2. www.pdst.ie
Every
Student
Is
Capable
of
Success
JCSP:
Cri6cal
Thinking
in
the
Online
Context
Gráinne
Dennison
Denise
O’Flanagan
3. www.pdst.ie
.
What
is
the
JCSP?
The JCSP is an intervention within the
Junior cycle aimed at those students who
are identified as being at risk of leaving
school early perhaps without completing
The Junior Certificate.
JCSP Students sit the Junior Cert examinations
A Social Inclusion Programme
4. www.pdst.ie
JCSP
-‐
AIMS
of
the
Programme
To retain students To bridge the gap
To build strong and
positive learning
foundations
To make school relevant
and accessible to
young people who find it
difficult to cope with the
school system.
6. www.pdst.ie
"It
is
not
the
resources
available
on
the
Internet,
though
these
are
considerable,
that
will
make
a
difference
for
your
students.
Instead,
your
students’
successes
at
life’s
opportuni>es
will
be
determined
by
what
you
decide
to
do
with
these
resources...
.
The
Internet
is
redefining
what
it
means
to
be
literate.
If
we
are
to
prepare
children
for
their
tomorrows,
we
need
to
embrace
the
opportuni>es
the
Internet
provides
for
new
forms
of
literacy."
Donald
J.
Leu
7. www.pdst.ie
Learning
Outcomes
• To
support
students
to
engage
in
meaningful
and
effec7ve
internet
research
• To
develop
students’
cri7cal
reading
and
thinking
skills
8. www.pdst.ie
Trouble
Shoo6ng
Hardware
Tips
Check
all
cable
connec7ons
first
Try
closing
programmes
and
restar7ng
Frozen
PC
–
try
‘three
fingered
salute’
<Ctrl+Alt+Delete>
Use
student
exper7se
11. www.pdst.ie
‘Just
because
our
students
are
able
to
cruise
through
the
internet
with
speed
and
what
looks
like
skill
does
not
mean
they
know
what
they
are
doing’
Kajder
(2003,
p.49)
Key
Ideas:
Reading
the
web
is
the
same
as
print
reading
just
more
complex
14. www.pdst.ie
• Readers
must
be
able
to
decode
quickly,
with
ease
in
order
to
be
considered
fluent
(Pikulski
and
Chard,
2005).
• They
must
also
have
adequate
syntac7c
awareness
to
a9end
to
punctua7on
cues.
• Fluency
is
equally
important
for
web
reading.
• Readers
must
decide
to
adjust
their
rate
of
reading,
depending
on
purpose.
This
can
vary
from
1.
visual
scanning
for
par7cular
word
or
phrase
2.
skimming
through
text
3.
careful
reading
of
web
page
Fluency
15. www.pdst.ie
• Readers
with
weak
vocabulary
will
most
likely
struggle
with
comprehension
(Blachowics
&
Fisher,
2003)
• Addi7onal
knowledge
is
required
when
reading
web
Ø knowledge
of
key
vocabulary
of
topic
Ø knowledge
of
vocabulary
of
Web
itself
-‐eg
understand
terms
such
as
search
engine,
back
buLon,
scroll,
drop
down
menu
• Reader
needs
to
determine
key
words
(that
match
topic
and
purpose)
to
use
in
the
search
engine
Vocabulary
16. www.pdst.ie
Web
Reading–
Huge
Challenge
Vocabulary
Skills
Web
language
Keyword
selec7on
Key
Concept
Knowledge
Hyperlink
Skills
Naviga7on
of
websites
Web
Reading–
Vocabulary
Skills
17. www.pdst.ie
Internet
Knowledge
Access
the
internet
Use
Browser
Scroll
Bar
Naviga7on
Skills
Troubleshoot
Use
Tabs
Keywords
Use
Basic
Computer
soeware
Hypermedia
Media
Mouse
&
keyboard
skills
Download
Images
Boolean
Operators
Urls
Domain
Names
Search
Engines
Domains
Strategy
for
commercial
pop
ups
Evaluate
search
engine
results
‘Refresh’
&
‘History’
tools
on
web
browser
JCSP
resource:
Keywords
to
Know
pads
18. www.pdst.ie
Research
Strategy
1. Question
2.
Understand
3. Evaluate
4.
Synthesize
6.
Transform
Eagleton
and
Dobler,
2007
19. www.pdst.ie
• Research
oeen
ini7ated
without
a
plan
of
ac7on
or
explicit
research
ques7ons
• Key
Ques7ons:
Ø What
do
I
want
to
know?
Ø What
is
my
plan
for
finding
out?
• We
ask
ques7ons
before,
during
and
aeer
reading
• Student
choice
NB
Step
1:
Ques6on
?
Resource:
Project
planning
hand-‐out
20. www.pdst.ie
Why
Ques6ons
are
Important
Print
Reading
Ac7vates
prior
knowledge
Checks
comprehension
Clarifies
ideas
Focuses
a9en7on
on
the
task
Online
Reading
Ac7vates
prior
knowledge
First
step
in
inquiry
process
Monitors
if
we
are
on
task
Enables
decision
making
when
on
line-‐
what
links
to
follow
21. www.pdst.ie
• Student
generated
•
Appropriate
scope:
Not
too
skinny
-‐
eg
When
was
Henry
8th
born?
Not
too
fat
eg
-‐What
was
the
Reforma7on?
• It
must
be
a
researchable
ques7on
i.e.
informa7on
found
on
internet,
not
evalua7ve
ques7ons
that
rely
on
opinion,
not
vague
ques7ons,
not
personal
ques7ons.
• Student
should
not
have
too
li9le
or
too
much
prior
knowledge
about
the
ques7on
What
are
good
research
ques6ons?
22. www.pdst.ie
• Explain
what
a
good
research
ques7on
is.
• Use
Research
Ques7on
Hand-‐out
to
check
for
student
understanding.
How
do
we
teach
ques6oning
strategies?
23. www.pdst.ie
Ques6oning
Strategy
Theme
Topic
Ques6ons?
1.
2.
Focus
Adapted
from
Eagleton
and
Dobler,
2007
Who?
What?
Why?
When
?
Where?
Focus
24. www.pdst.ie
Ques6on
Strategy
Child
Care
Project
Child
Development
(0-‐12
years)
1) What
foods
are
important
for
child
development?
2) Why
is
play
important
for
child
development?
Foods
for
babies
Play
25. www.pdst.ie
Project
Prepara6on
The purpose of my project is
To inform To entertain To persuade
To express
myself
My audience is?
1. 2.
My research questions are?
1. 2.
26. www.pdst.ie
Ac7va7ng
Prior
Knowledge
• Areas
of
the
topic
• Text
structure
(informa7onal
texts)
• Website
organisa7ons
• Search
engine
formats
Step
2:
Understanding
27. www.pdst.ie
Step
2:
Understanding
• How
will
I
find
out?
• Iden7fying
resources
• U7lising
the
Internet
• Choosing
search
tools
• Selec7ng
keywords
28. www.pdst.ie
• Use
of
KWL
• Brainstorming
• Padlet
• Mind
Maps
• Think
Pair
Share
How?
29. www.pdst.ie
• 98%
web
texts
–informa7onal
(Kamil
and
Lane,
1998)
• Descrip7ve:
present
facts
that
describe
the
characteris7cs
of
persons,
places,
things
and
events-‐
may
include
persuasive
details.
• Sequen7al:
arrange
informa7on
and
events
in
order,
oeen
chronologically
• Compare/contrast:
organise
informa7on
about
two
or
more
topics
according
to
their
similari7es
and
differences
• Cause/effect:
provide
reasons
or
explana7ons
for
an
event
or
occurrence
• Problem/solu7on:
pose
a
problem
and
its
poten7al
solu7on
Common
Informa6onal
Text
Structures
30. www.pdst.ie
• On
web
called
between
different
types
of
informa7onal
text
structures
quickly
• Web
pages
inconsistent
in
their
use
of
text
features
eg
headings,
cap7ons
(Dobler
2003)
• Huge
variety
of
new
text
genres
eg
bulle7n
boards,
chat
rooms,
emails
etc.
• New
text
genres
have
generated
new
vocabulary
eg
emo7cons,
spam
Informa6onal
Text
Structures
and
the
Web
31. www.pdst.ie
Choosing
a
Search
Engine
• www.askforkids.com
• www.ask.com
• www.yahooligans.com
• www.yahoo.com
• www.kidsclick.org
• www.google.com
• Uses
natural
language
• Can
select
one
of
two
reading
levels
• Uses
categories
• Useful
if
not
sure
where
to
start
searching
• A
librarian
selected
database
• Protects
from
inappropriate
sites
• Uses
text
matching
• Can
ac7vate
safe
search
(click
on
link
for
preferences)
32. www.pdst.ie
Step
3:
Evalua6ng
Evalua7ng
Is
this
what
I
need?
Is
this
informa7on
useful?
Is
this
informa7on
true?
33. www.pdst.ie
The
Web
is
a
vast,
open
and
uncatalogued
library,
and
one
in
which
reference
librarians
are
nowhere
to
be
found.
-‐ Sorapure,
Inglesby
and
Yatchisin
(1998)
Authorship
is
no
longer
rare.
-‐ Kress
(2003)
Access
to
vast
amounts
of
informa>on
is
not
the
whole
answer.
The
power
to…separate
nice
to
know
from
need
to
know
info
is
essen>al
if
superhighway
users
do
not
drown
in
electronic
junk.
-‐
Kehoe
(1993)
Why
evaluate?
34. www.pdst.ie
Students
may
• have
limited
prior
knowledge
to
draw
on
• equate
amount
of
informa7on
with
quality
of
informa7on
• be
misled
by
the
appearance
of
a
website
35. www.pdst.ie
• Cri>cal
thinking
skills
–
disposi7on
for
interroga7ng
the
text,
evalua7ng
arguments
and
ques7oning
content
• Cri>cal
reading
skills
–
ability
to
evaluate
relevancy,
accuracy
and
reliability
• Cri>cal
mul>media
informa>on
literacy
skills
–
a
capacity
to
cri7cally
consume
informa7on
and
to
separate
the
medium
from
the
message
• Cri>cal
literacy
skills
–
ap7tude
to
view
informa7on
as
value
laden
and
not
neutral
Harrison,
Dwyer
and
Castek
(2010)
Cri6cal
evalua6on
of
online
informa6on
encompasses
36. www.pdst.ie
Online
Research
Plan
Predict
Monitor
Evaluate
What
do
I
want
to
find
out?
Write
research
ques6on
Where
do
these
links
go?
Does
this
make
sense?
Have
I
got
the
correct
informa6on?
More
checking?
37. www.pdst.ie
:
Scanning
and
Filtering
Search
Results
38. www.pdst.ie
Students
should
ask
themselves:
• How
many
results
were
returned?
• Which
website
gives
me
the
informa7on
I
need?
• Have
I
looked
at
the
domain
names
and
URLs?
Scanning
a
Search
String
39. www.pdst.ie
Students
should
ask:
• Who?
• What?
• When?
• Where?
• Why?
Adapted
from
Kathy
Schrock
Evalua6ng
trustworthiness
of
a
website:
Schrock’s
5
Ws
approach
http://www.schrockguide.net/
40. www.pdst.ie
Glossary:
• Domain
-‐
It
is
a
unique
name
that
iden7fies
an
internet
resource
such
as
a
website.
• Domain
name
extension
–
Three
le9er
extension
at
end
or
just
before
/
in
a
web
address.
• Server
-‐
A
computer
connected
to
the
Internet
so
that
it
can
provide
documents
via
the
World
Wide
Web.
Also
called
HOST
computer.
Web
servers
are
the
closest
equivalent
to
what
in
the
print
world
is
called
the
"publisher"
of
a
print
document.
• URL
-‐
Uniform
Resource
Locator.
The
unique
address
of
a
website.
• WWW
–
World
wide
web
Scanning
the
homepage
41. www.pdst.ie
Website
Organisa6ons:
URL
and
Domain
Names
• Commercial
site
.com
• Government
site
.gov
• Commercial
site
.net
• Educa7onal
site
.edu
• Country
site
.irl
• Charity
site
.org
URL
• address
HTTP
• Used
for
moving
hypertext
across
the
internet
42. www.pdst.ie
Domain
extension
Type
.edu
Educa7on
.gov
Government
.org
Organisa7on
(Usually
non-‐profit)
.com
Commercial
.net
Commercial
What
type
of
domain?
Country
codes
Country
.ie
Ireland
.uk
United
Kingdom
.us
United
States
of
America
43. www.pdst.ie
• Is
this
someone’s
personal
page?
• What
type
of
domain
is
it?
(Educa7onal,
government…?)
• Where
is
the
site
published/hosted?
• Can
I
cross-‐check
the
informa7on
somewhere
else
–
eg
website/print?
Looking
at
the
URL:
Key
Ques6ons
44. www.pdst.ie
URL
Site
hgp://allaboutexplorers.com/
All
About
Explorers
hgp://www.dhmo.org/
Dihydrogen
Monoxide
Research
Division
hgp://zapatopi.net/treeoctopus/
Pacific
Northwest
Tree
Octopus
hgp://zapatopi.net/afdb/
Aluminium
Foil
Deflector
Beanie
hgp://www.sudkw.com/jackcon.htm
The
Jackalope
Conspiracy
hgp://www.buydehydratedwater.com/
Buy
Dehydrated
Water
hgp://www.thedogisland.com/
Dog
Island
Evalua6ng
a
Website:
Hoax
Websites
Use with Worksheet: Evaluating a Website
45. www.pdst.ie
45
45
Bloom’s
Taxonomy
proposed
that
knowing
is
composed
of
six
successive
levels
arranged
in
a
hierarchy
1.
Knowledge
-‐
recall
2.
Understand,
explain
3.
Apply
4.Analyse
5.
Evaluate
6.
Create
46. www.pdst.ie
Clay,
M
(1991):
Becoming
literate:
The
construc7on
of
inner
control.
.
Portsmouth,
NH:
Heinemann
Eagleton,
Mary
B
and
Dobler,
E
(2007):
reading
the
Web
Strategies
for
Internet
Enquiry
The
Guilford
Press,
US
Goodman,
KS
(1996):
On
reading.
Portsmouth,
NH:
Heinemann.
Harrison,
Dwyer
and
Castek
(2010):
Using
Technology
to
Improve
Reading
and,
Shell
Educa7on,
CA,
USA
Kajder,
SB
(2003):
The
tech-‐savvy
English
classroom.
Portland,
ME:
Stenhouse
Kehoe,
L
(1993):
Cas7ng
the
net
worldwide.
Financial
Times,
p.11
Kress
(2003):
Literacy
in
the
new
media
age.
London:
Routeledge
Donald
J.
Leu
Jr.,
Maria
H.
Malle9e
&
Rachel
A.
Karchmer
(2001):
New
reali7es,
new
literacies,
and
new
technologies:
Redefining
the
agenda
for
literacy
research,
Reading
Research
and
Instruc7on,
40:3,
265-‐272
Sorapure,
Inglesby
and
Yatchisin
(1998):
Web
literacy.
Computers
and
Composi7on,
15
(3),
409-‐424
Kathy
Schrock
hLp://www.schrockguide.net/
Kathy
Schrock’s
Guide
to
Everything
References
