Monday, May 24, 2010
Saturday, May 22, 2010
Over 50 Questions to ask when Validating a web page
At first I thought evaluating a web search and web page was no big deal, just check a few things. When I started to brainstorm, I found I had a list of over 50 questions to ask to determine if a web page contains useful and truthful information.
The Process:
1)Evaluating your web search list to decide which links to follow
2)After selecting a hit, evaluating if this information is useful to your theme and focus and if it is
3)Determining the validity of the web site
Step 1 - Which Links to Follow
Looking at the list
•Order of the list – does being first mean it is the best?
•Are they sponsored Links?
Domain Names – how do you Read a URL’s
•The URL is a Universal Resource Locator which masks an IP address
www.componentDomainName.TopLevelDomain or www.subdomain.microsoft.com
•What is the TopLevelDomain or extension http://en.wikipedia.org/wiki/List_of_Internet_top-level_domains
The most common to expose children to are: .org .edu .com .k12. gov
•What Protocol – is it www or http?
•Check the Paths and directories
•Are your keywords in the URL?
•Is it a personal page? Does it contain: ~, %, or words like: aol, users, members, or people?
•Web page description Reading the paragraph under, does it provide categories?
•Before going to Plan B - Have you tried different search engine and/or keywords?
Step 2 - Would this information useful to your theme and focus?
Home page
•Is there a welcoming paragraph?
•Does it convey purpose of site?
Is it user friendly – can you find information as you navigate the site?
•Does it have an electronic table to contents?
•Does it have a site map or image map?
•Is there a logo to help you get back to the home page?
•Does each page have a title?
Links
•Are the links Current? Reputable?
•If you navigate into the web site, can you get back?
•Does a Logo bring you back to the home page?
•Is there a bread crump trail of links to help you navigate?
Is there multimedia?
•Is it informational: Videos or animations?
•Is it annoying: flashing banners, distracting animations or sounds, annoying colors? Pop Up ads
Step 3 - Validating Content - Is the information true?
1.Authority
•Who is the Author/Publisher – can you contact them? What are their Credentials?
•http://whois.domaintools.com/zapatopi.net
•Yahoo Answers: Popularity ≠ Quality
•Can the content be verified on another site?
•Does the content make sense? Could this be a bogus site?
2.What is the Purpose of web page
3.Objectivity
•Does the author provide information you don’t agree with or you think is wrong?
•Are there Stereotypes, exaggerations, over generalizations, balance of presentation
•What is the Perspective – native American, women, etc – does it offer more than one?
•Is there Bias?
•Do images confuse, provoke a reaction or unrelated to text content?
4.Timeliness – when was the page
•Date created
•Date updated
5. Compare /contrast this content on other sites
•Does it fit in with your current understanding?
6. Check the Links
•Forward and Back Links
•Do a Link search: link:thesiteURL
Sources:
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press
November, Alan. (2008). Web Literacy for Educators. Thousand Oaks, CA: Corwin Press.
The Process:
1)Evaluating your web search list to decide which links to follow
2)After selecting a hit, evaluating if this information is useful to your theme and focus and if it is
3)Determining the validity of the web site
Step 1 - Which Links to Follow
Looking at the list
•Order of the list – does being first mean it is the best?
•Are they sponsored Links?
Domain Names – how do you Read a URL’s
•The URL is a Universal Resource Locator which masks an IP address
www.componentDomainName.TopLevelDomain or www.subdomain.microsoft.com
•What is the TopLevelDomain or extension http://en.wikipedia.org/wiki/List_of_Internet_top-level_domains
The most common to expose children to are: .org .edu .com .k12. gov
•What Protocol – is it www or http?
•Check the Paths and directories
•Are your keywords in the URL?
•Is it a personal page? Does it contain: ~, %, or words like: aol, users, members, or people?
•Web page description Reading the paragraph under, does it provide categories?
•Before going to Plan B - Have you tried different search engine and/or keywords?
Step 2 - Would this information useful to your theme and focus?
Home page
•Is there a welcoming paragraph?
•Does it convey purpose of site?
Is it user friendly – can you find information as you navigate the site?
•Does it have an electronic table to contents?
•Does it have a site map or image map?
•Is there a logo to help you get back to the home page?
•Does each page have a title?
Links
•Are the links Current? Reputable?
•If you navigate into the web site, can you get back?
•Does a Logo bring you back to the home page?
•Is there a bread crump trail of links to help you navigate?
Is there multimedia?
•Is it informational: Videos or animations?
•Is it annoying: flashing banners, distracting animations or sounds, annoying colors? Pop Up ads
Step 3 - Validating Content - Is the information true?
1.Authority
•Who is the Author/Publisher – can you contact them? What are their Credentials?
•http://whois.domaintools.com/zapatopi.net
•Yahoo Answers: Popularity ≠ Quality
•Can the content be verified on another site?
•Does the content make sense? Could this be a bogus site?
2.What is the Purpose of web page
3.Objectivity
•Does the author provide information you don’t agree with or you think is wrong?
•Are there Stereotypes, exaggerations, over generalizations, balance of presentation
•What is the Perspective – native American, women, etc – does it offer more than one?
•Is there Bias?
•Do images confuse, provoke a reaction or unrelated to text content?
4.Timeliness – when was the page
•Date created
•Date updated
5. Compare /contrast this content on other sites
•Does it fit in with your current understanding?
6. Check the Links
•Forward and Back Links
•Do a Link search: link:thesiteURL
Sources:
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press
November, Alan. (2008). Web Literacy for Educators. Thousand Oaks, CA: Corwin Press.
Classroom Models for Evaulation Web Sites
REAL by Web Literacy by Alan November from Web Literacy for Educators
R – Read the URL
E – Examine the content
A – Ask About Author
L – Links
ABC’s by Beth Phillips
A – Author
B – Bias
C – Content
D – Dates
E - Editor
The 4 A's by Yahooligans
1.Accessibility
2.Accuracy
3.Appropriateness
4.Appeal
Seven Steps for Previewing a Web Site by Julie Coiro
1)Read Title
2)Scan Menu Choices
3)Predict where links will go
4)Interactive features
5)Creator
6)Electronic Supports
7)Make judgment to explore
Sources:
Coiro, Julie. (2005, October). Making sense of online text. Educational Leadership, 63(2), 30–35.
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press
November, Alan. (2008). Web Literacy for Educators. Thousand Oaks, CA: Corwin Press.
Phillips, Beth & Laureate Education, inc. (2009). A Teacher's Perspective, Evaluation Information Online; Supporting Information Literacy and Online Inquiry in the Classroom.
Yahooligans! Teaching Guide
R – Read the URL
E – Examine the content
A – Ask About Author
L – Links
ABC’s by Beth Phillips
A – Author
B – Bias
C – Content
D – Dates
E - Editor
The 4 A's by Yahooligans
1.Accessibility
2.Accuracy
3.Appropriateness
4.Appeal
Seven Steps for Previewing a Web Site by Julie Coiro
1)Read Title
2)Scan Menu Choices
3)Predict where links will go
4)Interactive features
5)Creator
6)Electronic Supports
7)Make judgment to explore
Sources:
Coiro, Julie. (2005, October). Making sense of online text. Educational Leadership, 63(2), 30–35.
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press
November, Alan. (2008). Web Literacy for Educators. Thousand Oaks, CA: Corwin Press.
Phillips, Beth & Laureate Education, inc. (2009). A Teacher's Perspective, Evaluation Information Online; Supporting Information Literacy and Online Inquiry in the Classroom.
Yahooligans! Teaching Guide
Monday, May 17, 2010
Searching Effectively
1)Search Engines (http://training.fcps.org/tt1/intsea.htm)
•Use a Search Engine – which searches its databases for your keyword: http://thesearchenginelist.com/
•Use a Directory – which has an organized list based on categories
http://thesearchenginelist.com/directory.html
•Use a MetaSearcher – which searches other search engines
http://searchenginewatch.com/2156241
•Use a Kid centered Search Engine
http://www.ivyjoy.com/rayne/kidssearch.html
•Use a Topic Specific Search – Blog, Video, Podcasts, Google Scholar, or Social Bookmarking Sites
2)Boolean Searches: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf
3)Advanced Searches – Creating a Virtual Index of web pages with the same root domain name
•Host – searches extensions only using the syntax: host:org +Fibonacci
•URL – searches within URL’s using the syntax:
url: k12.us +Fibonacci or
url: lesson +Fibonacci
•Use a Search Engine – which searches its databases for your keyword: http://thesearchenginelist.com/
•Use a Directory – which has an organized list based on categories
http://thesearchenginelist.com/directory.html
•Use a MetaSearcher – which searches other search engines
http://searchenginewatch.com/2156241
•Use a Kid centered Search Engine
http://www.ivyjoy.com/rayne/kidssearch.html
•Use a Topic Specific Search – Blog, Video, Podcasts, Google Scholar, or Social Bookmarking Sites
2)Boolean Searches: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf
3)Advanced Searches – Creating a Virtual Index of web pages with the same root domain name
•Host – searches extensions only using the syntax: host:org +Fibonacci
•URL – searches within URL’s using the syntax:
url: k12.us +Fibonacci or
url: lesson +Fibonacci
Saturday, May 8, 2010
Information Literacies
Association of College and Research Libraries (ACRL)
Information literacy is a set of abilities requiring individuals to “recognize
when information is needed and have the ability to locate, evaluate,
and use effectively the needed information.”
Information Literacy Competency Standards for Higher Education
Standard 1 - The information literate student determines the nature and extent of the information needed.
Performance Indicators:
1. The information literate student defines and articulates the need for information.
2. The information literate student identifies a variety of types and formats of potential sources for information.
3. The information literate student considers the costs and benefits of acquiring the needed information.
4. The information literate student reevaluates the nature and extent of the information need.
Standard 2 - The information literate student accesses needed information effectively and efficiently.
Performance Indicators:
1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
2. The information literate student constructs and implements effectively designed search strategies.
3. The information literate student retrieves information online or in person using a variety of methods.
4. The information literate student refines the search strategy if necessary.
5. The information literate student extracts, records, and manages the information and its sources.
Standard 3 - The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Performance Indicators:
1. The information literate student summarizes the main ideas to be extracted from the information gathered.
2. The information literate student articulates and applies initial criteria for evaluating both the
information and its sources.
3. The information literate student synthesizes main ideas to construct new concepts.
4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
5. The information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences.
6. The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
7. The information literate student determines whether the initial query should be revised.
Standard 4 - The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
Performance Indicators:
1. The information literate student applies new and prior information to the planning and creation of a particular product or performance.
2. The information literate student revises the development process for the product or performance.
3. The information literate student communicates the product or performance effectively to others.
Standard 5 - The information literate student understands many of the economic, legal,
and social issues surrounding the use of information and accesses and uses information ethically and legally.
Performance Indicators:
1. The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
2. The information literate student follows laws, regulations, institutional policies, and etiquette related
to the access and use of information resources.
3. The information literate student acknowledges the use of information sources in communicating the product or performance.
Information literacy is a set of abilities requiring individuals to “recognize
when information is needed and have the ability to locate, evaluate,
and use effectively the needed information.”
Information Literacy Competency Standards for Higher Education
Standard 1 - The information literate student determines the nature and extent of the information needed.
Performance Indicators:
1. The information literate student defines and articulates the need for information.
2. The information literate student identifies a variety of types and formats of potential sources for information.
3. The information literate student considers the costs and benefits of acquiring the needed information.
4. The information literate student reevaluates the nature and extent of the information need.
Standard 2 - The information literate student accesses needed information effectively and efficiently.
Performance Indicators:
1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
2. The information literate student constructs and implements effectively designed search strategies.
3. The information literate student retrieves information online or in person using a variety of methods.
4. The information literate student refines the search strategy if necessary.
5. The information literate student extracts, records, and manages the information and its sources.
Standard 3 - The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Performance Indicators:
1. The information literate student summarizes the main ideas to be extracted from the information gathered.
2. The information literate student articulates and applies initial criteria for evaluating both the
information and its sources.
3. The information literate student synthesizes main ideas to construct new concepts.
4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
5. The information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences.
6. The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
7. The information literate student determines whether the initial query should be revised.
Standard 4 - The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
Performance Indicators:
1. The information literate student applies new and prior information to the planning and creation of a particular product or performance.
2. The information literate student revises the development process for the product or performance.
3. The information literate student communicates the product or performance effectively to others.
Standard 5 - The information literate student understands many of the economic, legal,
and social issues surrounding the use of information and accesses and uses information ethically and legally.
Performance Indicators:
1. The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
2. The information literate student follows laws, regulations, institutional policies, and etiquette related
to the access and use of information resources.
3. The information literate student acknowledges the use of information sources in communicating the product or performance.
Saturday, May 1, 2010
Literacy Refined
Definitions of Literacy
•Merriam – Webster: Ability to read and write
•Ability to read, write, communicate
•David Warlick - Using information to accomplish goals
•The United Nations Educational, Scientific and Cultural Organization (UNESCO): "ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society."
•Association of College and Research Libraries (ACRL) - Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
Foundational Literacies
•Alphabet/spelling
•Summarize
•Oral Communications
•Decode words/Phonics
•Response to literature
•Reading fluency
•Comprehension
•Contextual meaning
•Cueing: Graphophonic (Letter/sound relationships), syntax(grammar) and semantic (meaning)
•Transaction: text has no “absolute meaning” depends on readers’ perspective
New Literacies
As defined by The New Literacies Perspective
1.Questioning
2.Searching
3.Evaluating
4.Synthesizing
5.Communication
Multiplicity of Web Literacies
As defined by the New London Group (2000)
1. Media forms
Icons
Colors
Hyperlinks
Animations
Menus/Scroll Bars/Tabs
Audio & podcasts
Video
Images
Charts/Graphs
Pop Up Text
Interactive Graphics
Virtual Realities
Ads (when to ignore)
2.Internet Communications
Search engines
Web pages
Email
List-servs
Discussion groups (asynchronous)
Chat rooms
IM
Video conferencing
Blogs
Wikis
Multi-user games
3.Global Communications
Co-constructing knowledge
Author’s intent (motive behind the message)
Understanding cultural differences (assumptions)
Appropriate content for audience
Digital Citizenship
Based on information from:
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.
•Merriam – Webster: Ability to read and write
•Ability to read, write, communicate
•David Warlick - Using information to accomplish goals
•The United Nations Educational, Scientific and Cultural Organization (UNESCO): "ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society."
•Association of College and Research Libraries (ACRL) - Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
Foundational Literacies
•Alphabet/spelling
•Summarize
•Oral Communications
•Decode words/Phonics
•Response to literature
•Reading fluency
•Comprehension
•Contextual meaning
•Cueing: Graphophonic (Letter/sound relationships), syntax(grammar) and semantic (meaning)
•Transaction: text has no “absolute meaning” depends on readers’ perspective
New Literacies
As defined by The New Literacies Perspective
1.Questioning
2.Searching
3.Evaluating
4.Synthesizing
5.Communication
Multiplicity of Web Literacies
As defined by the New London Group (2000)
1. Media forms
Icons
Colors
Hyperlinks
Animations
Menus/Scroll Bars/Tabs
Audio & podcasts
Video
Images
Charts/Graphs
Pop Up Text
Interactive Graphics
Virtual Realities
Ads (when to ignore)
2.Internet Communications
Search engines
Web pages
List-servs
Discussion groups (asynchronous)
Chat rooms
IM
Video conferencing
Blogs
Wikis
Multi-user games
3.Global Communications
Co-constructing knowledge
Author’s intent (motive behind the message)
Understanding cultural differences (assumptions)
Appropriate content for audience
Digital Citizenship
Based on information from:
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.
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