Ch. 8--Stage 4: APPLYING

Ahh, here is where we see if the students really got out of the lesson what we expected them to. In the Applying stage, students have an opportunity to present what they have learned. The presentation can take any number of forms, including a written report, a slide show, a brochure, an interview, a video recording, or an Internet project. With computers available in most every school, the possibilities for presentation platforms have gone beyond posters and hand-written reports. Students have an opportunity to showcase not only what they have learned, but also their creativity, using various types of technology in the process. In many cases, this gives the lesson more meaning and relevance for the student as well as for his or her audience.

Even though Ms. Jones has assigned a specific project in the Applying stage of her lesson plan, students using the Student Applying Tool will be able to see some of the other presentation ideas that are possible (Jukes, 2004, p. 57-8). Ms. Jones can expose her students to some of those other presentation possibilities in future assignments, and then begin offering students a choice of modes once they understand the expectations of each one.

In my classroom, students are beginning to make project choices for book reports. We have had some issues with what constitutes "quality work," since many of them rush to complete any and all assignments, regardless of format. I believe when students can choose to do something they like or are good at, they will ultimately be more invested in the project. But, I am realizing, like many other skills at this age, pride in one's work and accountability must be taught. Therefore, I am sure to make my expectations clear (lots of rubrics!), and have resigned myself to the fact that for some students there are going to be do-overs before I see the results I am expecting.

References

Jukes, I., Dosaj, A., Macdonald, B. (2000). net.savvy: Building information literacy in the classroom (2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.

Ch. 7--Stage 3: ANALYZING

As we move to the third stage of the 5As process, the Analyzing lesson planner should be easy to use for the teacher, since it is structured exactly like the Asking and Accessing planners. I like the fact that the planners do not have to be filled out in a linear fashion, but can be done following a teacher's own thought patterns. Teachers can "go back and forth between the various components until all five seem to fit together into a single cohesive strategy" (Jukes, 2004, p. 50).

In the Analyzing stage, students must consider whether the Web sites they have identified for use in their project are good, mediocre, or bad. This is not just a random judgement, as the students must "qualitatively and quantitatively analyze the merits and/or demerits of a Web site" in the categories of content, organization links, authorship, sources, authentication of information, ad presentation (Jukes, 2004, p. 50). In addition to just circling a number on a rating scale, the students must give justification for their responses. At the end of the Analyzing tool, they add up their points to determine the worth of the site.

It is important for students to take note of the author of a particular Web site when they are considering the site as a source. Since anyone can publish a Web site, regardless of expertise or intentions, it is crucial for students to learn how to determine whether the information is going to be reliable for their needs. Web sites created by other students should not be considered as sources, since the information they contain is usually third-hand (or worse), and more likely to contain errors than the sites of highly experienced individuals or institutions.

Once students have found a reliable source, they need to document it. There is a tool for documenting sources available in Jukes' book. This tool is well suited to older students, but will still require some teacher guidance, as it asks students to determine the perspective and motives of the author of the site. I would probably have to refine the tool to be less advanced before using it with my third-graders, although they do have some limited practice identifying author's viewpoint. This is a difficult skill for many students to master, and I would include it in the Techniques Skills section of the Analyzing lesson planner so I would know to spend a good bit of instructional time in this area.

References

Jukes, I., Dosaj, A., Macdonald, B. (2000). net.savvy: Building information literacy in the classroom (2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.

Ch. 6--Stage 2: ACCESSING

I admit to being in a search engine rut. I am the self-proclaimed Queen of Google, and before I could use the Accessing Lesson Planner or its associated student tools, I would have to do some test searches of my own to become acquainted with other search engines. I am used to sifting through the first four or five pages of Web sites that Google returns, trying to find a site to fit my needs. I often have to refine my search using different or more specific terms, but it never crossed my mind that I could get better results by going to a different search engine. There is a table to help choose the best Internet search device in netsaavy: Building information literacy in the classroom (Jukes, 2004, p. 41), but the Web site from which it was originally taken can no longer be found. Search Engine Watch provides reviews of and links to many different types of search engines, and includes a section of search engines that are designed especially for use by children.

There are times when it is beneficial to simply give students one or more URLs they are to use for a specific project. However, if the goal is to help them avoid infowhelm and become netsaavy kids, then we must teach them how to find resources on their own. A lesson thoughtfully planned using the Accessing Lesson Planner can introduce the skills needed to sift through the millions of resources available on the internet. Giving students a tool for recording the history of their search (Jukes, 2004, p. 45, Figure 6.2), helps them understand what search terms provide the most "good" (relevant) hits. When the student does find a Website that contains useful information, it is best to go ahead and record that information, as well as to document the source (Jukes, 2004, p. 47). I know from personal experience how frustrating it is to find good information, then not be able to remember where it was or what search terms I was using at the time I found it.

References

Jukes, I., Dosaj, A., Macdonald, B. (2000). net.savvy: Building information literacy in the classroom (2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.

Evaluating Web Resources

One of the critical components of the 5As of information literacy is analyzing the information gathered. In this age of technology, analyzing extends beyond written resources such as books, encyclopedias, magazines, and newspapers. The Internet now provides an almost limitless supply of information on any subject imagineable. Unfortunately, not everyone who publishes a web site is an expert on the subject; nor is it the intent of every author to provide factual, nonbiased information. Students must know that intentionally misleading websites exist, and know how to "evaluate the trustworthiness and authenticity of what they read on the Internet" (Westcott, 2005).

In order to begin evaluating a web site, students must first determine why they are viewing the site in the first place. Purposes for visiting a site might include entertainment, fact collection for a report, simple curiosity, collecting information to make consumer decisions, or any of an infinite number of other reasons (Fitzgerald, 1999). The reason for visiting determines the level to which they must analyze the information--gathering information for a report would require a closer examination of authenticity and reliability than visiting for simple curiosity.

Innumerable guides and rubrics for evaluating web sites can be found online, all varying in scope, complexity, and time required to complete the evaluation. Most teachers would probably balk at teaching their students to use Kathy Shrock's very thorough, but very time-consuming 26-point evaluation guide, The ABC's of Web Site Evaluation. However, the W from this guide provides a simple, effective evaluation tool by itself. Why not use a concept the students already know, the five Ws (who, what, when, where, why), to evaluate a web site?

• Who wrote the pages and are they an expert in the field?
• What does the author say is the purpose of the site?
• When was the site created,updated, last worked on?
• Where does the information come from?
• Why is the information useful? (Schrock, 1998)

Perhaps even more effective than using a ready-made evaluation guide, is initiating a class discussion of what factors must be considered when using a web site as a resource, then having the students create their own evaluation tool based on what they feel are the most important criteria (Beck, 1997). Regardless of what evaluation tool a teacher chooses to use, the students must be taught to use it properly and what to do with the results. Once students understand the strengths and weaknesses of the Internet, they will be able to successfully use it as a "powerful research tool and as a general source of information" (Beck, 1997).

References

Beck, S. (1997). Suggestions for successful Internet assignments. The Good, the Bad, & the Ugly: or, Why it's a Good Idea to Evaluate Web Sources. Retrieved March 4, 2006, from http://lib.nmsu.edu/instruction/evalsugg.html

Fitzgerald, M.A. (1999). Evaluating Information: An Information Literacy Challenge. School Library Media Research, 2. Retrieved March 4, 2006, from www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume21999/vol2fitzgerald.htm

Schrock, K. (1998, December). The ABC's of Web Site Evaluation [Electronic version]. Classroom Connect, 4-6.

Westcott, F. (2005, April 1). Intentionally Misleading Websites. techLearning. Retrieved March 4, 2006, from http://www.techlearning.com/story/showArticle.jhtml?articleID=159901583