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Editor's Notes
- Ask students if they believe this is true. Show web site and ask how they could check it.
- State importance of a plan before any research is undertaken, then go through the cycle.
- Currency – how up to date is the info? Calendar is link to google search, show results and highlight the results that have a date. Click on 4th link down Nurseryworld – it has no date. This is because it is not an article, click on it and then choose Major changes to guidance on local and national safeguarding arrangements went out to consultation yesterday. This has a date! Edit - NB different searches bring different results! Find the nurseryworld one but it might not be 4th! Click ANY article on the website and it should have a date!
- Relevance – elicit from last week & then show
- Author. Elicit what we mean by agenda and bias. Ask for examples eg writing for a company or being paid by a company or organisation.
- Purpose. Elicit reasons for a piece of information to exist. Which are OK? Why?
- Supporting Evidence
- Encourage students to cross check information with other sources to see it seems accurate Ask difference between fact and opinion – can they tell them apart? Adverts – may suggest sponsorship and therefore bias Is the info referenced? If so check the info yourself
- Give the students 2 or 3 handouts so that they can compare their judgements on a few sources. The books should be available, I’ve chosen those we keep in largish numbers. The web sites look useful but they don't contain much info and they don’t list an author as they are commercial. The Play England book is good, the authors are all very experienced. Did anyone find a different resource that was useful? Did anyone use the library search facility??