Use and Evaluation of Online Resources

Created by:

Cathy McNeary

Title/Role:

Librarian 7-12

Organization/School Name:

Roncalli High School

Location:

South Dakota

Grade Level:

11, 12

Type of Lesson:

Stand-alone lesson

Type of Schedule:

Flexible

Collaboration Continuum:

Moderate

Content Area:

Language Arts

Content Topic:

Evaluation and critique of multiple resources

Standards for the 21st-Century Learner

Skills Indicator(s):

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

Dispositions Indicator(s):

2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.

Responsibilities Indicator(s):

3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.

Self-Assessment Strategies Indicator(s):

4.4.3 Recognize how to focus efforts in personal learning.

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

Scenario:

In preparation for an major research project, the librarian and teacher meet to discuss what students will need to know to access and use multiple online resources. As a first step, the librarian plans a lesson introducing students to three specific subscription online databases. (examples: Proquest, SIRS Researcher, Gale Reference) The librarian spends one class period presenting an overview of each database with an emphasis on becoming familiar with features and navigation of the sites. Each student is then given a specific practice topic and asked to conduct research.

Overview:

During this lesson the students explore specific research sites with the intent of acquiring the ability to critique a research site for its worthiness as a valid research tool for their purposes, concentrating on accuracy, validity, appropriateness for needs, importance, and social and cultural context. They will also master navigation of each site while adding to their search skills.

Final Product:

The final product for the lesson will be a one page paper evaluating one of the three sites and will include one example of how to use the site outside of the classroom.

Library Lesson:

Students will gather resources on an assigned topic using three databases introduced by the librarian and synthesize information found while also evaluating and comparing individual sites.

Estimated Lesson Time:

90 minutes

Assessment

Product:

The students will submit a one page paper which the librarian will assess using a rubric focusing on the student's explanation of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

Process:

The teacher and the librarian will assist the students as they use different databases to locate information. Informal conferencing and observation will help them monitor student progress.

Student self-questioning:

What database of the three used best meets the needs of my topic? Which site can I use most effectively? Have I mastered basic navigation of each site? Which site will help me find information on a topic unrelated to school, such as how to fix my car?

Instructional Plan

Resources students will use:

Dataset (ie. lists, tables, databases)

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

Interactive Resource URL:

http://library.sd.gov

Resources instructor will use:

Projector

Laptop

Instruction/Activities

Direct instruction:

The librarian and teacher will gather the class in the computer lab and the librarian will present an overview of each database selected. The librarian will show how to navigate each site and special features that are unique to that specific resource. The librarian will explain benefits or drawbacks to the resources and stress the importance of the critieria of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

Modeling and guided practice:

The librarian will use a sample topic and find sources pertaining to that topic again using special features pertinent to each site. As a class students will discuss the criteria of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

Independent practice:

The students will work individually gathering sources on an assigned topic and writing a final one page evaluation. They will have time to ask questions of the librarian and teacher on certain features and their usefulness in the research project.

Have you taught this lesson before:

Yes

Strategies for differentiation:

The librarian will instruct students on the read aloud features of the databases and those that translate into various languages.

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)

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)

CC11-12RS/TS1 » Reading Standards for Literacy in Sci Tech » 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (11,12)

CC.11-12.L.4.d » English Language Arts » Vocabulary Acquisition and Use » d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (11,12)

CC.11-12.L.4.c » English Language Arts » Vocabulary Acquisition and Use » c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. (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.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)