Write items on board. Then quiz time! .org .com .mil .gov .au .jp .za
How do you put this in Google? They don’t THINK about different ways to search. Ask to re-write prompt or ask for keywordsLook at results and Wikipedia. How many do students usually use? What could Mars be?
How some searches will be different from other people’s Real life example: facebook, Youtube
Real-life example: Ask if they’ve ever copied and pasted something to turn in. Talk about biased sites, hoaxes, revised history. What are the chances they’ve ever copies and pasted bad information? “Facts about Women and AIDS” theonion.com. EX: Elvis Presley, Michael Jackson Official webpages Generate other celebrities, politicians or debatable topics.
3 types to use: pdf, ppt, xlsXLS: Effects of caffeine on the body How to incorporate this into a research project
Put on website so students have access
Click for hyperlink and begin the advanced searching.
First, click on “try” then click on “create” and sign up for free
Library skittles: a tasy mix of ideas to make the library sweet!
A tasty mix of
to make the
Take control of your searching!
Magic words: filetype:
Web Literacy and Images
Contrary to popular belief (or word of mouth) Google
images can be copyrighted!
This is a simple solution –
Lesson Plan for Digital Literacy
1. Ask students where they go to find information. Google is usually the answer. Ask why they use Google? Put answers on board (easy, quick, best out there, has all
the answers are most common things students respond with)
2. Quiz time! Ask about extensions: .org .com .jp .au .za .gov What are others you know? Which can you trust? China doesn’t let out a lot of information online.
Connecting with personal story: Talk about Nicole (our foreign exchange student) and Facebook
3. Write prompt on board (research about the effects of the disaster at Chernobyl) How do you put this into Google? Students most likely write whatever is written on
board. They don’t THINK about different ways to search. Let them know this, and ask them to re-write the prompt or ask for keywords
4. Talking about data mining….how some searches will be different from other people’s depending on what they most search for. Real life example: Ads on side of
facebook, twitter, instagram, Google+, Youtube
5. Look at results. Wikipedia is usually the first hit shown. Talk about the pros and cons of Wikipedia. Ask students how many websites they usually look at (typical
response is 3-5).
6. Don’t let Google command your results. Command Google to show you what you want. Use infographic:
7. Filetype: pdf (doc) ppt (powerpoint) xls (excel) Who puts out these types of files and information online? Do a search for .xls on Effects of caffeine on the body.
How to incorporate this into a research project.
8. Show hoax sites: Rythospital.com. Do a Google search about facts about women and AIDS (first hit, which matches student criteria as first 3-5 websites they look at).
Do NOT tell them they are hoax sites until you take a really close look at Facts about Women and AIDS. You’ll see their lights begin to come on. Real-life example:
Ask them to raise hands if they’ve ever copied and pasted something to turn in. Talk about biased sites, hoaxes, revised history. What are the chances they’ve ever
copies and pasted bad information?
9. Talk about images and how to search them responsibly in Google using advanced searching. Offer them alternatives to safely incorporate images into a research
10. Then comes the citation. Using citationmachine.net, students will spend at least 5-10 minutes gathering information for websites they use and putting them into
proper citation (MLA/APA). Tell them you can show them how to do a citation in 5 seconds or less. You’ve captured their attention.
11. Talk about the Elvis Presley official webpage. Talk about how he died and what of vs. how his webpage portrays the man. Get students to generate other celebrities
or politicians that the same could be said about. Ask students if there is ANYTHING out there on the web that is completely free of false or biased information. Tell
them there is one….captured their attention again.