This portion of the course will be web-based. Through online modules and practical examples, students will learn strategies to evaluate information resources found on the web. They will then prepare an online presentation in the form of a website explaining why a certain website is a good or poor information resource.

College/University

This lesson will take place during one one-hour class to be held synchronously online, followed by two weeks of asynchronous work and discussion.

Students should anticipate approximately 6 hours of work on their own time following the online class.

Information Literacy, Library/Information Sciences

Web Information Resources

All students are expected to be familiar with web editing software, such as Dreamweaver, Frontpage, or NVU.  If students need a refresher, a tutorial on Dreamweaver is provided under the "Resources" section.

AZ- Arizona Adult Education Standards • Subject Area : Technology 2006 • Standard Area : Standard: The adult learner will develop technology skills and apply related concepts toward the achievement of personal, family, workplace, and community goals. The Technology Standard addresses the following Indicators: A Social and Ethical Issues B Fundamental Operations and Concepts C Productivity Tools D Communications Tools E Research Tools F Technology to Promote Lifelong Learning • Level : Technology • Indicator : Indicator D: Learners use technology to communicate information and ideas effectively to various audiences • Sub-Indicator : 2. Creates products for multiple audiences. • Performance Level : Exceeds  Performance Indicator : Creates a final product using spreadsheet software, database software, presentation software, web page design software, and/or desktop publishing.  Performance Indicator : Creates a product incorporating two or more media (e.g., sound, animation, digital photography, video capture). • Indicator : Indicator A: Learners understand the social and ethical issues related to using technology in their daily lives and demonstrate responsible use of technology systems, information, and software • Sub-Indicator : 1. Discusses and practices responsible use of technology and demonstrates respect for others. • Performance Level : Met  Performance Indicator : Describes and practices “netiquette” when using the Internet and e-mail (e.g., publish photographs of people only with their permission). o Follow the rules for deciding when permission is needed for using the work of others o Adhere to copyright laws and “fair use” guidelines  Performance Indicator : Does not download unauthorized files or programs. • Indicator : Indicator E: Learners develop and implement a research strategy to find accurate, relevant, and appropriate information sources • Sub-Indicator : 2. Interprets and evaluates the accuracy, bias, and comprehensiveness of information sources. • Performance Level : Exceeds  Performance Indicator : Verifies accuracy of information by researching two or more sources. • Performance Level : Met  Performance Indicator : Identifies the source of online information using the components of a URL (e.g., .gov, .edu, .com, .net, .uk).  Performance Indicator : Discusses bias, timeliness, and credibility of sources. • Sub-Indicator : 3. Interprets and evaluates the accuracy, bias, and comprehensiveness of information sources. • Performance Level : Exceeds  Performance Indicator : Formally presents research results.

- Students will be able to evaluate information resources found on the web using the checklist

- Students will be able to use a contextual approach to accurately evaluate information resources found on the internet

- Students will be able accurately and effectively create an online presentation of an evaluation of a website

- How can we use the checklist to accurately evaluate information resources we find on the internet?

- How can we use a contextual approach to accurately evaluate information resources we find on the internet?

- What methods should be used when creating a website that meets accessibility needs of the audience? What produces a successful web presentation?

- Students will know and be able to implement the checklist for evaluating information resources.

- Students will know how to efficiently and effectively use a contextual approach for evaluating information resources.

- Students will have an understanding of their responsibilities when publishing content online, including Section 308, copyright, and the fair use guidelines.

Students will choose a topic of their choosing and search for a relevant website. They will evaluate the website's credibility and create an online presentation about the website to share with the rest of the class.

As part of the assignment, students must address potential bias of the resources. In order to do this, students will be asked to view alternate websites on the same topic from a different cultural perspective. This may include international news sources, commentaries, and other websites.

References

Bower, M. & D. Richards. (2005). The impact of virtual classroom laboratories in CSE. Technical Symposium on the Computer Science Education Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education, 292-296.

Ladson-Billings, G. (1995a). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165.

National Center on Low-Incidence Disabilities. (2001). Creating accessible websites tutorial. Retrieved on October 1, 2007, from http://vision.unco.edu/AccessibleDesign/index.html.

Radcliff, C.J., Jensen, M, Salem, J., Burhanna, J. and J. Gedeon. (2007). A practical guide to information literacy assessment for academic librarians. Libraries Unlimited: Westport, Connecticut.

Avery, E.F. (2003). Assessing student learning outcomes for information literacy instruction in academic institutions. American Library Association: Chicago.

How can one succesfully evaluate an information resource found on the internet?

The students' Evaluating a Website assignment will be assessed using the attached rubric. The results regarding the information literacy component will be organized and summarized, then presented to library administration and staff. If the results show that the lesson was successful, it will be shared with other instructional librarians to adapt in their courses and share with their departmental faculty.  Sharing the results will be important in moving forward with the information literacy initiative (Radcliff, 2007; Avery, 2003).

Rubrics Evaluating Websites

The online synchronous lesson will be facilitated through Macromedia Breeze, which will allow the instructor to use audio and display content, and the students to ask questions in the chat room. This tool will allow for a greater connection between students and instructor, and will improve learning overall (Bower, Richards, 2005).

The students are given the Evaluating a Website assignment, which includes the scoring guide rubric, so that they know what will be expected of them. They are also given the attached Evaluation Checklist.

The instructor explains the importance of evaluating information found on the open internet. She gives a number of practical examples and has the students complete an online tutorial. She explains that for the assignment the students will be creating a website and that they must follow copyright law and adhere to Section 508. They are given the resources listed in the "resources" section below.  They are also asked to incorporate at least two media of their choice into their web page to enhance the presentation. 

For the assignment, students must find a website of their choosing then prepare an online module for other students explaining why it is a good or poor information resource. The assignment is attached.

Students will view one another's web presentations and provide feedback and ask questions in an online discussion forum. This will faciliate further learning from one another.

Attachments

A number of additional resources are provided to help assist students having trouble with this assignment. The live chat session will provide an opportunity for students to communicate with the teacher as well as with one another to further understand the assignment.

The Dreamweaver guide is provided to assist students in the creation of the website.  The instructor will also hold office hours for additional help with this assignment.

Students must adhere to Section 508 in their web presentations so they will be accessible to all other students.

• Materials and resources:
  Used by teacher:
  
  Meola, M. (2004). Chucking the checklist: a contextual approach to teaching undergraduates web-site evaluation. Libraries and the Academy, 4(3), 331-344.
• Technology resources:
  Dreamweaver, Firefox, Frontpage, Internet Explorer, Web Authoring
• Students Familiarity with Software Tool:
  Familiarity with web-creation software and ability to place website on a server.

Attachments Links

 

Created by Rebecca Blakiston, University of Arizona Libraries.
Last Updated November 25, 2007.