Introducing the <br />SweetSearch <br />Web Research Tutorial<br />By Mark E. Moran & Shannon Firth<br />Dulcinea Media<br...
<ul><li>We are proud to introduce the SweetSearch Web Research Tutorial, a research-based, multimedia tutorialthat teaches...
The first part of the presentation explains the background and basis of the tutorial.
Specific information on the tutorial is at the end.
Contact Mark.Moran@DulcineaMedia.com with any questions. </li></li></ul><li>Our generation<br />
Their generation<br />
<ul><li>Are “digital natives” experts at effectively finding information on the web, evaluating it and putting it to use? ...
ElementaryStudentsIntractable<br /><ul><li> Aftera year-long information literacy program, most 5th grade students continu...
<ul><li>Even when high school students found a good source...</li></li></ul><li>... they did not recognize it and instead ...
<ul><li>“Students’ high level of browsing… at the expense of thinking about information need, planning for strategies and ...
<ul><li>“[S]tudents’ level of faith in their search engine of choice is so high that they do not feel the need to verify f...
<ul><li> Not one of the 600 college students surveyed “could give an adequate conceptual definition of how Google returns ...
Almost half of middle school students chose<br />“I type a question.”<br />
If a search doesn’t give you good results...<br />
... what do you do next?<br />
I think real hard.<br />
I focus on the encyclopedia.  <br />
I punch the screen.<br />Just kidding, LOL.<br />
How do you decide if an online article is a good source to use for a school report? <br />
If it has the<br />information I need,<br />then it’s good for me. <br />
“If it sounds good, I know it’s right, and it has good vocab.”<br />
I don’t know. <br />I just go with it.<br />
How often do you check the author of an article?<br />
<ul><li>About 2/3 of students “rarely or never”check the author.</li></li></ul><li>“It doesn’t really<br />matter who wrot...
How often do you check to see when an article was written or last updated?<br />
<ul><li>About 2/3 of students “rarely or never”check the date of an article. </li></li></ul><li>I can’t find it. <br />
In Conclusion….<br />A majority of students:<br /><ul><li>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. </li></li></ul><li>WE’RE LOST<br />
Why Teach Web Research?<br />“[T]he millions spent to wire schools and universities is of little use unless students know ...
An Informed Internet Citizenry<br />“[I]nitiatives that help educate people in this domain – whether in formal or informal...
Improving Internet skills starts with educators<br />
<ul><li>Emerging research indicates that many teachers do not have the necessary skills to navigate the Internet.</li></ul...
“Students need to see educators modelingan effective research process and learn from it.”<br /><ul><li>Colette Cassinelli<...
“Participation Gap”<br /><ul><li>Students with support are finding ways to thrive in complex digital information environme...
A “New Divide”<br /><ul><li>Students with access to librarians teaching Web research skills “take prize of better grades” ...
There is No Quick Fix<br /><ul><li>Effective web research skills cannot be learned in a week, a semester, or a year.</li><...
<ul><li>Web research skills must be taught throughout primary school years to break the “culture of use” currently seen in...
Existing Tutorials are Lacking<br />Big6 model:<br /><ul><li>created in 1987 for offline research;
 retrofitted to incorporate the Internet;
student version not written for the way students learn today.</li></li></ul><li>A New Approach?<br /><ul><li>Educators mus...
A New Approach?<br />“We have shown the importance of looking at the whole process of information seeking and content eval...
<ul><li>"Unless we can demonstrate some measurable payoff to searching, students aren’t going to do it.”5
Lisa Rose-Wiles, Librarian</li></ul>     Seton Hall University<br />
What the Web Needs Now…<br />Aresearch tutorial that:<br /><ul><li>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. </li></li></ul><li>SweetSearch Web Research Tutorial<br /><ul><li>An e-book with 18 Chapters tha...
instructions
summaries
videos
links
quizzes
posters</li></li></ul><li>Foundation of the Tutorial<br /><ul><li>Studies of students’ Web research skills.
Studies of habits of skilled Web researchers.10</li></li></ul><li>Format of the Tutorial<br /><ul><li>Includes a version t...
Includes videos and other visual elements that engage students and practical examples and analogies that demonstrate the “...
Significant “early adopter” discount</li></li></ul><li>Table of Contents<br />IntroductionChapter 1: How a Skilled Researc...
Table of Contents<br /><ul><li>Understanding Your Tools</li></ul>Getting Started<br />	Chapter 4: Planning and Adjusting Y...
Table of Contents<br />Searching, Searching, Searching<br />	Chapter 6: Using Special Search Functions<br />	Chapter 7: Di...
Table of Contents<br />Know the Source of  Your Source<br />	Chapter 9: Finding and Using Primary Sources<br />	Chapter 10...
Table of Contents<br />Evaluating Your Sources	Chapter 11: Who Wrote This?<br />	Chapter 12: Why Did the Author Write This...
Table of Contents<br />Synthesizing Your Sources<br />Chapter 15:  Turning Many into One<br />Chapter 16: Avoid Plagiarism...
Release Schedule<br /><ul><li>Announcement June 21
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  • SweetSearch Web Research Tutorial

    1. 1. Introducing the <br />SweetSearch <br />Web Research Tutorial<br />By Mark E. Moran & Shannon Firth<br />Dulcinea Media<br />Copyright Dulcinea Media, Inc. 2011<br />
    2. 2. <ul><li>We are proud to introduce the SweetSearch Web Research Tutorial, a research-based, multimedia tutorialthat teaches effective web research skills to both educators and students.
    3. 3. The first part of the presentation explains the background and basis of the tutorial.
    4. 4. Specific information on the tutorial is at the end.
    5. 5. Contact Mark.Moran@DulcineaMedia.com with any questions. </li></li></ul><li>Our generation<br />
    6. 6. Their generation<br />
    7. 7. <ul><li>Are “digital natives” experts at effectively finding information on the web, evaluating it and putting it to use? </li></li></ul><li>“Digital natives are <br />extraordinarily sophisticated<br /> and strangely narrow.”<br />
    8. 8. ElementaryStudentsIntractable<br /><ul><li> Aftera year-long information literacy program, most 5th grade students continued to rely entirely on Google and “never questioned the reliability of the websites they accessed.”1</li></ul>-- Vrije University Netherlands (2008)<br />
    9. 9. <ul><li>Even when high school students found a good source...</li></li></ul><li>... they did not recognize it and instead launched a new search. <br />
    10. 10. <ul><li>“Students’ high level of browsing… at the expense of thinking about information need, planning for strategies and evaluating obtained information.”3</li></ul>-- ShuHsien L. Chen (2003) <br />
    11. 11. <ul><li>“[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.”2</li></ul>-- EszterHargittai, et al<br />Northwestern University<br />Int’l J. of Communications 4 (2010)<br />College Students in 2010?<br />
    12. 12. <ul><li> 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)</li></li></ul><li><ul><li>In 2010 Dulcinea Media surveyed 300 middle school and high school students in New York. 6</li></li></ul><li>How do you begin your search?<br />
    13. 13. Almost half of middle school students chose<br />“I type a question.”<br />
    14. 14. If a search doesn’t give you good results...<br />
    15. 15. ... what do you do next?<br />
    16. 16. I think real hard.<br />
    17. 17. I focus on the encyclopedia. <br />
    18. 18. I punch the screen.<br />Just kidding, LOL.<br />
    19. 19. How do you decide if an online article is a good source to use for a school report? <br />
    20. 20. If it has the<br />information I need,<br />then it’s good for me. <br />
    21. 21. “If it sounds good, I know it’s right, and it has good vocab.”<br />
    22. 22. I don’t know. <br />I just go with it.<br />
    23. 23. How often do you check the author of an article?<br />
    24. 24. <ul><li>About 2/3 of students “rarely or never”check the author.</li></li></ul><li>“It doesn’t really<br />matter who wrote it.”..”<br />
    25. 25. How often do you check to see when an article was written or last updated?<br />
    26. 26. <ul><li>About 2/3 of students “rarely or never”check the date of an article. </li></li></ul><li>I can’t find it. <br />
    27. 27. In Conclusion….<br />A majority of students:<br /><ul><li>don’t know how to form a sound search query;
    28. 28. don’t have a strategy for dealing with poor results;
    29. 29. can’t articulate how they know content is credible;
    30. 30. don’t check the author or date of an article. </li></li></ul><li>WE’RE LOST<br />
    31. 31. Why Teach Web Research?<br />“[T]he millions spent to wire schools and universities is of little use unless students know how to retrieve useful information from the oceans of sludge on the Web.”7<br />-- Geoffrey Nunberg, Professor <br />UC Berkeley School of Information<br />
    32. 32. An Informed Internet Citizenry<br />“[I]nitiatives that help educate people in this domain – whether in formal or informal settings – could play an important role in achieving an informed Internet citizenry.” 3<br />---EszterHargittai, et al<br />
    33. 33. Improving Internet skills starts with educators<br />
    34. 34. <ul><li>Emerging research indicates that many teachers do not have the necessary skills to navigate the Internet.</li></ul>-- Barbara Combes, Professor, <br />Edith Cowan University, Australia<br />
    35. 35. “Students need to see educators modelingan effective research process and learn from it.”<br /><ul><li>Colette Cassinelli</li></ul> librarian/ technology teacher<br /> Portland, OR<br />
    36. 36. “Participation Gap”<br /><ul><li>Students with support are finding ways to thrive in complex digital information environment. 8</li></li></ul><li><ul><li>Parents, teachers, librarians & friends need to play a role in scaffolding a learning environment. 8</li></ul> -- John Palfrey, Co-director, Berkman Center, Sept 2010.<br />
    37. 37. A “New Divide”<br /><ul><li>Students with access to librarians teaching Web research skills “take prize of better grades” in college. 9</li></li></ul><li><ul><li>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.”9</li></ul>-- University College London<br />
    38. 38. There is No Quick Fix<br /><ul><li>Effective web research skills cannot be learned in a week, a semester, or a year.</li></li></ul><li>Not Integrated into Curriculum<br /><ul><li>Research skills often are taught only by librarians are not always reinforced by classroom teachers.</li></li></ul><li><ul><li>“[L]leaving information literacy to librarians alone suggests a failure to understand the scope of the problem.”7</li></ul>-- Geoffrey Nunberg<br />
    39. 39. <ul><li>Web research skills must be taught throughout primary school years to break the “culture of use” currently seen in this generation of users. </li></ul>-- Barbara Combes<br />
    40. 40. Existing Tutorials are Lacking<br />Big6 model:<br /><ul><li>created in 1987 for offline research;
    41. 41. retrofitted to incorporate the Internet;
    42. 42. student version not written for the way students learn today.</li></li></ul><li>A New Approach?<br /><ul><li>Educators must teach broad concepts and strategies, not how to use specific tools.</li></ul>-- Authors of ERIAL study<br />
    43. 43. A New Approach?<br />“We have shown the importance of looking at the whole process of information seeking and content evaluation from the first decision about which search engine or Web site to consult initially to the final stage of settling on a page with the sought-after content.”3<br />---EszterHargittai, et al<br />Northwestern University<br />Int’l J. of Communications 4 (2010)<br />
    44. 44. <ul><li>"Unless we can demonstrate some measurable payoff to searching, students aren’t going to do it.”5
    45. 45. Lisa Rose-Wiles, Librarian</li></ul> Seton Hall University<br />
    46. 46. What the Web Needs Now…<br />Aresearch tutorial that:<br /><ul><li>is created for the Web;
    47. 47. brings teachers along;
    48. 48. examines the whole process of information seeking and content evaluation;
    49. 49. offers a practical “payoff” approach; and
    50. 50. engages today’s students. </li></li></ul><li>SweetSearch Web Research Tutorial<br /><ul><li>An e-book with 18 Chapters that include:
    51. 51. instructions
    52. 52. summaries
    53. 53. videos
    54. 54. links
    55. 55. quizzes
    56. 56. posters</li></li></ul><li>Foundation of the Tutorial<br /><ul><li>Studies of students’ Web research skills.
    57. 57. Studies of habits of skilled Web researchers.10</li></li></ul><li>Format of the Tutorial<br /><ul><li>Includes a version that teaches educators critical online information skills.
    58. 58. Includes videos and other visual elements that engage students and practical examples and analogies that demonstrate the “payoff” for better web research skills.</li></li></ul><li>Subscription Model<br /><ul><li>Subscription fee per school; about $1.25 per student per year, includes both the student and teacher versions.
    59. 59. Significant “early adopter” discount</li></li></ul><li>Table of Contents<br />IntroductionChapter 1: How a Skilled Researcher Behaves  <br /> Chapter 2: How the Internet Works<br /> Chapter 3: How Search Engines Work<br />Copyright Dulcinea Media, Inc. 2011<br />
    60. 60. Table of Contents<br /><ul><li>Understanding Your Tools</li></ul>Getting Started<br /> Chapter 4: Planning and Adjusting Your Research<br /> Chapter 5: Using All of Your Resources <br />Copyright Dulcinea Media, Inc. 2011<br />
    61. 61. Table of Contents<br />Searching, Searching, Searching<br /> Chapter 6: Using Special Search Functions<br /> Chapter 7: Digging Deep in Search Results<br /> Chapter 8: Keeping Track of Your Sources<br />Copyright Dulcinea Media, Inc. 2011<br />
    62. 62. Table of Contents<br />Know the Source of Your Source<br /> Chapter 9: Finding and Using Primary Sources<br /> Chapter 10: Are You Looking at a Counterfeit?<br />Copyright Dulcinea Media, Inc. 2011<br />
    63. 63. Table of Contents<br />Evaluating Your Sources Chapter 11: Who Wrote This?<br /> Chapter 12: Why Did the Author Write This?<br /> Chapter 13: When Was This Written?<br /> Chapter 14: Thinking Critically<br />Copyright Dulcinea Media, Inc. 2011<br />
    64. 64. Table of Contents<br />Synthesizing Your Sources<br />Chapter 15:  Turning Many into One<br />Chapter 16: Avoid Plagiarism; <br /> Paraphrase & Quote Correctly<br />Copyright Dulcinea Media, Inc. 2011<br />
    65. 65. Release Schedule<br /><ul><li>Announcement June 21
    66. 66. Educator Version Previewed at ISTE, rel. mid-July
    67. 67. K-6 and 7-12 versions rel. early August
    68. 68. Spanish language versions in September
    69. 69. Digital Citizenship unit added in the fall</li></li></ul><li>Works Cited:<br />1. Els Kuiper, Monique Volman and Jan Terwel. “Students' use of Web literacy skills and strategies: searching, reading and evaluating Web information.” Information Research: Vol. 13, No.3, (September, 2008.http://www.informationr.net/ir/13-3/paper351.html<br />2. Shu-Hsien L. Chen. “Searching the Online Catalog and the World Wide Web.” Journal of Educational Media & Library Sciences, 41 1 (September 2003) 29-43<br />3. EszterHargittai, Lindsay Fullerton, Ericka Menchen-Trevino and Kristin Yates Thomas, Northwestern University, “Trust Online: Young Adults’ Evaluation of Web Content°International Journal of Communication 4 (2010), 468–494 1932–8036/20100468<br /> http://ijoc.org/ojs/index.php/ijoc/article/view/636<br />4. On “Empowering Parents and Protecting Children in an Evolving Media landscape”Berkman Center for Internet & Society. February 24, 2010. http://cyber.law.harvard.edu/node/5951<br />5. Steve Kolowich, Searching for Better Research Habits, Inside Higher Ed, September 29, 2010<br />http://www.insidehighered.com/news/2010/09/29/search<br /> (cont’d)<br />
    70. 70. Works Cited:<br />6. Mark E. Moran and Shannon Firth, “A Study of Students Online Behavior,” March 2010. <br />http://blog.findingdulcinea.com/2011/06/a-study-of-students-online-research-behavior.html<br />7. Geoffrey Nunberg, “Teaching Students to Swim in the Online Sea,” The New Yrok Times, February 13, 2005. http://people.ischool.berkeley.edu/~nunberg/infolit.html<br />8. Project Information Literacy Smart Talk, no. 3, John Palfrey, "Rethinking Plagiarism in the Digital Age?" September 1, 2010. <br />http://projectinfolit.org/st/palfrey.asp<br />9. UCL. “Information behavior of the researcher of the future”: 11 January 2008. <br />http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf<br />10. Media Post: Google Research Focuses on Search Failures, September 21, 2010 <br />http://www.mediapost.com/publications/?fa=Articles.showArticle&art_aid=136114&nid=118854<br />
    71. 71. Photo Credits:<br />Peter Van Teseling /pvantees<br />http://www.flickr.com/photos/49503144230@N01/4638139091/<br />Michael Surran / Extra Ketchup<br />http://www.flickr.com/photos/27315689@N00/459020985/<br />DWRose<br />http://www.flickr.com/photos/33714457@N07/3659485835/<br />Nathan E Photography<br />http://www.flickr.com/photos/7843389@N02/2300190277/<br />Gary Simmons<br />http://www.flickr.com/photos/gsimmonsonca/5356644453/<br />Demi-Brooke / db Photography <br />http://www.flickr.com/photos/21257461@N05/2550349404/<br />David Pham -Shapeshifthttp://www.flickr.com/photos/shapeshift/355874159/<br />jakeandlindsey<br />http://www.flickr.com/photos/56477159@N06/5524669257/<br />Milos Milosevic<br />http://www.flickr.com/photos/21496790@N06/5065834411/<br />Alejandro Bravo starsignlex<br />http://www.flickr.com/photos/88231064@N00/13763851/<br />Shishberg<br />http://www.flickr.com/photos/42625902@N00/2641415853/<br />
    72. 72. Photo Credits:<br />JB - Helga’s Lobster Stew<br />http://www.flickr.com/photos/lobsterstew/196296707/<br />Avenue G<br />http://www.flickr.com/photos/avenueg/2380246251/in/photostream<br />Mr.Seb- Sebastian Anthony<br />http://www.flickr.com/photos/mrseb/3903861892/in/set-72157618211406706<br />Playingwithbrushes<br />http://www.flickr.com/photos/playingwithpsp/2543212679/<br />Lincolnian(Brian) - BUSY<br />http://www.flickr.com/photos/79727841@N00/304477845/<br />Brookesb<br />http://www.flickr.com/photos/75016602@N00/199276257/<br />Osseo teachers (teachers conference) – TimWilson<br />http://www.flickr.com/photos/70816538@N00/5239197457/<br /> <br />Ralph and Jenny<br />http://www.flickr.com/photos/ralphandjenny/4612732045/in/set-72157624074400784<br />

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