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  • WHY IS THIS WHITE?
  • Transcript

    • 1. Teaching Web Research Skills By Mark E. Moran, Dulcinea Media
    • 2. Mark E. MoranTwitter: @findingDulcinea• Corporate Attorney• 15-year Internet Executive• Parent of three in grades 7, 10, college• District Curriculum Committee• Engages extensively with educators
    • 3. Educator Reviews
    • 4. Educator Reviews
    • 5. Educator Reviews
    • 6.  Are “digital natives” experts at effectively finding information on the web, evaluating it and putting it to use?
    • 7. Elementary Students Intractable After a year-long information literacy program,most 5th grade students continued to rely entirelyon Google and “never questioned the reliability ofthe websites they accessed.” 1 -- Vrije University Netherlands (2008)
    • 8.  Even when high school students found a good source...
    • 9. ... they did notrecognize it andinsteadlaunched a newsearch.
    • 10.  “Students‟ high level of browsing… at the expense of thinking about information need, planning for strategies and evaluating obtained information.” 2 -- Shu Hsien L. Chen (2003)
    • 11.  In 2010 Dulcinea Media surveyed 300 middle school and high school students in New York. 3
    • 12. Conclusions….A majority of students: don‟t know how to form a sound search query; don‟t have a strategy for dealing with poor results; can‟t articulate how they know content is credible; don‟t check the author or date of an article.
    • 13. College Students in 2010 “[S]tudents‟ level of faith in their search engine of choice is so high that they do not feel the need to verify for themselves who authored the pages they view or what their qualifications might be.” 4 -- Eszter Hargittai, et al Northwestern University Int‟l J. of Communications 4 (2010)
    • 14.  Not one of the 600 college students surveyed “could give an adequate conceptual definition of how Google returns results….the word „magic‟ came up a lot.” 5 --ERIAL study (Illinois 2010)
    • 15. Students‟ Primary “Strategy”... wildly firing randomterms into a search box,and hoping they‟ll getlucky.
    • 16. Why Teach Web Research?“[T]he millions spent to wire schools and universitiesis of little use unless students know how to retrieveuseful information from the oceans of sludge on theWeb.” 6 -- Geoffrey Nunberg, Professor UC Berkeley School of Information
    • 17. An Informed Internet Citizenry“[I]nitiatives that help educate people in this domain– whether in formal or informal settings – could playan important role in achieving an informed Internetcitizenry.” 4 ---Eszter Hargittai, et al
    • 18. Improving Internet skills starts with educators
    • 19.  Emerging research indicates that many teachers do not have the necessary skills to navigate the Internet. -- Barbara Combes, Professor, Edith Cowan University, Australia
    • 20. “Students need to seeeducators modeling aneffective researchprocess and learn fromit.”-Colette Cassinelli librarian/ technology teacher Portland, OR
    • 21. “Participation Gap” Students with support are finding ways to thrive in complex digital information environment. 7
    • 22. A “New Divide” Students with access to librarians teaching Web research skills “take prize of better grades” in college.8
    • 23.  Those without access to web research training show up at college “beyond hope”….with an “ingrained coping behaviour”… “they have learned to „get by‟ with Google.”8-- University College London
    • 24. There is No Quick Fix Effective web research skills cannot be learned in a week, a semester, or a year.
    • 25. Not Integrated into Curriculum Research skills often are taught only by librarians are not always reinforced by classroom teachers.
    • 26.  “[L]leaving information literacy to librarians alone suggests a failure to understand the scope of the problem.” 6 -- Geoffrey Nunberg
    • 27.  Web research skills must be taught throughout primary school years to break the “culture of use” currently seen in this generation of users. -- Barbara Combes
    • 28. A New Approach? Educators must teach broad concepts and strategies, not how to use specific tools. -- Authors of ERIAL study
    • 29. A New Approach?“We have shown the importance of looking at thewhole process of information seeking andcontent evaluation from the first decision aboutwhich search engine or Web site to consultinitially to the final stage of settling on a pagewith the sought-after content.” 4 ---Eszter Hargittai, et al Northwestern University Int‟l J. of Communications 4 (2010)
    • 30.  "Unless we can demonstrate some measurable payoff to searching, students aren‟t going to do it.” 5 - Lisa Rose-Wiles, Librarian Seton Hall University
    • 31. What the Web Needs Now…A Web research curriculum that: is created for the Web; brings teachers along; examines the whole process of information seeking and content evaluation; offers a practical “payoff” approach; and engages today‟s students.
    • 32. Stop Searching, Start Finding An e-book with 16 Chapters that include: instructions summaries videos links quizzes posters
    • 33. Foundation Studies of students‟ Web research skills. Studies of habits of skilled Web researchers. 9
    • 34. Table of ContentsIntroduction Chapter 1: Habitudes of Skilled Researchers Chapter 2: How the Internet Works Chapter 3: How Search Engines WorkCopyright Dulcinea Media, Inc. 2011-12
    • 35. Table of Contents Understanding Your ToolsGetting Started Chapter 4: Planning and Adjusting Your Research Chapter 5: Using All of Your ResourcesCopyright Dulcinea Media, Inc. 2011-12
    • 36. Table of ContentsSearching, Searching, Searching Chapter 6: Using Special Search Functions Chapter 7: Digging Deep in Search Results Chapter 8: Keeping Track of Your SourcesCopyright Dulcinea Media, Inc. 2011-12
    • 37. Table of ContentsKnow the Source of Your Source Chapter 9: Finding and Using Primary Sources Chapter 10: Are You Looking at a Counterfeit?Copyright Dulcinea Media, Inc. 2011-12
    • 38. Table of ContentsEvaluating Your Sources Chapter 11: Who Wrote This? Chapter 12: Why Did the Author Write This? Chapter 13: When Was This Written? Chapter 14: Thinking CriticallyCopyright Dulcinea Media, Inc. 2011-12
    • 39. Table of ContentsSynthesizing Your SourcesChapter 15: Turning Many into OneChapter 16: Paraphrase & Quote CorrectlyCopyright Dulcinea Media, Inc. 2011-12
    • 40. Demo of SweetSearch