Internet Literacy Workshop

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For Cortland presentation March 3, 2007

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Internet Literacy Workshop

  1. 1. Why Internet Literacy? The Need to Train Student Surfers 5th Annual Educators’ Conference March 3, 2007 Cortland Jr./Sr. High School M. Karre, Librarian [email_address]
  2. 2. What is Internet Literacy???? Literacy 2.0
  3. 5. <ul><li>“ The ability to access, understand and create communications in a variety of forms.” </li></ul><ul><li>~ Communications Act of 2003 </li></ul>Literacy =
  4. 6. Web 2.0 <ul><li>Read/write web </li></ul><ul><li>Literacy all the more important </li></ul><ul><li>Sharing information on all levels </li></ul><ul><li>Universal contributions </li></ul><ul><li>Need to understand, evaluate, reply </li></ul>
  5. 7. “ ..need to be editors as well as readers.” “… must be literate in the ways of publishing” “… need to have the ability to work closely with others” “… need to know how to manage the information that we consume.” According to Will Richardson, students: Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms, 2006
  6. 9. Information Literacy <ul><li>The ability to: </li></ul><ul><li>use the Internet to search for information </li></ul><ul><li>follow rules for gathering and presenting information. </li></ul><ul><li>find clues on web pages in order to evaluate the content, </li></ul>
  7. 10. Students need to know: <ul><li>Access - Search and retrieval </li></ul><ul><li>Understanding – evaluation and critical thinking </li></ul><ul><li>Creation - Interactivity </li></ul>
  8. 11. Assumptions: <ul><li>Equal access to technology </li></ul><ul><li>Teacher assistance </li></ul>Is there a need???
  9. 12. According to ETS: <ul><li>52% students could judge web site’s objectivity </li></ul><ul><li>65% could judge authoritativeness </li></ul><ul><li>40% correctly used multiple search terms </li></ul><ul><li>44% could identify statement that stated demands of an assignment </li></ul><ul><li>( http://www.ets.org/Media/Products/ICT_Literacy/pdf/2006_Preliminary_Findings.pdf ) </li></ul>
  10. 13. All kids can find information on the Internet – that’s what search engines are for!
  11. 14. If it is on the Internet, it must be true.
  12. 15. If it is on the Internet, it’s public information and free for us to copy.
  13. 16. OUR GOALS: <ul><li>Appropriate Search techniques (access) </li></ul><ul><li>Evaluation strategies (understanding) </li></ul><ul><li>Proper use of information (creation and synthesis) </li></ul>
  14. 17. Job one: keep them away from predators <ul><li>Job two: </li></ul><ul><li>keep online experiences comfortable and nourishing </li></ul>Appropriate Search techniques = 1
  15. 18. www.boytoys.com <ul><li>Typed by 4 th grade boy while </li></ul><ul><li>researching the history of toys. </li></ul>
  16. 19. <ul><li>“ We don’t need no liberry…. </li></ul><ul><li>We got the Internet.” </li></ul>Spoken by teacher at the beginning of a research project.
  17. 20. We need to train experts! <ul><li>Kids need to learn to handle dangers </li></ul><ul><li>We cannot monitor them all the time! </li></ul>
  18. 21. Safety means different things at different ages GetNetWise
  19. 22. <ul><li>Rules for little ones are simple: </li></ul><ul><li>Never give out information that can help someone find you </li></ul><ul><li>Report all threatening behavior </li></ul><ul><li>Use only “safe” sites </li></ul>
  20. 23. Great online safety Quiz! <ul><li>SafeKids.com </li></ul>Take it with the kids!! CyberCafe
  21. 24. <ul><li>“ Congress can pass all the laws it wants and civil-liberties groups can challenge those laws, but it's up to parents and kids themselves to assure a safe passage while online” </li></ul><ul><li>~ Common Sense Rules Can Protect Kids on the Net by Larry Magid </li></ul>
  22. 25. We don’t have to worry…. We have a FILTER!
  23. 26. “ Filters can give parents and guardians a false sense of security—prompting them to believe that children are protected when they are not . Numerous studies have documented that filters fail to block many sites banned under CIPA” ~American Library Assoc.
  24. 27. Surfing the Net with Kids Iggy and Rasper's Tips for Internet Safety and Good Manners
  25. 28. But….. We also want them to avoid sites that are fraudulent, overly pushy or just plain stupid.
  26. 29. The Web is a lot like a flea market
  27. 30. “ Without a clear search strategy, using a search engine is like wandering aimlessly in the stacks of a library trying to find a particular book.” - Debbie Flanagan , Fort Lauderdale, FL. – Web Search Strategies
  28. 31. The research process: (The teacher’s view) <ul><li>Develop interesting assignment </li></ul><ul><li>Assign it </li></ul><ul><li>Stand back and watch wonderful learning experience </li></ul><ul><li>Collect and correct </li></ul><ul><li>Evaluate </li></ul>
  29. 32. The research process: (The student’s view) <ul><li>Locate information using Google </li></ul><ul><li>Take the first search results </li></ul><ul><li>Print out EVERYTHING </li></ul><ul><li>Put your name on it </li></ul><ul><li>Done! </li></ul>
  30. 33. Why do we see this behavior? <ul><li>Badly structured assignments </li></ul><ul><li>Easy access to pre-digested information on the web </li></ul><ul><li>Time pressures on students </li></ul><ul><li>Lack access to current materials </li></ul><ul><li>Lack of training </li></ul>
  31. 34. <ul><li>Find exact phrase matches </li></ul><ul><ul><ul><ul><ul><li>“ Binghamton Toyota dealership” </li></ul></ul></ul></ul></ul>Power Search <ul><li>Logical Expressions </li></ul><ul><ul><ul><ul><li>baseball AND diamond </li></ul></ul></ul></ul><ul><li>Proximity </li></ul><ul><ul><li>With “” or NEAR </li></ul></ul>
  32. 35. Four NETS for Better Searching
  33. 36. Student's Guide to Research with the WWW
  34. 37. Check out How to Search
  35. 38. <ul><li>ESSENTIAL </li></ul><ul><li>that students have the ability to locate </li></ul><ul><li>sound, </li></ul><ul><li>factual, and </li></ul><ul><li>age-appropriate material </li></ul>
  36. 39. The walled garden approach in creating browsing environments: Students have access to only limited Web sites, and teachers need a password in order to leave the walled garden and browse the Internet in its entirety.
  37. 40. <ul><li>A more focused database should: </li></ul><ul><li>return very precise results </li></ul><ul><li>offer greater usability to the data. </li></ul>FOCUS:
  38. 41. Examples: <ul><li>WebQuests </li></ul><ul><li>Portals </li></ul><ul><li>Word Documents with links </li></ul><ul><li>Folders on desktop </li></ul><ul><li>Del.icio.us </li></ul><ul><li>Blog aggregators </li></ul><ul><li>Filamentality </li></ul>
  39. 42. Portals <ul><li>eliminate need to type addresses </li></ul><ul><li>offer more choices than just search engines </li></ul><ul><li>provide safer searches through select search engines </li></ul>www.ivyjoy.com/rayne/kidssearch.html
  40. 43. Existing portals and databases <ul><li>Four County Library System </li></ul><ul><li>www.4cls.org </li></ul><ul><li>BOCES Databases </li></ul><ul><li>www.btboces.org/Center/Resources/ElectronicResources.shtm </li></ul><ul><li>Horace Mann School Library </li></ul><ul><li>http://opalsbnj.stier.org </li></ul>
  41. 44. Compare kids' search engines Make your own portal…..
  42. 45. Best not to let students type addresses…. … but if they must, teach caution <ul><li>Personal & business = “.com”; </li></ul><ul><li>Federal government = “.gov,” </li></ul><ul><li>K-12 school sites = “.k12” </li></ul><ul><li>college and university = “.edu.” </li></ul><ul><li>Organizations = “.org.” </li></ul>
  43. 46. The next step is learning to evaluate information 2
  44. 47. Rapid growth in the Internet = Millions of quality web sites PLUS… More sites = Millions of poorly constructed and inaccurate ones.
  45. 48. PLUS…. <ul><li>Web 2.0 means </li></ul><ul><li>Anonymous authors </li></ul><ul><li>Public editing </li></ul><ul><li>Proliferation of information </li></ul><ul><li>“ Instant” creation and elimination of pages </li></ul><ul><li>Random assignment of domains </li></ul>
  46. 49. How do kids tell the good <ul><li>From the BAD? </li></ul>The Martin Luther King , Jr., Research and Education Institute A collection of primary and secondary documents pertaining to Martin Luther King , Jr., held at Stanford University. www.stanford.edu/group/King/ Martin Luther King Jr. - A True Historical Examination The truth about Martin Luther King : Includes historical trivia, articles and pictures. A valuable resource for teachers and students alike. www. martinlutherking .org/
  47. 50. Kathy Schrock’s Website Evaluators
  48. 51. Online KidsFirst Worksheet http://www.kidsfirst.org/juror/website_6-12.html COALITION FOR QUALITY CHILDREN'S MEDIA
  49. 52. Before you launch an Internet assignment... Consider best tool for the purpose
  50. 53. The Four A's of website evaluation: <ul><li>Accessibility </li></ul><ul><li>Accuracy </li></ul><ul><li>Appropriateness </li></ul><ul><li>Appeal </li></ul><ul><li>Author </li></ul>
  51. 54. Also consider: Dates Created and Last Modified
  52. 55. ACCESSIBILITY = <ul><li>Dead ends </li></ul><ul><li>Long waits </li></ul><ul><li>Dead links </li></ul>
  53. 56. ACCURACY= <ul><li>Authorship or authority, </li></ul><ul><li>Objectivity, </li></ul><ul><li>Coverage, </li></ul><ul><li>Context. </li></ul>
  54. 57. APPROPRIATENESS = <ul><li>Good for the report? </li></ul><ul><li>Too technical? </li></ul><ul><li>Understandable? </li></ul>
  55. 58. APPEAL = <ul><li>Fun to use </li></ul><ul><li>Easy to read </li></ul><ul><li>Graphics make sense </li></ul>
  56. 59. AUTHOR: <ul><li>Search for more info about author </li></ul><ul><li>Check the URL (“user”, “~”) </li></ul><ul><li>Check links -- Link:url </li></ul>
  57. 61. Use of Information But what do we DO with it? 3
  58. 62. Avoiding theft and forgery -
  59. 63. “ The growth of the Internet has emphasized the need to understand intellectual property rights, including copyright fundamentals and plagiarism” . See - Education World: Teaching About Web Literacy
  60. 64. What can we DO? <ul><li>Detect plagiarism - Glatt Plagiarism Program </li></ul><ul><li>Kathy Schrock’s Guide for Educators </li></ul><ul><li>Read Write Think Plagiarism Lesson </li></ul>
  61. 65. Teach Citation Skills Early <ul><li>Landmark </li></ul><ul><li>Citation Machine </li></ul><ul><li>NoodleBib </li></ul><ul><li>Bedford / St. Martin’s guides for online citation </li></ul>
  62. 66. Now must also teach <ul><li>Ethics of Web 2.0 – Read/Write Web </li></ul>
  63. 67. Editors / Contributors <ul><li>Responsible web authors </li></ul><ul><li>Ethics of web – Netiquette </li></ul><ul><li>Blogs </li></ul><ul><li>Wikis </li></ul><ul><li>Email </li></ul><ul><li>Websites </li></ul>
  64. 68. Web 2.0 – The Machine is Us/ing Us
  65. 69. Putting good intentions into practice How do we put it all together?
  66. 70. Process, not product; (How, not what) Teach, not block. (Prepare for the worst, expect the best) SIMPLE RULE:
  67. 71. Role of Teacher: <ul><li>Demonstrate familiarity with technology </li></ul><ul><li>Locate and Evaluate resources prior to use </li></ul><ul><li>Direct students to appropriate resources </li></ul><ul><li>Model and teach ethical use of information </li></ul>
  68. 72. For Further Study: <ul><li>The Internet Literacy Handbook: A Guide for Connected Educators (flash) </li></ul><ul><li>Developing Critical Literacy Skills for the Internet (Power Point) </li></ul><ul><li>Internet Literacy – Pensacola Junior College </li></ul><ul><li>ALA Information Literacy Standards </li></ul>
  69. 73. With trust, focused practice, training on authoritativeness and usability, and clear selection rubric, kids can do fine job selecting needed resources
  70. 76. Have you &quot;wiped out&quot; yet? Tutorials Galore
  71. 77. <ul><li>http://www.noodletools.com </li></ul><ul><li>Compare search engines </li></ul><ul><li>Choose Invisible web databases </li></ul><ul><li>Deconstruct a Web site. </li></ul><ul><li>NoodleTools </li></ul><ul><li>NoodleQuest </li></ul><ul><li>Search Strategy Wizard. </li></ul>

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