>>> RUBRIC MODEL <<<

. . . RUBRIC MODEL . . .

This article is about rubrics in text and as instructions. For other uses, see Rubric (disambiguation).

Dominican Missal, c. 1240, with rubrics in red (Historical Museum of Lausanne)
Rubrics in an illuminated gradual of ca. 1500A rubric is a word or section of text which is written or printed in red ink to highlight it. The term derives from the Latin: rubrica, meaning red ochre or red chalk,[1] and originates in Medieval illuminated manuscripts from the 13th century or earlier. In these, red letters were used to highlight initial capitals (particularly of psalms), section headings and names of religious significance, a practice known as rubrication, which was a separate stage in the production of a manuscript.

Rubric can also mean the red ink or paint used to make rubrics, or the pigment used to make it.[2] Although red was most often used, other colours came into use from the late Middle Ages onwards, and the word rubric was used for these also.

* * Information Literacy * *

. . .INFORMATION LITERACY . . .

Several conceptions and definitions of information literacy have become prevalent. For example, one conception defines information literacy in terms of a set of competencies that an informed citizen of an information society ought to possess to participate intelligently and actively in that society (from [1]).

The American Library Association's (ALA) Presidential Committee on Information Literacy, Final Report states that, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989).

Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "A new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself its technical infrastructure and its social, cultural, and philosophical context and impact." (from [2])

Information literacy is becoming a more important part of K-12 education. It is also a vital part of university-level education (Association of College Research Libraries, 2007). In our information-centric world, students must develop skills early on so they are prepared for post-secondary opportunities whether that be the workplace or in pursuit of education.

^^ Search Engine ^^

SEARCH ENGINES

Search engines are very different from subject directories. While humans organize and catalog subject directories, search engines rely on computer programs called spiders or robots to crawl the Web and log the words on each page. With a search engine, keywords related to a topic are typed into a search "box." The search engine scans its database and returns a file with links to websites containing the word or words specified. Because these databases are very large, search engines often return thousands of results. Without search strategies or techniques, finding what you need can be like finding a needle in a haystack.

To use search engines effectively, it is essential to apply techniques that narrow results and push the most relevant pages to the top of the results list. Below are a number of strategies for boosting search engine performance. When a "practice" link appears, click on the link to practice the technique with AltaVista's search engine.

IDENTIFY KEYWORDS
When conducting a search, break down the topic into key concepts. For example, to find information on what the FCC has said about the wireless communications industry, the keywords might be:

History of internet

Prior to the widespread internetworking that led to the Internet, most communication networks were limited by their nature to only allow communications between the stations on the network, and the prevalent computer networking method was based on the central mainframe method. In the 1960s, computer researchers, Levi C. Finch and Robert W. Taylor pioneered calls for a joined-up global network to address interoperability problems. Concurrently, several research programs began to research principles of networking between separate physical networks, and this led to the development of Packet switching. These included Donald Davies (NPL), Paul Baran (RAND Corporation), and Leonard Kleinrock's MIT and UCLA research programs.

This led to the development of several packet switched networking solutions in the late 1960s and 1970s, including ARPANET and X.25. Additionally, public access and hobbyist networking systems grew in popularity, including UUCP and FidoNet. They were however still disjointed separate networks, served only by limited gateways between networks. This led to the application of packet switching to develop a protocol for inter-networking, where multiple different networks could be joined together into a super-framework of networks. By defining a simple common network system, the Internet protocol suite, the concept of the network could be separated from its physical implementation. This spread of inter-network began to form into the idea of a global inter-network that would be called 'The Internet', and this began to quickly spread as existing networks were converted to become compatible with this. This spread quickly across the advanced telecommunication networks of the western world, and then began to penetrate into the rest of the world as it became the de-facto international standard and global network. However, the disparity of growth led to a digital divide that is still a concern today.