Find out more about JCS at Importance of online resources from trusted sources...

Find out more about JCS at “Students generally locate a site through a search engine, and accept what it says. If they are not fastidious about the trustworthiness of the source material they are using, then what kind of information are they getting?” Ben Walsh, History teacher & writer, 2009

Find out more about JCS at “...many young people are not careful, discerning users of the internet. They are unable to find the information they are looking for or trust the first thing they do. They do not apply fact checks to the information they find. They are unable to recognise bias and propaganda and will not go to a varied number of sources. Truth, lies and the internet, a report into young people’s digital fluency, Demos, September 2011

Find out more about JCS at Too many digital natives do not apply checks on the information they access... Around one in four year olds make no checks at all when visiting a new website, and less than one in ten ask who made the site and why. (‘Digital natives’ = year olds) Truth, lies and the internet, a report into young people’s digital fluency, Demos, September 2011

Find out more about JCS at Aesthetics over quality... Decisions about information quality is based on site design, rather than more accurate checks.  around one-third of year olds believe that if a search engine lists information then it must be truthful;  15 per cent don’t consider the veracity of results but just visit the site they ‘like the look of’. Truth, lies and the internet, a report into young people’s digital fluency, Demos, September 2011

Find out more about JCS at Lack of teaching  Only one-third of 9-19 year olds have been taught how to judge the reliability of online information.  Fifty-five per cent of teacher surveyed in 2008 felt their students ‘did not have sufficient understanding of what plagiarism was and what counts as legitimate research.’ Truth, lies and the internet, a report into young people’s digital fluency, Demos, September 2011

Participants in the Demos research were asked to judge their students’ digital fluency across a number of domains. The results below show the average ratings (5 being ‘very poor’ and 1 ‘excellent’). Internet skillAverage rating Understand how search engines operate2.57% Understand the difference in quality of information, for example between statistics and anecdotes 3.55% Apply fact-checks or other source verification on the online information they consume 3.45% Recognise bias or propaganda3.53% Visit a wide variety of websites with different perspectives 3.77%

Find out more about JCS at The size of the problem...  250 million different websites  150 million blogs  4 billion images hosted on Flickr  24 hours of YouTube footage uploaded every minute ‘Last year alone, the content created was several million times more than the amount of information in every book ever written.’ Truth, lies and the internet, a report into young people’s digital fluency, Demos, September 2011

Find out more about JCS at Gate-keepers...  The peer-reviewed academic journal  The edited school text-book  The specialist anthology... ‘...all expertly posing certain tests of veracity and authenticity that needed to be passed before the content is permitted into the public sphere. Many of these helpful mediators are absent online.’ Truth, lies and the internet, a report into young people’s digital fluency, Demos, September 2011

Find out more about JCS at ‘School libraries have an essential role to play in helping students at every stage in their quest for learning and in equipping them to function effectively in an increasingly competitive electronic environment.’ School libraries in the UK: a worthwhile past, a difficult present – and a transformed future? Report commissioned by CILIP SLG, published 2010.

Find out more about JCS at ‘Without doubt access to online resources has been one of the most innovative and successful additions to the school library in recent years. The quality and breadth of information provided through carefully selected databases enable them to go way beyond our extensive and well used printed collections to take their research to a higher level.’ Sheila Compton, Librarian, Dame Alice Owen’s School, Hertfordshire

Find out more about JCS at ‘If we are to service students’ research needs, to develop and extend the reach of the discovery solution, there is an obligation to provide access to appropriate, qualitative online resources.’ Rosalind Buckland, Librarian, Ripley St Thomas Church of England Academy

Find out more about JCS at ‘Using sources of information whose reputation you can trust, and where an expert has provided the details, is [another] way of assuring authoritative and accurate information on a topic.’ Ofqual, ‘Using Sources’

Find out more about JCS at Changing role of the school librarian...  Becoming the gatekeeper or the ‘owner’ of the online content as well as your book collections.  Responding to the changing needs and preferences of the students by providing resources in a place where they spend a lot of their time – i.e. at their computer.

Find out more about JCS at By investing in high-quality online resources from trusted sources for their schools, librarians are...  helping to change culture within their school  taking responsibility for the quality of all reference resources  helping to avoid copyright breaches  helping to ensure the quality of online information used by their students is same as the quality of their book collections.

Find out more about JCS at The role of JCS...  we negotiate licence agreements with publishers of high-quality online resources for the schools sector  we offer a central place where schools can go for a choice of trusted online resources – saving them time and money, and  help schools get the best discounts through regional consortia.

Find out more about JCS at  subject specific resources incorporating full text databases, journals, e-books and multimedia  academic reference resources, newspaper archives and image collections  curriculum-mapped games and simulations JCS provides high quality online resources from trusted sources:

Find out more about JCS at All JCS resources offer quality-assured content and a “safe” environment for students:  the source of all content is made clear – authors, book titles, dates etc.  The content reviewed for accuracy, lack of bias etc, and cannot be changed by users  resources are updated regularly  the rights cleared for educational use  the images of good quality for displaying on whiteboards.

Find out more about JCS at JCS pricing and how you can benefit from discounted consortia rates

Find out more about JCS at JCS pricing...  Pricing is calculated on the basis of the total number of learners at schools that choose to subscribe to a particular resource, either independently or as part of a regional consortia.  Discounts are available to schools subscribing individually but the greatest discounts are on offer to schools participating in regional consortia.  Just 2,500 or more learners from one or more schools are required to achieve the consortia discounts.

Resource Annual Subscription for individual school with 1000 learners Annual Subscription for individual school with 1000 learners participating in a regional consortia with total of 2,500 learners % Discount Credo Reference (400+)£748.00£ % eChalk£402.50£ % Gale NewsVault – 3 titles£966.00£ % Keesing’s£209.30£ % Living Language & Literature Online £402.50£ % Literary Reference Center (EBSCO) £385.25£ % Philip Allan Magazines Online Archive – 14 titles £ £ % Scran£542.80£ % The more learners the greater the savings...

Find out more about JCS at 3 easy steps to setting up a subscription Trial the resources (share the access details with teaching staff too, and encourage colleagues in other schools to do the same as the more schools that subscribe the larger the discount) Request a quotation from Sarah at JCS or complete online form on JCS North West consortium page 3. Sarah to organise purchase using ‘Archie’. Access will then be set up within a few days.

Find out more about JCS at How to get in touch with Sarah