2.1 Determine the range of possible sources (brainstorm).
2.2 Evaluate the different possible sources to determine priorities (select the best sources).
AASL Standards 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
National Educational Technology Standards 3c evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
Basic Activities: subject directories
Students (and even adults) are often frustrated when a search engine retrieves overwhelming amounts of irrelevant information. Encourage new users to use a subject directory of evaluated resources which organizes information hierarchically. Some good starting points for educators and students are:
Use Google's directory rather than its search engine. Direct students to start with "Kids and Teens."
Compare the results from trying the same search in a variety of subject directories. Basic Activities: evaluating web sites
Because anyone can publish on the world wide web, it is critically important that students learn to evaluate web sites for authority, accuracy, relevance, currency, and objectivity. Use How to Recognize an Informational Web Page to guide your evaluation.Consider the suggestions for successful Internet assignments at the New Mexico State University Library. Advanced Activities: web site evaluation
Experience the interactive exercise evaluating web pages at the U.C. Berkeley Library.
3.1 Locate sources (intellectually and physically). 3.2 Find information within sources.
AASL Standards
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.3.2 Seek divergent perspectives during information gathering and assessment.
National Educational Technology Standards 3b locate, evaluate, synthesize, and ethically use information from a variety of sources and media.
Basic Activities: keyword searching
Help students improve their keyword searching skills by using a simple exercise that compares the results of a search using several search engines. Introduce younger students to search engines designed especially for them:
The OSLIS Elementary Page introduces web research skills to younger students.
Use NoodleTools with older students to explore search engine strategies, citation formats.
Advanced Activities: advanced search strategies
Try your earlier search in a metasearch engine (one which searches using the results from several other search engines, e.g. Dogpile or Yippy); evaluate the results.
Explore advanced features of search engines by reading their help screens or tips for searching. Use Alta Vista's Advanced Search or Google's Advanced Search to find information on very specific topics.
4.1 Engage (e.g. read, hear, view, touch) the information in a source. 4.2 Extract relevant information from a source.
AASL Standards 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 2.1.1 Apply critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge. 1.3.3 Follow ethical and legal guidelines in gathering and using information.
National Educational Technology Standards 4c collect and analyze data to identify solutions and/or make informed decisions. 5a advocate and practice safe, legal, and responsible use of information and technology.
Basic Activities: accuracy, relevance and comprehensiveness Analyze sources of information by evaluating traditional periodicals. Analyze the use of statistics in "The Dangers of Bread." What is the relationship between the statistics and the author's conclusions? (See especially #12.)
Basic Activities:bibliographic citations
Make sure students understand correct bibliographical format. It is as important to correctly cite Internet sources as traditional print sources. OWL (Online Writing Lab) at Purdue University provides current updates to APA (American Psychological Association) and MLA (Modern Language Association) Style with detailed examples. Students like to use an interactive web tool: the Citation Machine or Citation Maker.
2. Information Seeking Strategies
2.1 Determine the range of possible sources (brainstorm).2.2 Evaluate the different possible sources to determine priorities (select the best sources).
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
3c evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
Kathy Schrock's Guide for Educators focuses on web sites useful in K-12 schools.
The Internet Public Library has merged with Librarians' Internet Index.
KidsClick! web search for kids by librarians.
Multnomah County Library Homework Center
Use Google's directory rather than its search engine. Direct students to start with "Kids and Teens."
Basic Activities: evaluating web sites
Because anyone can publish on the world wide web, it is critically important that students learn to evaluate web sites for authority, accuracy, relevance, currency, and objectivity. Use How to Recognize an Informational Web Page to guide your evaluation.Consider the suggestions for successful Internet assignments at the New Mexico State University Library.
Advanced Activities: web site evaluation
Experience the interactive exercise evaluating web pages at the U.C. Berkeley Library.
Use the exercises at ICYouSee: T is for Thinking with students.
See Kathy Schrock's presentation at NECC'99 (ABC's of Web Site Evaluation) for a detailed summary of factors to consider. Use her 5W's of Web Site Evaluation with students.
3. Location and Access
3.1 Locate sources (intellectually and physically).3.2 Find information within sources.
AASL Standards
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.3.2 Seek divergent perspectives during information gathering and assessment.
3b locate, evaluate, synthesize, and ethically use information from a variety of sources and media.
Introduce younger students to search engines designed especially for them:
KidsClick! web search for kids by librarians.
Basic Activities: search strategies
The OSLIS Elementary Page introduces web research skills to younger students.
Use NoodleTools with older students to explore search engine strategies, citation formats.
Advanced Activities: advanced search strategies
Try your earlier search in a metasearch engine (one which searches using the results from several other search engines, e.g. Dogpile or Yippy); evaluate the results.
Explore advanced features of search engines by reading their help screens or tips for searching. Use Alta Vista's Advanced Search or Google's Advanced Search to find information on very specific topics.
Use Finding Information on the Internet: A TUTORIAL from UC Berkeley or Finding It Online: Web Search Strategies for more guidance on effective searching.
4. Use of Information
4.1 Engage (e.g. read, hear, view, touch) the information in a source.4.2 Extract relevant information from a source.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
2.1.1 Apply critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
4c collect and analyze data to identify solutions and/or make informed decisions.
5a advocate and practice safe, legal, and responsible use of information and technology.
"Reading for Information**:** The Trash'n'Treasure Method of Teaching Notetaking" in the Big6 eNewsletter.
Teach students to distinguish between summarizing, paraphrasing and quoting.
Basic Activities: accuracy, relevance and comprehensiveness
Analyze sources of information by evaluating traditional periodicals.
Analyze the use of statistics in "The Dangers of Bread." What is the relationship between the statistics and the author's conclusions? (See especially #12.)
Make sure students understand correct bibliographical format. It is as important to correctly cite Internet sources as traditional print sources. OWL (Online Writing Lab) at Purdue University provides current updates to APA (American Psychological Association) and MLA (Modern Language Association) Style with detailed examples. Students like to use an interactive web tool: the Citation Machine or Citation Maker.
Advanced Activities: identify point of view
Compare two web sites about scientific research:
JunkScience: "all the junk that's fit to debunk"
Commentary on "JunkScience" from SourceWatch: a project of the Center for Media and Democracy.
Both of these sites feature strongly worded opinions; what do you think?