Evaluating Websites

Created by:

Julie Ricker

Title/Role:

School Librarian

Organization/School Name:

Portsmouth High School

Location:

New Hampshire

Grade Level:

Type of Lesson:

Lesson in a unit

Type of Schedule:

Combination

Collaboration Continuum:

Limited

Content Area:

Language Arts

Content Topic:

Web Site Evaluation.

Standards for the 21st-Century Learner

Skills Indicator(s):

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

3.1.6 Use information and technology ethically and responsibly.

Dispositions Indicator(s):

1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.

Responsibilities Indicator(s):

1.3.3 Follow ethical and legal guidelines in gathering and using information.

2.3.3 Use valid information and reasoned conclusions to make ethical decisions.

Self-Assessment Strategies Indicator(s):

3.4.2 Assess the quality and effectiveness of the learning product.

4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.

Scenario:

Evaluating web sites is part of the English curriculum for Research Skills writing a research paper. After instruction from the librarian on web site evaluation and guided practice, students will write a ten page research paper on a topic of their choice. The paper requires 10 resources, three must be print and any web site sources must be evaluated. Students do an annotated bibliography for their research papers and students are required to hand in web site evaluations for the web site sources used in their papers. Some topics students have chosen in the past are golf, animal therapy,and music education. These topics are personal to the student and are usually something they want to learn more about. Students learn web site evaluation to build on their prior knowledge of navigating the web. Flexible scheduling in the library allows for the class to come to the library for instruction and time in the library to work on evaluating web sites. The librarian gives the instruction and the teacher and librarian help with the guided instruction. The assessment is done by the teacher when grading. Individual instruction occurs for students who need extra guidance with web site evaluation.

Overview:

The concept of this lesson is to teach students the factors and indicators of what makes a web site credible or not credible and for the students to understand why it is important to use credible web sites when researching for papers. The essential question that students will explore is "what are the differences between a credible web site and a non-credible web site?"

Final Product:

10-page research paper.

Library Lesson:

The goal of the lesson is for students to learn how to evaluate web sites. In doing so, students will learn how to use different factors such as author, copyright date, updated date, and contact information to decide if a web site is credible and reliable. This will assist students in writing a well-rounded and trustworthy research paper.

Estimated Lesson Time:

90 minutes

Assessment

Product:

The product itself will be the paper graded by the English teacher. Part of the grade is having reliable web sites which will be checked by the English teacher with the Librarian's assistance if needed.

Process:

The English teacher will assess the students' process. For example, the annotated bibliography is due before the paper writing even begins. With the annotated bibliography of the 10 plus sources, the students are also required to hand in a written or digital web evaluation for each web site they plan on using in their papers. The web site evaluation formats are given during the presentation. The teacher is able to assess how the students are using and evaluating credible websites in the beginning of the research process, when the rough draft of the paper is due and when the final paper is due.

Student self-questioning:

Did I choose credible web sites? Did I fill out a web site evaluation for each web site I want to use in my paper? Did I evaluate the web sites based on all the criteria I learned in the library presentation?

Instructional Plan

Resources students will use:

Interactive Resource (i.e. webpages, multimedia learning objects, chat services)

Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:

http://school.discoveryeducation.com/schrockguide/pdf/evalhigh.pdf

Resources instructor will use:

Projector

Laptop

Instruction/Activities

Direct instruction:

Students watch a PowerPoint presented by the librarian about the ways in which one can evaluate websites; what factors to look for when deciding if a website is credible or not. Students also learn about Wikipedia and the "battle" between credible web sites and Wikipedia. The presentation also demonstrates two different formats of website evaluation--students can write or type the 5 W's of website evaluation of the web sites they are choosing to use for their papers or they can use the link given above in the "Interactive Resource URL" (http://school.discoveryeducation.com/schrockguide/pdf/evalhigh.pdf) electronically or print and fill it out for evaluating their web sites.

Modeling and guided practice:

The librarian evaluates a web site for the class using the criteria presented in the PowerPoint Presentation before students are asked to do so on their own. An example of each of the two web site evaluation formats taught are explained by the librarian to the students. Students then have time in the library to look at web sites and look at the criteria for web sites on the library computers. The students have time to ask questions while they are evaluating web sites for clarification on any factors they are not sure about.

Independent practice:

Students then must evaluate any websites using the methods learned from the direct instruction and guided practice and show the results in one of those formats if the student chooses to use that resource for their paper.

Have you taught this lesson before:

Yes

Strategies for differentiation:

This lesson could be taught in a more simplistic format, such as using just the basic criteria outlined in the PowerPoint as well as the student viewing the PowerPoint one-on-one with the para, librarian or teacher. Students requiring differentiated instruction could have assistance by their paraprofessional, librarian or teacher in the actual evaluation process by having the student pick the topic, the web sites and the assistance of the para, librarian or teacher running the computer for them and using the High School Web Site Evaluation Form created by the librarian. The student can state the criteria after looking through the website with the help of the para, librarian or teacher and that person can then type in the criteria the student gives in the evaluation form.

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.11-12.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (11,12)

CC11-12RS/TS8 » Reading Standards for Literacy in Sci Tech » 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (11,12)

CC.11-12.W.9 » English Language Arts » Research to Build and Present Knowledge » 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (11,12)

CC.11-12.R.I.7 » English Language Arts » Integration of Knowledge and Ideas » 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (11,12)

CC.11-12.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (11,12)

CC.11-12.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (11,12)

CC11-12WH/SS/S/TS1b » Writing Standards » b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. (11,12)

CC.11-12.W.2.b » English Language Arts » Text Types and Purposes » b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. (11,12)

CC11-12RH/SS6 » Reading Standards for History » 6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. (11,12)

CC11-12RH/SS8 » Reading Standards for History » 8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. (11,12)

CC11-12WH/SS/S/TS1e » Writing Standards » e. Provide a concluding statement or section that follows from or supports the argument presented. (11,12)

CC.11-12.W.2.f » English Language Arts » Text Types and Purposes » f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (11,12)

CC11-12WH/SS/S/TS2e » Writing Standards » e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). (11,12)

CC.11-12.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (11,12)

CC11-12WH/SS/S/TS9 » Writing Standards » 9. Draw evidence from informational texts to support analysis, reflection, and research. (11,12)

CC11-12WH/SS/S/TS8 » Writing Standards » 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (11,12)

CC11-12RS/TS2 » Reading Standards for Literacy in Sci Tech » 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (11,12)

CC11-12RS/TS5 » Reading Standards for Literacy in Sci Tech » 5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. (11,12)

CC11-12RS/TS6 » Reading Standards for Literacy in Sci Tech » 6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. (11,12)

CC11-12RS/TS7 » Reading Standards for Literacy in Sci Tech » 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (11,12)

CC.11-12.W.6 » English Language Arts » Production and Distribution of Writing » 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (11,12)