: A job hunt takes a lot of time: researching companies, preparing cover

letters and resumes, and developing your professional network. Try to make

the best use of your time and set a daily routine of job hunting tasks. Treat the

job search like it was your job—even though you aren’t getting paid for it.

6. Positive attitude: Remember that finding a job is not something that happens

overnight. It may take several months before the right opportunity comes

along, and for many, this process can be difficult and draining. However, it is


very important to maintain a positive attitude throughout the entire job search

process. Here a just a few ways to help you stay uplifted during the job search:

Set realistic small goals, such as taking a class to gain a new skill. Remember

to record meeting these small goals in your job search journal. Seeing the

progress you are making will validate the time effort you put into the job

search.

Try to turn any setbacks into learning opportunities that will make you a

stronger job-seeker. Remind yourself that there are always jobs available.

Having the support of family and friends during the job search can help you

from getting discouraged and losing focus of your goals.

7. Networking

Your network (who you know and who they know) is the key to finding a new

job. According to US Bureau of Labor Statistics, around 70% of all jobs are

found through networking. This means that most jobs are not advertised in

the newspaper or on online job boards. Rather, there is a “hidden job market”

where openings are filled through word of mouth and professional

recommendations.

So what exactly is networking?

Networking means making connections with other people. It’s not

unreasonable to say that everyone already has a network—even if they don’t

realize it yet. Your network includes:

Family

Friends

Recreational groups

Former teachers and classmates

Current and former co-workers

Church and social organizations


ME

How can your network help you with your career goals?

..............................................................................................................................

..............................................................................................................................

Think about how to approach people in your network for help. Be prepared and have a goal in mind, but don’t directly ask for a job. Be creative and reconnect with someone you haven’t talked to in a long time. Consider HOW you contact someone in your network:

........................................................................................................................................

........................................................................................................................................

How can you increase the size of your network?

........................................................................................................................................

........................................................................................................................................

Take a moment and write down at least five people in your personal network:


PUTTING THE “NET” IN NETWORKING

Today the internet can help you expand your network all over the world. You

can use the internet to make new contacts and maintain existing ones,

communicate rapidly via email, and market your skills and qualifications. Here

a just a few ways that the internet can be used for networking:

Social media: Sites like Facebook and LinkedIn are the perfect places to

start building your online network. You can connect with countless people

who have similar career interests with just a few clicks. But be careful what

you put online! Employers now check sites like Facebook when they are

investigating job applicants—so don’t ever post anything embarrassing on

your profile (even if you aren’t using it to find a new job).

Personal blog/website: A career-minded personal website can be used as a

virtual resume and business card. It’s a great way to showcase your talents,

especially if you want to work in a creative field like design or writing.

Email: Email is a useful networking tool that makes keeping in touch with

people from all around the world easy. Periodically keep in touch with

people in your contact list to maintain and develop your relationship.

Again, remember to use proper netiquette!

Finally know that whenever you tap into your network, your friends and acquaintances are kindly offering their time and energy to help you. Always show your gratitude, and remember to return the favor when they seek you out for advice!


Job Search Steps

We will be going through the 5 steps for an effective Job Search! Each step has an activity for you to complete.

STEP #1: SELF ASSESSMENT

Before you find the job of your dreams, you have to know exactly what you want from that job. The first step to an effective job search is completing a complete assessment of your interests, beliefs, abilities, experience, and needs.

6.0.2 Career Self-Assessment appears below. Your instructor will review this with you and then you will complete the information.

Part 1: Intrinsic Assessment - Rate importance of each trait from 1 (not

important) to 5 (very important).

Values Rate Importance

High salary

Helping people/society

Prestigious job title

Competing with others

Leadership/management role

Creative expression

Prefer challenging work

Control of schedule?

Winning/Success

Recognition from others


Interests Rate Importance

Spending time outdoors

Using your hands and tools to build things

Taking care of plants or animals

Participating in athletic activities

Working with numbers

Playing musical instruments

Learning new things

Creative hobbies like painting or writing

Teaching people new skills?

Solving problems?

Personality Rate Importance

Working independently

Working in groups

Interacting with the public

Performing repetitive tasks

Work under pressure

Well-organized

Managing other people

Coping with negative outcomes

Flexibility

Following established procedures


Part Two: Extrinsic Assessment – Rate your technical and interpersonal skills.

Then list your experience and financial needs.

Technical Skills Skill Level Examples

Computer/Software

Other Languages

Drawing/Painting

Writing

Public Speaking

Personal care

Repair and Maintenance

Installation

Troubleshooting

Other

Interpersonal Skills Strong Medium Weak

Detail Oriented

Coordination/Make decisions

Logic/Critical Thinking

Teaching/Instruction/Advising

Negotiation/Persuasion

Time management

Work without supervision

Improve procedures

Find opportunities to help

Solve problems/Resolve conflict

Customer service skills

Work as a team

Communicate information clearly


Experience

Education Work Experience Volunteer/Other

Financial Needs

(Double click the table to enter amounts)

Identify problems

Empathize/Sensitive to feelings

Respect others

Listen to others


EXPENSE AMOUNT

HousingUtilities/BillsFoodEntertainmentTransportationClothing/Haircuts/Self CareMedicalSavingsOtherTOTAL $0

STEP #2: RESEARCH

After completing an assessment of your needs and interests, you are ready to start looking at possible careers. The next step is to learn more about the field you want to join. Learning as much as possible about an industry will make you a stronger applicant when you are ready to apply

Occupational Outlook Handbook (http://www.bls.gov/ooh/): Published by the

US Bureau of Labor Statistics, this site profiles hundreds of occupations and

provides information about required qualifications, salary averages, work

environment, and the growth rate.

Other good career profile sites:

http://salary.com http://occupations.careers.org/

Another good place to look for information is directly on a company’s website.

There you can find information about the company’s history, products, values,

and much more. And many companies list job openings directly on their

websites.

You can participate in specialized online forums to build up network contacts

and get insider information from people who already work in a certain field.

Many of the big online job boards (monster.com, indeed.com, and so on) have

career profile sections, as well as well as other job searching resources.


http://www.bls.gov/ooh/

http://salary.com/

http://occupations.careers.org/

Of course, once again nothing beats interacting with a real live person! Visiting

a company, interviewing a current employee, or volunteering can give you a

great sense of a job’s responsibilities, expectations and environment.


6.0.3 Career Profile Activity appears below. Your instructor will go over this activity with you first and then you will complete the information using a career of your choice. The Occupational Outlook Handbook is a valuable tool that allows you to easily

find information about thousands of careers.

DIRECTIONS: Choose a job to search for on the Occupational Outlook Handbook

web site (http://www.bls.gov/ooh/). After you read about the job, fill out Career

Profile form below.

Career Profile

Career Name:

Average Salary:

Job Duties:

Educational

Requirements:

Work Environment:

Projected Growth:

Similar Occupations:


http://www.bls.gov/ooh/)

STEP #3: CAREER OBJECTIVE

After the research phase you hopefully have a good understanding of where in the job market you might do well. Now you can start developing a career objective. Examples of career objectives:

“I want a career as a health care technician in a small hospital”

“Since I am artistic and like working with computers, I want to design web sites

for a local media company”

“Because I want to work with children, I want to change careers and become

an elementary school teacher”

“I love cooking and working in fast paced environments, so I want to own my

own restaurant”

After you create your career objective, you can begin to develop a plan to reach

it. Use these questions as a guideline to develop small, realistic goals that will be

like stepping stones to your career objective:

o Skills: What skills does the job require? What skills do I have? What do I have to do to get those skills?

o Sacrifices: Do I need to invest money in education? Will I have to take night or weekend classes? Am I willing to relocate?

o Network: Who do I need to talk to/meet Do I know someone who can help me?

o Physical stuff: targeted resumes, portfolio, calendar, business card, cover letter, references


6.0.4 Career Objective Activity appears below. Your instructor will go over this activity with you first. Then you will complete the information using the career you have researched.

Career Objective: .......................................................................................................

...................................................................................................................................

Potential Connections and Networking Opportunities: Do I know anyone in this field? Where can I go to volunteer or meet people in this field?

...................................................................................................................................

...................................................................................................................................

Create goals that are S.M.A.R.T. (Specific, Measurable, Attainable, Realistic and Timely) and outline below.

Goal 1: .......................................................................................................................

Step 1: .............................................................................................................

Step 2: .............................................................................................................

Step 3: .............................................................................................................

Goal 2: .......................................................................................................................

Step 1: .............................................................................................................

Step 2: .............................................................................................................

Step 3: .............................................................................................................

What strategies will I use to stay motivated and on-task?

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

Above activity adapted from: http://www.gcflearnfree.org/careerplanning/3.3


STEP #4: FIND JOB OPENINGS AND APPLY

Finding job openings requires creative thinking. If you only rely on one approach, you will likely find yourself with limited opportunities. However, using too many approaches will stretch you too thin, keeping you from developing quality targeted applications. Take a look at the following methods and pick three to four that best suit your career objective and strengths.

Network

Remember the percentage of jobs created through networking? 70%! Employers want to be sure that the employees they hire are outstanding and can add value to their companies. And personal recommendations from trusted sources are still the best way to find those great employees. That means networking is an essential activity for all job seekers. Take every opportunity you can to cultivate your network—even after you start your new job.

Online Job Boards

Online job boards seem to advertise unlimited jobs, and thousands of new openings are added every day. Most feature powerful searching tools, letting you narrow down your job search to very specific criteria, such as location, job title, and salary. You can also post your resume directly to the job board for employers to peruse.

However, relying on these big online job boards can limit your opportunities. While it would be nice to simply type in your dream career and immediately get a job offer with a few clicks, the reality is that these big boards are typically swamped by thousands of applicants all competing for the same jobs.

Additionally, it is much more difficult to make personal contact with a company this way. Despite this, online job boards are still valuable resources for career information and can give you the sense of what kind of jobs are currently in demand. Here a few of the major online job boards:

monster.com

indeed.com

careerbuilder.com


Specialized Online Job Boards

An alternative approach is using job boards dedicated to a certain industry or geographic location. There are job boards that specialize in government jobs, jobs for recent college graduates, non-profit jobs, and much more.

idealist.org - specializes in non-profit jobs and volunteer opportunities workintexas.com - advertises job opportunities in Texas craigslist.org - features jobs from local employers, but beware of scams experienceworks.org – helps Texan seniors find jobs

Sign up for e-mail job alerts

Many job boards allow you to sign up for job notices sent directly to your email. This is a good way to find out and apply to openings as soon as they become available.

Directly apply to a company

6.0.5 Online Job Application Practice. Locate 6.0.1 Job Search Student Manual in your Student Folder and scroll down to page 16. Ctrl + Click on the link below to practice creating and submitting an online job application.





STEP #5: FOLLOW-UP

After you submit an application, you aren’t finished yet! You need to follow up by calling or emailing a representative of the company.

Finally, keep an organization log. Write down the name of the company and other contact info and date applied.

6.0.6 Job Search Journal is a document that you can use to track your job applications. An example of this journal appears below:

Date

Applied

Company Position Contact Phone

Email

Follow

Up

Date

Notes

EXAMPLE

11/04

/2012

Texas

State

Library

Library Assistant

Christy McCoy

(512) 555-0356

[email protected]

11/19/

2016

Submitted

resume

and cover

letter


6.0.2 Career Self- Assessment Activity

Part 1: Intrinsic Assessment - Rate importance of each trait from 1 (not

important) to 5 (very important).

Values Rate Importance

High salary

Helping people/society

Prestigious job title

Competing with others

Leadership/management role

Creative expression

Prefer challenging work

Control of schedule?

Winning/Success

Recognition from others

Interests Rate Importance

Spending time outdoors

Using your hands and tools to build things

Taking care of plants or animals

Participating in athletic activities

Working with numbers

Playing musical instruments

Learning new things

Creative hobbies like painting or writing

Teaching people new skills?

Solving problems?


Personality Rate Importance

Working independently

Working in groups

Interacting with the public

Performing repetitive tasks

Work under pressure

Well-organized

Managing other people

Coping with negative outcomes

Flexibility

Following established procedures

Part Two: Extrinsic Assessment – Rate your technical and interpersonal skills.

Then list your experience and financial needs.

Technical Skills Skill Level Examples

Computer/Software

Other Languages

Drawing/Painting

Writing

Public Speaking

Personal care

Repair and Maintenance

Installation

Troubleshooting

Other


Interpersonal Skills Strong Medium Weak

Detail Oriented

Coordination/Make decisions

Logic/Critical Thinking

Teaching/Instruction/Advising

Negotiation/Persuasion

Time management

Work without supervision

Improve procedures

Find opportunities to help

Solve problems/Resolve conflict

Customer service skills

Work as a team

Communicate information clearly

Identify problems

Empathize/Sensitive to feelings

Respect others

Listen to others


Experience

Education Work Experience Volunteer/Other

Financial Needs

(Double click the table to enter amounts) EXPENSE AMOUNT

HousingUtilities/BillsFoodEntertainmentTransportationClothing/Haircuts/Self CareMedicalSavingsOtherTOTAL $0


6.0.3 Career Profile Activity

The Occupational Outlook Handbook (http://www.bls.gov/ooh/) is a valuable

tool that allows you to easily find information about thousands of careers.

DIRECTIONS: Search for a career on the Occupational Outlook Handbook site.

After you read about the job, fill out Career Profile form below.

Career Profile

Career Name:

Average Salary:

Job Duties:

Educational

Requirements:

Work Environment:

Projected Growth:

Similar Occupations:



6.0.4 Career Objective Activity

Use this outline to help you determine the steps needed to achieve your career goals.

Career Objective: .......................................................................................................

...................................................................................................................................

Potential Connections and Networking Opportunities: Do I know anyone in this field? Where can I go to volunteer or meet people in this field?

...................................................................................................................................

...................................................................................................................................

Create goals that are S.M.A.R.T. (Specific, Measurable, Attainable, Realistic and Timely) and outline below.

Goal 1: .......................................................................................................................

Step 1: .............................................................................................................

Step 2: .............................................................................................................

Step 3: .............................................................................................................

Goal 2: .......................................................................................................................

Step 1: .............................................................................................................

Step 2: .............................................................................................................

Step 3: .............................................................................................................

What strategies will I use to stay motivated and on-task?

...................................................................................................................................

...................................................................................................................................

................................................................................................................................... Above activity adapted from: http://www.gcflearnfree.org/careerplanning/3.3


http://www.gcflearnfree.org/careerplanning/3.3

6.0.5 Online Job Application Practice Ctrl + Click Go on the link below to practice creating and submitting an online job application.





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6.0.7 Additional Online Job Search Resources

Texas Job Resources

http://www.twc.state.tx.us/

The Texas Workforce Commission can help job seekers find employment at a Texas state agency and explore training opportunities.

http://workintexas.jobs/

Job board advertising employment opportunities in Texas, including state agency jobs. Operated by the Texas Workforce Commission.

http://www.experienceworks.org

Texas-based employment support site dedicated to helping seniors find employment.

Online Job Boards


One of the biggest job board websites. Check out their helpful tutorial on getting precise search results.


Another major online job board. They also have excellent resources on topics such as preparing a resume

http://www.careerbuilder.com/

This site has been posting jobs online for over 17 years. More than 24 million job seekers a month visit CareerBuilder.com

Career Research


The Occupational Outlook Handbook, published by the Bureau of Labor statistics, is one of the most complete career profile resources on the Internet. You can search for information about job responsibilities, salary, industry growth rates and much more for thousands of different careers.


http://www.twc.state.tx.us/

http://workintexas.jobs/

http://www.experienceworks.org/site/PageServer?pagename=State_Texas_Home



http://www.careerbuilder.com/


http://www.myskillsmyfuture.org/

Sponsored by the US Department of Labor, this site let’s you type in your previous jobs, and then suggests other possible careers that use the same skills. This is a great way to plan a long term career path.


Provides extensive occupational profiles on a number fields, making this site a valuable resource for researching a new career.

Networking

http://www.linkedin.com

Social networking site for business networking. With over 150 million registered users from around the world, it’s a great way to meet other people who work in your field.


http://www.myskillsmyfuture.org/


http://www.linkedin.com/

7.1 Resume Writing Lesson Plan

Prior to Class


1. Copy the Student Folder onto each desktop 2. Prepare printed copies of the following for each student:

• 7.0.1 Resume Writing Student Manual (from the Student Folder) • 7.3 Resume Writing Session Survey • 7.4 Resume Writing Certificate of Completion (if pre-printing certificates)





• 7.2 Resume Writing Presentation • From the Student Folder:

o 7.0.2 Chronological Resume Example o 7.0.3 Functional Resume Example o 7.0.4 Resume Editing Activity o 7.0.5 Resume Information Activity o 7.0.6 Chronological Resume Template o 7.0.7 Functional Resume Template o 7.0.8 Resume Writing Online Resources

In Class

Tell students that Resume Writing is a two to four hour course designed to instruct students how to craft a resume for a 21st century job search. Students will learn how to use computer resources to write, format, and distribute a resume that accurately reflects their skills, experience, and educational background.



Maximize the 7.2 Resume Writing Presentation.

Go through the 7.2 Resume Writing Presentation using the information below to guide you. Ask students to take notes in student handbook (dotted lines are provided in the handbook for this purpose) when necessary. ENCOURAGE students to stop you if they have any questions.

Learning Goal

You will create, format, and distribute a complete resume that accurately represents your skills, experience, and educational background

INTRODUCTION

BEGIN by discussing what a resume is and why it is important:

Q. What is a resume? A. A resume is a document that summarizes your skills, experience, and educational background. Employers look at resumes to find qualified employees.

Q. Who needs a resume? A. EVERYBODY who wants a job needs a resume!

Q. Why is a resume important? A. A resume is like an “advertisement” that sells you to an employer. It is almost always the first step to getting an interview.

Q. How have resumes changed with technology? A. Today, resumes must be created with word processing software. Many employers now only accept resumes submitted through e-mail or the web.

Q. What makes a “good” resume? A. A good resume should tell YOUR story. It should demonstrate professional growth and development. A good resume needs to be thorough yet concise. Why concise? See the next question:


Q. How long does an employer typically look at a resume? A. Less than 1 minute! You must make a good first impression. Even the tiniest mistake can mean the difference between an interview or not!

ANATOMY OF A RESUME

A resume usually has these 5 Sections:

1. Contact Information 2. Professional Summary/Objective/Career Profile 3. Employment History 4. Educational Background 5. Other Skills, Non-Work Experience, and References

SECTION 1: Contact Information

DISCUSS formatting and content of contact information.

Things to consider:

• Name should be written in a large bold font • Use a permanent address that can reliably receive mail. • Use an appropriate personal e-mail address. Give examples of appropriate and

inappropriate addresses.

INAPPROPRIATE APPROPRIATE




[FIRST NAME] [LAST-NAME] [Permanent Address] [Phone number] [E-mail]








SECTION 2: Professional Summary

Go over two approaches for writing a professional summary.

PROFESSIONAL SUMMARY

Experienced, resourceful and effective retail manager with proven proficiency in all aspects of boutique management. Cutting-edge merchandiser with expert ability in combining innovative display techniques with visual standards and sales strategies in order to achieve optimal retail success. Top-selling sales associate who regularly exceeds client expectations by building on-going quality relationships.

A paragraph format professional summary has these features:

• about 3~4 sentences • written in the third-person without “I” or “[your name]” • uses adjectives, verbs, and other focused keywords that “match” qualifications for

the sought position. Ask the class to identify keywords in example. • describes the scope of roles, responsibilities, achievements, career highlights

CAREER PROFILE

Caring, compassionate Registered Nurse with seven years experience in private practice, hospital, and hospice environments

Experienced Charge Nurse for cardiac and oncology floors for major teaching hospital

Strong analytical skills, capable of assessing conditions and implementing appropriate intervention

Effective trainer and educator for both peers and patients

• information is presented in organized “bite-sized” chunks. Each bullet point describes a different skill or experience—easy for quick a quick scan

• still uses focused keywords to describe roles, experience and skills • section is titled “Career Profile” instead of “Professional Summary.” There are many

ways to title this section

Objective

To contribute acquired bookkeeping and office management skills to an organization offering opportunities for advancement.

DISCUSS the pros and cons of each approach format.


SECTION 3: Work History

WORK HISTORY: Previous/Current Employer Names Dates worked (optional) Locations Job Titles Responsibilities, skills gained, achievements

Two different work history formats:

Chronological Format • List work in reverse chronological order (most recent job first) • Include measureable accomplishments • Good for people with steady work history

Functional Format

• Showcases skills and accomplishments first and lists your employers second • Omits the exact dates worked (divide employers into present and past) • This format works well for people who have gaps in the work history, older applicants

who don’t want to reveal their age, people who have held lots of jobs in a short amount of time, and younger workers who do not have extensive experience.

SECTION 4: Educational Background

EDUCATION:

School Name, Location Degree Earned, Major, Graduation Date GPA (if higher than 3.0) Honors, Accomplishments, Relevant Coursework (optional)

DISCUSS the following:

• How long since graduation? • Which degrees should you mention? • Where should you place this section in your resume?


SECTION 5: Other Skills, Non-Work Experience, References

Other Skills • Languages (level of fluency) • Computer and other technical skills (typing speed, Microsoft Office, Operating

Systems, industry-specific software, computer languages) • Professional associations

Non-Work Experience • Volunteer service • Way to demonstrate skills not listed in work experience

After slide 16, minimize the 7.2 Resume Writing Presentation. Display the 7.0.2 Chronological Resume Example. Then display the 7.0.3 Functional Resume Example on the LCD Projector. Rearrange the windows so that you can view both examples at the same time. Ask students to locate the printed copies of 7.0.2 Chronological Resume Example and 7.0.3 Functional Resume Example in their Student Manuals. Ask students to compare and contrast the examples. Close the resume examples and maximize the 7.2 Resume Writing Presentation. As you continue through the presentation, point out how the various resume writing strategies below are used in the example resumes that students should be looking at in their Student Manual.

Resume Writing Strategies

CONTENT or “How to Write a Resume”

• Be concise • Keywords (specific skills/soft skills

hand outs) Research

• Detail oriented • Accuracy • Audience • Word choice/voice

DESIGN or “Make It Look Pretty”—demonstrate concepts in Microsoft Word

• Bullet points • White Space

• Alignment • Font size and style


• Spelling • Headers

AVOID or “Don’t Do This!”

• Lies • Multiple fonts • Pictures

• Overly personal information • Salary • Misspellings and other typos

Minimize the 7.2 Resume Writing Presentation after discussing Slide 21 and tell student it is time to do hands-on practice.

Display the 7.0.4 Resume Editing Activity and have students locate and open the corresponding document on their computers. It is recommended for you to complete the activity on the screen while students follow you. As you go through the editing process, review the following word processing skills with students:

Key functions used in Microsoft Word for resume formatting: • Formatting text (fonts, style, alignment, spacing) • Working with bullets • Spell check and thesaurus • Create a resume from a template

Ask students to locate the printed 7.0.5 Resume Information Activity in their Student Manuals while you pull the document up on the LDC Projector. It is recommended that student complete this activity using the printed copy in the Student Manual. It is possible that students do not have all of the information they need on hand to complete the activity. In that case, you may want to plan a second session. Alternately, you can ask students to invent information that they do not remember.

Maximize the 7.2 Resume Writing Presentation to Slide 22 (21st Century Resumes). Discuss with students how they can save their completed resume in different formats that may be required for attaching or posting online, including SAVE AS a PDF file.

Display the 7.0.6 Chronological Resume Template and 7.0.7Functional Resume Template to students on the LCD screen. Ask students to choose the template that would work better for their particular set of skills and experience.

Tell students to open either 7.0.6 Chronological Resume Template or 7.0.7 Functional Resume on their computers. Students will fill in information on the template using the information


they completed on the Resume Information Activity. It is best practice to have students immediately use Save As to create a unique name and file for their resume before they begin working on it.

Help students save, email, and/print their completed resumes.

Additional Online Resources and Information in the Student Manual Show the student the 7.0.8 Resume Writing Online Resources document on the screen and discuss the resources. Also point out the corresponding document file in their student folder. Then, depending on the student skill levels and time constraints, you can choose to cover additional material in the student manual.


7.3 Resume Writing Session Survey Ask students to complete the printed hand out 7.3 Computer Basics Session Survey and collect these before students leave.





............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

........................................................................................................................................................................


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24


7.3 Resume Writing Session Survey





2. As a result of this class, I will:

Feel much more confident writing my own resume

Feel more confident writing my own resume, but still need more practice.

Do not feel any more confident creating my own resume.


Developed skills that could help me in my current job.



None of the above

4. My age range:

16-18 48-65

19-26 66 or older

27-47

5. I am currently:

Employed





6. Comments:


Certif

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f C

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pletio

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Th

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Has S

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Resu

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Instru

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ign

atu

re

Date


7.0.1 Resume Writing Student Manual

Resume Writing is a two to four hour course designed to help you craft a resume

for a 21st century job search. You will learn how to use computer resources to

write, format, and distribute a resume that accurately reflects their skills,

experience, and educational background.

Learning Goals:

Use computer resources to create, format, and distribute a complete resume

that accurately represents your skills, experience, and educational background

What is a resume? ...............................................................................................................

.............................................................................................................................................

Who needs a resume? .........................................................................................................

.............................................................................................................................................

Why is a resume important? ................................................................................................

.............................................................................................................................................

How have resumes changed with technology? ...................................................................

.............................................................................................................................................

What makes a “good” resume? ...........................................................................................

.............................................................................................................................................

How long does an employer typically look at a resume? .....................................................

.............................................................................................................................................


Anatomy of a Resume

A resume usually has 5 Sections:

SECTION 1: Contact Information

[FIRST NAME] [LAST-NAME]

[Permanent Address]

[Phone number]

[E-mail]

Don’t use an email account with a silly

name. You want potential employers to

take you seriously, and an unprofessional

email address will give them a negative first

impression. Which email addresses are

more professional?

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

SECTION 2: Professional Summary and Career Objective

There are two common approaches to writing a professional summary. The first

way is a short paragraph. Here is a professional summary for a retail manager:

Professional Summary:

Experienced, resourceful and effective retail manager with proven

proficiency in all aspects of boutique management. Cutting-edge

merchandiser with expert ability in combining innovative display

techniques with visual standards and sales strategies in order to

achieve optimal retail success. Top-selling sales associate who


regularly exceeds client expectations by building on-going quality

relationships.

A paragraph format professional summary has these features:

...................................................................................................................................

...................................................................................................................................

An alternate approach is to use a bulleted list to present your professional

summary:

Career Profile

Caring, compassionate Registered Nurse with seven years

experience in private practice, hospital, and hospice environments

Experienced Charge Nurse for cardiac and oncology floors for

major teaching hospital

Strong analytical skills, capable of assessing conditions and

implementing appropriate intervention

Effective trainer and educator for both peers and patients

A bulleted list professional summary has these features:

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

Finally, some people may still prefer to use an old-fashioned career objective:

Objective:

To contribute acquired bookkeeping and office management skills to

an organization offering opportunities for advancement.


Why do you think employers prefer professional summaries?

...................................................................................................................................

...................................................................................................................................

Which format will you use? Why?

...................................................................................................................................

...................................................................................................................................

SECTION 3: Work History

The work history section is where you describe your previous employment

experience in detail. This section should include:

WORK HISTORY:

Previous/Current Employer

Names

Dates worked (optional)

Locations

Job Titles

Responsibilities, skills gained,

achievements

There are two different work history formats: Chronological and Functional.

Chronological Format

May 2010 to present Texas State Library Austin, TX

Library Assistant

Assist patrons with research questions and locate resources. Catalog

materials in database. Plan community literacy outreach programs.


June 2008 to March 2010 Java-va-voom Coffee Austin, TX

Barista

Prepared food and beverage orders and served customers. Developed

customer relationships. Performed accurate cash handling functions.

Functional Format

Communications: Executed international public relations campaigns.

Represented department in meetings. Prepared annual reports.

Customer Service: Handled customer concerns and complaints. Resolved

high volume of weekly customer inquiries. Expertly sliced pastrami according

to customer preference.

Present: Maddox Consulting Nome, AL

Vice President

Past: O’ Flannery and Sons Imports Mobile, AL

Communications Director

Joe’s Deli Hackensack, NJ

Cured Meat Engineer

Who should use the chronological format and why?

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................


Who should use the functional format and why?

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

SECTION 4: Educational Background

Most jobs have an education requirement, ranging from a high school diploma to

very specific industry certifications. In the Educational Background section you list

where you went to school, degrees you have earned, notable academic

accomplishments, and industry-related certifications. Typically, the educational

background includes the following:

EDUCATION:

School Name, Location

Degree Earned, Major, Graduation Date

GPA (if higher than 3.0)

Honors, Accomplishments, Relevant

Coursework (optional)

What should you consider when listing your educational background?

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

SECTION 5: Other Skills, Non-Work Experience

If you have other relevant skills not mentioned in other parts of your resume, you

can list them in this section.


Other Skills Examples:

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

Some employers look for employees who have a well-rounded life outside of the

workplace. By describing volunteer and other non-work experience, a potential

employer can see that you are serious about developing skills and are motivated

by something besides a paycheck. Furthermore, people without an extensive

work history can use this section to show that they still have useful skills not

reflected in their employment history.

Non-Work Experience Examples:

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................


7.0.2 Chronological Resume Example

MARIA GARCIA 228 Excalibur Lane, Round Rock, [email protected] Career Objective To provide effective and engaging computer training for adults. Professional Summary

Compassionate and caring instructor with a goal of providing effective and engaging computer training for adults. Detailed and organized with materials and processes while innovate and creative in the instructional process. Work Experience 2009-Present Waterloo Industries Round Rock, TX Technology Trainer Trained over 80 staff on Microsoft Office applications Modified and created training curricula to target company needs Served as Help Desk support for Microsoft Office applications 2007-2009 Round Rock ISD Round Rock, TX Technology Teacher Aide Assisted teacher with computer skills classes in secondary settings (6-12th grade) Worked one on one with students as necessary Education

2011-2015 Austin Community College Austin, TX AAS in Office Administration Other Skills/Experience

Certified Microsoft Office Instructor Bilingual English and Spanish


7.0.3 Functional Resume Example

MARVIN GARCIA 20 Oak Springs Road, Great Falls, TX 78223 [email protected]

QUALIFICATIONS

Has 5 years of welding in the creation, installation, and repair of commercial equipment

Managed and trained a group of 8 junior welders

Recognized for expertise in managing welding projects that meet specifications for quality, deadline, and and budget

Knowledgeable of SMAW, FCAW, and GMAW processes

Follows safety guidelines resulting in excellent safety record MANAGEMENT SKILLS ADMINISTRATION

Trained more than 15 junior welders in assorted welding forms

Troubleshooting of issues and potential issues saved approximately $20K

Communicated with customers regarding orders, clarifications, and work guidelines TECHNICAL

Consistently welded 23% faster than average welders while meeting specifications

Knowledgeable of SMAW, FCAW, and GMAW processes ORGANIZATION

Efficiently organizing welding work to maximize safety and quality while streamlining processes, which resulted in finishing orders with high standards under budget and before deadlines

WORK HISTORY

Gamma Precision, Great Falls, MT Senior Welder

ADF International, Great Falls, MT Welder

Loenbro, INC, Great Falls, MT Junior Welder

TRAINING

Awesome Falls College, Great Falls, AS

Welding Certification, February 2011



RESUME STRATEGIES

CONTENT or “How to Write a Resume”

Be concise ..................................................................................................................

Keywords ...................................................................................................................

Research ....................................................................................................................

Detail oriented ...........................................................................................................

Accuracy .....................................................................................................................

Audience ....................................................................................................................

Word choice/voice .....................................................................................................

DESIGN or “Make It Look Pretty”

Bullet points ...............................................................................................................

White Space ...............................................................................................................

Alignment ..................................................................................................................

Font size and style .....................................................................................................

Spelling ......................................................................................................................

Headers ......................................................................................................................

AVOID or “Don’t Do This!”

Lies .............................................................................................................................

Multiple fonts ............................................................................................................

Pictures ......................................................................................................................

Overly personal information ......................................................................................

Salary .........................................................................................................................

Misspellings and other typos .....................................................................................


7.0.4 Resume Editing Activity

Directions: The resume on the next page needs some serious editing. Locate the

file - 7.0.4 Resume Editing Activity - in your student folder and open it. Follow the

instructions below to correctly format the resume. When you are finished, the

resume should fit on one page.

1. In the top section select the text “Maria Garcia.” Change it to font

size 22 and make it bold by clicking on the bold icon.

2. Select the Career Objective heading and change the text to font size

14.

3. Select the Professional Experience heading and change the font to

Arial.

4. Select the underlined text in the Work Experience section and click

on the underline icon to change it back to normal text.

5. Select the text in italics in the Education section and click on the

italic icon to change it back to regular text.

6. Delete the picture.

7. Click on the Review tab and then the Spell Check button. Spell-check

and correct spelling errors.

8. Use File/Save As to save the corrected document as Maria Garcia

Corrected Resume in your student folder.

Hint: Use the 7.0.3 Chronological Resume Example in your Student Manual as a

guideline for what your corrected resume should look like once you finish.


MARIA GARCIA 228 Excalibur Lane, Round Rock, [email protected] Career Objective

To provide effective and engaging computer training for adults. Professional Summary

Compassionate and caring instructor with a goal of providing effective and engaging computer training for adults. Detailed and organized with materials and processes while innovate and creative in the instructional process. Work Experience

2009-Present Waterloo Industries Round Rock, TX Technology Trainer Trained over 80 staff on Microsoft Office applications Modified and created training curricula to target company needs Served as Help Desk suport for Microsoft Office applications 2007-2009 Round Rock, ISD Round Rock, TX

Technology Teacher Aide Assisted teacher with computer skills classes in secondary settings (6-12th grade) Worked one on one with students as necessary Education

2011-2015 Austin Community College Austin, TX AAS in Office Administration

Other Skills/Experience

Certified Microsoft Ofice Instructor Bilingual English and Spanish


7.0.5 Resume Information Activity

Directions: Fill out each section with the appropriate information. You can then

use this worksheet as a reference when writing your resume.

Personal Information

Full Name:

Address:

Telephone:

Email

Professional Summary

List 3-4 of what you think your strongest skills are:

Employment Experience. List most recent employer first:

Employer Name: Dates Employed From: To:

Location: Position Title

Responsibilities:

1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________


Educational Background

School Name: Dates Attended From: To:

Location:

Degree Or Certificate Earned:

Field Of Study Gpa

Accomplishments:



Responsibilities:

Accomplishments:



Responsibilities:

Accomplishments:


Honors, Relevant Coursework:

School Name: Dates Attended From: To:

Location:

Degree Or Certificate Earned:

Field Of Study Gpa

Honors, Relevant Coursework:

Other Skills

Languages:

Computer Skills:

Other Skills:

Non-Work Experience

Volunteer Experience:

Awards: achievements:

Other:


7.0.6 Chronological Resume Template


7.0.7 Functional Resume Template


21st CENTURY RESUMES - Key functions in Microsoft Word

Formatting text (fonts, style, alignment, spacing) ...............................................................

.............................................................................................................................................

Working with bullets ............................................................................................................

.............................................................................................................................................

Spell check and thesaurus ....................................................................................................

.............................................................................................................................................

Create a resume from a template ........................................................................................

.............................................................................................................................................

Many employers today prefer to receive resumes through email. What are

different ways to send a resume via email?

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

As always, you must protect yourself when you using the internet. If you post a

resume to a job site while you are currently employed, your boss might not be

happy to discover that you are looking for another job. Also, not every job posting

online comes from a reputable employer. What are ways you stay safe online?

.............................................................................................................................................

.............................................................................................................................................


Resume Keywords

It is crucial that your resume is targeted to the specific job you are seeking. By

including the right keywords to describe your qualifications, you can show a

potential employer that you already speak the “language” of the company. Today,

many companies even use software to filter resumes based on a set of

predetermined keywords. This means that if you know how to choose the correct

keywords, your resume has a better chance of appearing at the top of the pile!

Below you can find a list of keywords divided by categories to help you get

started. Remember, this is not a complete list, and every company has their own

set of keywords. The best way to figure out what keywords you should use is to

do your own research of the company.

MANAGEMENT AND LEADERSHIP

Administer Assign

Authorize Decide

Delegate Develop

Direct Interview

Manage Meet

Organize Train

Supervise Strategize

ADMINISTRATION

Administer Allocate

Distribute Facilitate

Furnish Insure

Process Provide

Procure Purchase

Schedule Secure

Ship Supply


COMMUNICATION

Advocate Contact

Create Declare

Design Display

Negotiate Inform

Interpret Promote

Publicize Sponsor

Represent Recruit

Write

PLANNING AND RESEARCH

Analyze Compile

Develop Evaluate

Gather Identify

Implement Investigate

Measure Prepare

Plan Progress

Solve Structure

Submit

Resume Terminology

Career Objective: a one sentence statement of a job seeker’s employment goals.

The career objective is typically located after the contact information

section on a resume. Most hiring managers now prefer professional

summaries instead of career objectives.

Chronological Format: work history organized in sequential order with

employment dates listed, starting with the most recent position. The

chronological format is ideal for job seekers with a continuous work history.

Educational Background: resume section where educational qualifications and

professional certifications are listed.


Functional Format: work history that highlights skills first and positions titles

second with employment dates omitted. This format is suited for older job

seekers, people with long gaps in their work history, and inexperienced

workers.

Keywords: targeted words or phrases that effectively describe a job applicant’s

skills and experience. Hiring managers scan resumes for certain keywords

to find qualified applicants.

Plain Text Format: a resume that does not have any special text formatting such

as bold fonts or bullet points. Plain text formatted resumes are often

needed for online job applications.

Professional Summary: resume section that succinctly illustrates an applicant’s

most notable accomplishments, skills, and experience. The professional

summary can be written as a paragraph or a bulleted list. It is sometimes

called a career profile.

Resume: a short one to two page document that summarizes one’s experience,

skills, and accomplishments.

Work History: resume section that lists one’s employment experience. Each

section of work history should have: job titles, company names, locations,

and experience gained. Two common work history formats are the

functional format and the chronological format.


7.0.2 Chronological Resume Example

MARIA GARCIA 228 Excalibur Lane, Round Rock, TX • 512-555-2222 • [email protected]

Career Objective To provide effective and engaging computer training for adults. Professional Summary Compassionate and caring instructor with a goal of providing effective and engaging computer training for adults. Detailed and organized with materials and processes while innovate and creative in the instructional process.

Work Experience 2009-Present Waterloo Industries Round Rock, TX

Technology Trainer Trained over 80 staff on Microsoft Office applications Modified and created training curricula to target company needs Served as Help Desk support for Microsoft Office applications

2007-2009 Entley ISD Entley, TX Technology Teacher Aide Assisted teacher with computer skills classes in secondary settings (6-12th grade) Worked one on one with students as necessary

Education





7.0.3 Functional Resume Example

MARVIN GARCIA 20 Oak Springs Road, Great Falls, TX 78223 [email protected]

QUALIFICATIONS • Has 5 years of welding in the creation, installation, and repair of commercial equipment • Managed and trained a group of 8 junior welders • Recognized for expertise in managing welding projects that meet specifications for quality,

deadline, and budget • Knowledgeable of SMAW, FCAW, and GMAW processes • Follows safety guidelines resulting in excellent safety record MANAGEMENT SKILLS ADMINISTRATION • Trained more than 15 junior welders in assorted welding forms • Troubleshooting of issues and potential issues saved approximately $20K • Communicated with customers regarding orders, clarifications, and work guidelines TECHNICAL • Consistently welded 23% faster than average welders while meeting specifications • Knowledgeable of SMAW, FCAW, and GMAW processes ORGANIZATION • Efficiently organizing welding work to maximize safety and quality while streamlining

processes, which resulted in finishing orders with high standards under budget and before deadlines

WORK HISTORY • Gamma Precision, Great Falls, MT Senior Welder • ADF International, Great Falls, MT Welder • Loenbro, INC, Great Falls, MT Junior Welder TRAINING • Awesome Falls College, Great Falls, AS • Welding Certification, February 201



7.0.4 Resume Editing Activity

Directions: The resume on the next page needs some serious editing. Follow the instructions below to

correctly format this resume. When you are finished, the resume should fit on one page.

1. In the top section select the text “Maria Garcia.” Change it to font size 22 and make it

bold by clicking on the bold icon.

2. Select the Career Objective heading and change the text to font size 14.

3. Select the Professional Experience heading and change the font to Arial.

4. Select the underlined text in the Work Experience section and click on the underline icon

to change it back to normal text.

5. Select the text in italics in the Education section and click on the italic icon to change it

back to regular text.

6. Delete the picture.

7. Click on the Review tab and then the Spell Check button. Spell-check and correct spelling

errors.

8. Use File/Save As to save the corrected document as Maria Garcia Corrected Resume.

Hint: Use the corrected copy in the student manual as a guideline!


Maria Garcia 228 Excalibur Lane Wesley, TX 72338 (210) 555-5555 [email protected]

Career Objective To provide effective and engaging computer training for adults. Professional Summary

Compassionate and caring instructor with a goal of providing effective and engaging computer training for adults. Detailed and organized with materials and processes while innovate and creative in the instructional process. Work Experience

2009-Present Waterloo Industries Round Rock, TX

Technology Trainer Trained over 80 staff on Microsoft Office applications Modified and created training currcula to target company needs Served as Help Desk support for Microsoft Office applications

2007-2009 Round Rock ISD Round Rock, TX

Technology Teacher Aide Assisted teacher with computer skills classes in secondary settings (6-12th grade) Worked one on one with students as necesary

Education

2011-2015 Austin Community College Austin, TX

AAS in Office Administration




CORRECTED VERSION:

MARIA GARCIA 228 Excalibur Lane, Round Rock, [email protected]

Career Objective To provide effective and engaging computer training for adults. Professional Summary

Compassionate and caring instructor with a goal of providing effective and engaging computer training for adults. Detailed and organized with materials and processes while innovate and creative in the instructional process.

Work Experience

2009-Present Waterloo Industries Round Rock, TX Technology Trainer

Trained over 80 staff on Microsoft Office applications Modified and created training curricula to target company needs Served as Help Desk support for Microsoft Office applications

2007-2009 Entley ISD Entley, TX Technology Teacher Aide

Assisted teacher with computer skills classes in secondary settings (6-12th grade) Worked one on one with students as necessary

Education





7.0.5 Resume Information Activity

Directions: Fill out each section with the appropriate information. You can then use this worksheet as a

reference when writing your resume.

PERSONAL INFORMATION

Full Name:

Address:

Telephone:

Email

PROFESSIONAL SUMMARY

List 3-4 of what you think your strongest skills are:

EMPLOYMENT EXPERIENCE

List most recent employer first:

EMPLOYER NAME: DATES EMPLOYED

FROM: TO:

LOCATION: POSITION TITLE

RESPONSIBILITIES:

1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________


ACCOMPLISHMENTS:


FROM: TO:


RESPONSIBILITIES:

ACCOMPLISHMENTS:


FROM: TO:


RESPONSIBILITIES:

ACCOMPLISHMENTS:

EDUCATIONAL BACKGROUND

SCHOOL NAME: DATES ATTENDED

FROM: TO:

LOCATION: DEGREE/CERT. EARNED

FIELD OF STUDY GPA

HONORS, RELEVANT COURSEWORK:

SCHOOL NAME: DATES ATTENDED

FROM: TO:

LOCATION: DEGREE/CERT. EARNED


FIELD OF STUDY GPA

HONORS, RELEVANT COURSEWORK:

OTHER SKILLS

Languages:

Computer Skills:

Other Skills:

NON-WORK EXPERIENCE

Volunteer Experience:

Awards of achievements:

Other:


7.0.7 Functional Resume Template

[Your Name] [Street Address], [City, ST ZIP Code] [phone] [e-mail]

Career Objective/Professional Summary

"[Describe your career goal/Summarize top qualifications).]"

Skills Summary

"[Skill One]" "[Describe Skill/Experience]"

"[Skill Two]" "[Describe Skill/Experience]"

"[Skill Three]" "[Describe Skill/Experience]"

Professional Experience

[Company Name] [City, ST]

[Job Title]

[Company Name] [City, ST]

[Job Title] [Company Name] [City, ST]

[Job Title]

Education

[Dates of attendance] [School Name] [City, ST] "[Degree Obtained]"


"[Describe Skill/Experience]"

"[Describe Skill/Experience]"


7.0.8 Resume Writing Online Resources http://www.gcflearnfree.org/resumewriting - Excellent and detailed self-paced course that explains how to craft a solid resume. http://workbloom.com/articles/resume/professional-resume-summary.aspx - Goes over how to write an effective professional summary. http://www.quintcareers.com/Quintessential_Careers_Press/Words_Hired_By/ Explores keyword strategies.


http://www.gcflearnfree.org/resumewriting

http://workbloom.com/articles/resume/professional-resume-summary.aspx

http://www.quintcareers.com/Quintessential_Careers_Press/Words_Hired_By/

Best Practices for Technology Trainers

The ways in which we work, play and communicate are changing so quickly that it can be difficult to keep up! It may seem like as soon as you are comfortable with something, it changes, becomes obsolete or a new version comes out. This is especially true with respect to technology and its myriad of uses. The rapidly evolving nature of the 21st Century demands that we continuously learn, unlearn and relearn.

Incorporate these best practices into your trainings to ensure a pleasant learning process for both you (the trainer!) and your students:

Encourage life-long learning! As a trainer, you must work to keep your skills sharp because technology is always changing. Encourage your students to do the same!

Training is fun! And learning should be fun too! Incorporate interactive games and activities into classes to keep everyone engaged.

Active minds learn better. Learning should be as hands on as possible.

People are most excited to learn when they understand the relevancy of the content to their daily lives. Find out more about your students’ interests, occupations and backgrounds and build in examples and activities that will appeal and have meaning to them.

Smaller class sizes mean fewer distractions and more one-on-one attention for students. You may find it helpful to limit classes to twelve students, especially if you are training alone.

Encourage questions and let students “play” with new skills on their own.

Bite size pieces are easier to digest. Breaking up material into smaller units can make content less intimidating for new or weary computer users.


Admit when you don’t know something. It is ok! You may even consider asking the class if someone else knows the answer. This encourages cooperative learning and participation.

Be flexible! Students’ needs are more important than lesson plans & time constraints.

Partner up with another trainer whenever possible. Having a second trainer can help you field questions and provide people with the one-on-one help that they want.

Encourage students to ask stupid questions, cheat and make mistakes! You can even explicitly state these guidelines as “rules” at the beginning of class. This can help students feel comfortable and lighten the mood!

Bring in volunteers and subject matter experts. You cannot be everything for everyone so rely on outside help when you lack expertise or are uncomfortable teaching a certain topic.

An empty class does not benefit anyone! Low class attendance can also seriously drain your morale and enthusiasm for training. As you plan and promote technology trainings to your local community, consider these best practices:

Assess your community’s needs and wants to determine class offerings.

Engage community leaders (religious leaders, activists, politicians, small business owners, school administrators etc…) throughout the planning and promotion phases. If people feel involved in the development of a program, they are more likely to be supportive of your efforts in the future!

In low-income areas, technology is not the #1 priority. Food, shelter, jobs and education are most critical so remember that technology really is the means to a greater end for your students! Again- consider and emphasize RELEVANCY as you plan!

Partner with local non-profits, schools and agencies that share your mission and target audience. Avoid competition and replication of services.

Do NOT assume “If you build it, they will come!” Reaching out into the community, identifying partners outside the library and sharing your vision with others are critical to success!


Successful promotion is more than posting flyers! Utilize partnerships and get creative!

Personally remind students that they have signed up for or expressed interest in a certain class. Everyone is busy, and a personal invitation can work wonders!

Create a policy re. absenteeism to encourage attendance at classes.

GOOD LUCK!


Working with Lower Literacy Adults

Working with lower literacy adults may be new to the trainer. The following suggestions can help:

1. Take it slow. It is more important that students master a few skills rather than briefly perform and then forget many skills.

2. Break training into smaller time slots. Each lesson in the original curriculum allotted 2 hours per lesson. However, you will most likely find that students need more time than that to cover all of the skills in each lesson. Also, shorter sessions can be scheduled if this is conducive to the students and instructor. A brief review of the last lesson can begin the session, followed by new content.

3. Do not take over the student’s mouse or keyboard! It is really difficult to keep your hands off, but the students will not learn if you do it for them. Some may also feel that you are being rude or getting in their personal space.

4. Do not assume students “got it” if they nod and say yes. Take time to walk over to students and check on their progress.

5. Do not assume that students can read and comprehend the Student Manual and other student files. Most are written at middle school and above reading levels, but many adult literacy students may read at lower grade levels. Instead of having students read on their own, read the materials aloud as students follow. Include comprehension checks as you go through the reading and instruction to see if students can answer your questions.

6. Be aware that if you ask the class a question, it will most likely be the same students who are answering. Students who do not understand will not answer and you may not notice. So instead of doing whole group comprehension checks, you can ask students to use thumbs up/thumbs down to answer yes/no questions. Alternatively, you can ask them to write down their answers on a piece of paper and then check them as you discuss the answers.


7. Have students work with partners. You can choose to place students in pairs with a strong literacy and/or computer-skilled student with a weaker one. Sometimes placing strong students together so they can work on their own while you work with students who are struggling is also a good strategy.

8. Apply the computer skills that students are learning to their real lives whenever possible. Also, if you are working with an adult literacy class that meets regularly, gear your instruction towards activities that they need to complete as part of their classroom instruction.

9. Keep a couple of reading glasses available and encourage students to purchase them and use them if they have issues reading the screen or printed paper due to eyesight. This is a common issue in adult literacy classes.

10. Remember that for lower literacy adults, trying to save paper by fitting information in less space is not advisable. If you prepare materials in addition to those included in the curriculum, try to use a larger font size in a clean font and plenty of white space. Headings should be bolded and clear. Illustrations are helpful.


Library Science Collection Resources for Tech Training

The Texas State Library & Archives Commission maintains a working Library Science Collection of professional books, DVDs, and journals serving Texas librarians in all kinds of libraries. Most loans travel by mail, and the only cost to this service is the responsibility of return postage at the library mail rate.

The following titles provide information related to offering technology training for patrons and implementing technology solutions at your library. Contact [email protected] to borrow these titles or inquire about other available resources for any topic related to library science, including free CE options.

The Accidental Technology Trainer (2007) Author: Stephanie Gerding

Facilitation Basics (2004) Authors: Donald V. McCain and Deborah D. Tobey

Libraries Connect Communities (2009) Editor: Larra Clark

Digital Inclusion, Teens, and Your Library (2005) Author: Lesley S. J. Farmer

Bridging the Digital Divide in the Spanish Speaking Community (2004) Library Video Network

Without A Net, Librarians Bridging the Digital Divide (2011) Author: Jessamyn C. West


Web 2.0 for Librarians and Information Professionals (2008) Author: Ellyssa Kroski

Implementing Technology Solutions in Libraries (2011) Author: Karen C. Knox

Technology Made Simple, An Improvement Guide for Small and Medium Libraries (2007) Authors: Kimberly Bolan and Robert Cullin

The Complete Library Technology Planner (2010) Authors: John M. Cohn and Ann L. Kelsey

Active Learning Techniques for Librarians (2010) Authors: Andrew Walsh and Padma Inala

101 Ways to Make Training Active (2005) AuthorMel Silberman

Competency Based Training Basics (2010) Authors: William J. Rothwell and James M. Graber

ASTD’s Ultimate Train the Trainer, A Complete Guide to Training Success (2009) Author: Elaine Biech

Slide:ology, The Art and Science of Creating Great Presentations (2008) Author Nancy Duarte


Course Descriptions

Do you need more help with computers? Do you need to upgrade their job hunting or work skills? Libraries and Literacy Technology Training can help! Ask your library or adult education school if they have Libraries and Literacy Trainers who can offer the classes listed below free of charge:

Computer Skills

Computer Basics is a two to four hour course designed to familiarize students new to computers with basic computer terminology, hardware, software, input (mouse and keyboard) and output (printer and external storage) devices, as well as the Microsoft Windows file structure.

Internet & Cyber-Safety is a two to four hour course designed to familiarize students with web browser basics, search engines, and search strategies. Ethical and safety concerns will also be considered.

Email is a two to four hour course designed to introduce students to email and other forms of electronic communication. Students will learn how to register for an email account, navigate an email interface, compose, send and receive messages, manage a contact list, and upload and download attachments. The course will also provide a brief overview of safety concerns and social networking.


2

Office Skills

Introduction to Microsoft Word is a two to four hour course designed to familiarize students with the common terminology, screen components and functions of Microsoft Word. Emphasis will be placed on proper document formatting techniques, file naming and file management conventions.

Introduction to Microsoft Excel is a two to four hour course designed to familiarize students with the common terminology, screen components and functions of Microsoft Excel. Emphasis will be placed on file naming and file management conventions. Students will create a working budget that they can save and use in their personal lives.

Finding Employment

Resume Writing is a two to four hour course designed to instruct students how to craft a resume for a 21st century job search. Students will learn how to use computer resources to write, format, and distribute a resume that accurately reflects their skills, experience, and educational background.

Online Job Search is a two to four hour course that will provide students with strategies to conduct an effective online job search. Students will learn how to access job sites on the web, use job search engines, and fill out online applications. The course also includes a self-evaluation of skills and tips on how to guard the jobseeker’s privacy during the job search.


Do you need help with computers?

Do you want to upgrade your job hunting or work skills?

Find out if your local library is hosting computer classes that can help!

Experienced technology trainers may be providing the following two to three hour training sessions at your library or adult education school free of charge:

• [insert class name, date and time] • [insert class name, date and time] • [insert class name, date and time] • [insert class name, date and time]

Classes are designed to make beginners feel comfortable so do not hesitate- ask your librarian or adult education school for details and reserve your spot today!

The [insert library or school name] is located at [insert street address], and you can learn more about classes by calling [insert phone number] or emailing [insert email].


Registration Form For

Date

Time

Print Name Mailing Address Phone Email


Welcome to Libraries and Literacy

hank you for your interest in hosting FREE Computer classes at your library or in your adult education, literacy and/or workforce programs! We are excited to work with you towards our shared goal of bridging the digital divide. As the skills necessary to work, prosper and participate

in society are increasingly tied to computers and access the internet, we know that you are getting more questions about new technologies than ever before. It is our hope that the Libraries and Literacy Initiatives will help you meet this demand and all your program clients to upgrade their skills.

What Will Libraries and Literacy Provide?

• Free Training of Technology Trainers • Promotional Materials in digital format • Teacher Materials in digital format • Student Materials in digital format

What Do You Need To Do?

• Select, register, and send your technology trainer(s) to the Libraries and Literacy Training for Technology Trainers

• As needed, have your trained Libraries and Literacy Trainer train additional program staff to deliver the Libraries and Literacy curriculum.

• Schedule, promote, and register students for your local Libraries and Literacy classes. • Provide a computer lab for training that meets the following specifications:

• Computers, laptops, or tablets with Microsoft Word and Excel • Access to the Internet and Internet-based email such as Yahoo and Gmail • Presentation computer as above connected to an LCD Projector • Screen or blank white space to display the presentation • Ability for the instructor to print out student handout • Individual student USB or online network drives

T


Tips for Promoting Your Classes

One of the most challenging aspects of this program is ensuring that people actually attend these classes. Here are some promotional strategies that will help fill classes with eager students.

Long term (more than one month before classes):

• Build a contact list of clients who express interest in computer classes, collecting their names, and phone numbers (and email addresses, if available).

• List upcoming classes on program calendar/website/blog.

Medium term (less than one month before classes)

• Hang posters in program areas—remember to write in classes, dates, times and locations.

• Distribute table tops and notepads throughout your program space. • Download digital versions of the flyer and registration form (see link on previous page.)

Make customized versions by inputting the classes, dates, and times and print out as many copies as needed.

• Sign up students using the registration form. Remember to sign up at least five students for each class.

• Distribute customized flyers throughout your program space and key places in your local community: schools, social organizations, senior centers.

• If possible, promote classes in a local newspaper using the sample press release included in this promotional packet.

Short term (less than a week before classes)

• Continue registering students. • 1-3 days before classes, call or email people who have registered for/expressed interest

in classes. We think that this final reminder is one of the most crucial steps!


Libraries and Literacy Course Manual

Documents

Transcript of Libraries and Literacy Course Manual