This instructional session teaches first-year circus students how to research the history of their chosen discipline for a class paper. The session covers how to search the library catalog for books, journals, and articles, and how to evaluate websites using a credibility checklist. Formative and summative assessments include a think-pair-share activity to gauge students' understanding of research materials and groups evaluating sample circus websites to practice the credibility evaluation skills. The goal is to equip students with the research skills needed to write their final papers on the history of their circus discipline.
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Els materials d'ensenyament-aprenentatge.
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Sessió 3 grup de treball per a l’elaboració de materials llengua anglesa educ...Joe Planas
Presentació de la tercera sessió del grup de treball per elaborar materials de llengua anglesa a l'educació d'adults.
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This document introduces Inkreation, a company that connects clients with millennial professionals to provide innovative solutions through open innovation techniques at low costs. It summarizes Inkreation's value proposition as providing young and ambitious professionals passionate about offering custom solutions to clients' needs. Key services include market research, ideation, and promotional marketing leveraging a diverse pool of university students and young professionals. The process involves conducting interviews, focus groups, and field trips to gather customer insights and identify problems and pain points, then analyzing the root causes to inform solutions.
The document provides details on Neil Shanks' professional experience as a site manager and supervisor for various construction projects in Scotland. It outlines his employment history working for Thomas Johnstone Ltd since 2005 on projects such as hotel refurbishments, office and lab fit-outs, and structural works valued between £250,000 to £8.6 million. It also lists his qualifications, safety certifications, and personal interests.
Haiku Deck is a presentation platform that allows users to create Haiku-style slideshows. The document encourages the reader to get started creating their own Haiku Deck presentation on SlideShare by providing a link to do so. It aims to inspire the reader to try out Haiku Deck's unique presentation style.
This document discusses scalar and correlated subqueries in SQL. It defines scalar subqueries as returning a single column from one row, and can be used in certain clauses like SELECT and WHERE. Correlated subqueries are executed once for each row of the outer query and reference columns from the outer query. Examples are given of using scalar and correlated subqueries in SELECT statements. The document also covers using the EXISTS operator and WITH clause with subqueries.
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1) ICT provides opportunities for students to access information in different formats, speak, read and write in the target language. This helps motivate students and activate their prior knowledge.
2) Tools like online dictionaries, thesauruses, and grammar/spell checkers can help students develop independence and refine their language skills.
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- A suite of 9 undergraduate information skills interventions was launched in May 2015 covering topics such as using library collections, critical approaches to online information, and reference management software.
- Over 11,000 students attended the interventions in the first semester alone, with exit surveys finding students felt more confident in their information skills. The interventions have shifted to occur more throughout the academic year rather than just at the start.
This document discusses moving beyond traditional lecture-based teaching to more interactive methods like flipped lectures and peer instruction. It describes screencasting lectures, creating short interactive "vignettes", and having students prepare and present topics to their peers. The benefits included increased engagement and a better revision experience for students. Challenges included the time required to prepare materials and lack of technical skills. Overall it advocates flipping the classroom to move away from passive lectures toward active learning, facilitated discussion, and peer-to-peer teaching.
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How Academic Libraries Utilize Facebook as a Promotional Tool: White PaperRainie Themer
Academic libraries can use Facebook as a promotional tool to connect with patrons and promote resources. Some benefits include:
1) Posts can update patrons about new services in a familiar format.
2) Posts can go viral as patrons share with their own networks, increasing the library's reach.
3) Introductory posts can ease library anxiety for new patrons.
4) Patrons can directly communicate and build relationships with the library.
Challenges include gaining initial followers and resistance from some staff. Libraries should test different post types and times to engage patrons.
This document lists 31 publications by Suresh P M and various co-authors between 2007-2017 related to mechanical engineering topics like modal analysis, vibration analysis, noise vibration and harshness analysis, composite materials, and more. Many of the publications appeared in international journals and conference proceedings on engineering research.
This document discusses gun deaths and gun control policy in the United States by analyzing statistics on causes of death, gun ownership, and homicides. It finds that while gun homicides receive much media attention, they account for less than 1% of total deaths in the US. Many other preventable causes of death like obesity, smoking and traffic accidents kill far more people each year. It also shows that demographic groups with higher gun ownership rates like older white males have lower homicide rates. The document questions whether limiting access to guns is the most effective way to reduce homicides and suggests addressing root causes like education, the economy, and mental health.
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Visit www.fm-expo.com for more details
The document appears to be an image file of an artwork or photograph. It shows a scenic landscape with mountains in the background and trees in the foreground. The image seems to capture a peaceful natural setting.
This presentation on the growth of the Assessing leadership capability and performance was presented by Liz Kentish at FM EXPO - The only dedicated communities management exhibition in the Middle East.
Visit www.fm-expo.com for more details
This document outlines information literacy activities and classes for English composition students at Montevallo University. It introduces activities focused on having students interact with information, each other, librarians, and instructors to create meaning. The activities are meant to encourage students to take control of their learning and see themselves as part of academic conversations. They cover exploring information sources, locating relevant information, evaluating sources, organizing research, and understanding how one's work fits into existing scholarship. The librarian hopes these options will support composition assignments and invites instructors to collaborate on tailoring activities and assessments.
The document discusses the use of information and communication technologies (ICT) to support language learning in several ways:
1) ICT provides opportunities for students to access information in different formats, speak, read and write in the target language. This helps motivate students and activate their prior knowledge.
2) Tools like online dictionaries, thesauruses, and grammar/spell checkers can help students develop independence and refine their language skills.
3) ICT allows for collaborative work, sharing of resources, and professional development opportunities for teachers. Students can work together and learn from one another.
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This document discusses techniques for enhancing learning in lectures and beyond, including screencasts, vignettes, and flipping lectures. It addresses creating screencasts and vignettes, having students create and present vignettes, and a model for flipping lectures where students watch a prerecorded lecture before an interactive session. The document also discusses polling students, peer instruction techniques, and getting student and faculty buy-in for new teaching practices.
This document discusses learning repositories at NTU and how they can be used to reduce, reuse and recycle learning resources. It explains that learning repositories allow resources to be found, reused in different courses, and shared with colleagues. Users can find existing resources to update their courses, avoid reinventing materials, and free up time for curriculum development. The document provides instructions for searching for, adding, and using resources in NTU's learning repository.
The document summarizes library instruction interventions provided at the University of Nottingham in 2015-2016:
- 400 requests were received for information skills interventions within the curriculum by July 2016, a significant increase from the previous year.
- A suite of 9 undergraduate information skills interventions was launched in May 2015 covering topics such as using library collections, critical approaches to online information, and reference management software.
- Over 11,000 students attended the interventions in the first semester alone, with exit surveys finding students felt more confident in their information skills. The interventions have shifted to occur more throughout the academic year rather than just at the start.
This document discusses moving beyond traditional lecture-based teaching to more interactive methods like flipped lectures and peer instruction. It describes screencasting lectures, creating short interactive "vignettes", and having students prepare and present topics to their peers. The benefits included increased engagement and a better revision experience for students. Challenges included the time required to prepare materials and lack of technical skills. Overall it advocates flipping the classroom to move away from passive lectures toward active learning, facilitated discussion, and peer-to-peer teaching.
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This document discusses the use of various educational technologies and teaching methods by Prof. Simon Lancaster of the University of East Anglia. It includes surveys of Prof. Lancaster's students that indicate flipped lectures were an engaging approach that helped with learning and revision. Tables survey student and faculty opinions on topics like lecture capture, social media use, and interactive learning strategies like asking students to generate questions.
This Grade 3 Social Studies lesson plan develops a student's critical thinking skills as they discover similarities and differences between old and modern-day artifacts. The lesson plan includes extension activities and rubrics.
This document provides an overview of the preliminary program for the Innovative Library Classroom 2015 conference, including conversation starters, lightning talks, and presentations on a variety of topics related to instruction and student engagement. Several sessions focus on incorporating active learning techniques and student creativity into one-shot instruction sessions. Other sessions discuss using tools like Prezi for online instruction, applying frameworks like ACRL's Framework for Information Literacy, and partnering with faculty across disciplines.
Students will learn about pulsars through a multi-sensory lesson involving a Voki, introductory video, robotics project, Twitter reflections, and blog discussions. The teacher aims to engage the diverse learners through visual, hands-on, and social activities. Students will work in groups to build pulsar robots that rotate, gaining experience with technology. Reflections on Twitter and a blog will provide feedback to improve lessons. Comprehension will be evaluated through participation, robotics projects, and social media posts.
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Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free, open webinar on how the use of OER can support more open pedagogical models. As faculty develop open educational resources (OER), a variety of challenges emerge, including identifying useful content, aligning it with course objectives, and measuring outcomes but opportunities for improvements in student autonomy and success are also possible. Speakers will include college instructors and students sharing how the use of OER can enhance teaching practice and increase student success.
Date: Wed, November 12
Time: 10 am PST, 1:00 pm EST
Featured speakers:
Christie Fierro, Communications Instructor, Tacoma Community College will share how she involves students in selecting and creating supplementary open content and in creating meaningful assessments of their learning.
Brent Riffel, History Instructor, College of the Canyons will examine the process of developing OER, and discuss best practices for implementing it in the classroom in a manner that enhances student success.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources and Distance Learning, College of the Canyons and CCCOER Advisory President will facilitate the discussion.
Going online to enhance fact to face april 2014Simon Lancaster
This document discusses strategies for enhancing face-to-face teaching through online resources. It describes creating screencasts and short video segments called vignettes to supplement lectures. Students found vignettes to be useful revision tools. The document also discusses flipping lectures by having students watch screencasts before class, then using class time for interactive activities. Survey results found students felt more engaged with flipped lectures. Overall, the document advocates for blending online and face-to-face teaching through strategies like screencasts, vignettes and lecture flipping to improve learning outcomes.
Sixth form conference going online to enhance face to face teachingSimon Lancaster
This document discusses using online tools to enhance face-to-face teaching. It begins by outlining some of the priorities and challenges of the transition to university, including supporting students and effective pedagogy using technology. It then discusses using screencasts and interactive techniques like polling to make lectures more engaging. Student feedback on these flipped classroom approaches is positive, noting they provide an interactive learning experience. The document advocates using these online tools to enhance small group sessions and provide prompt feedback to support learning.
Supporting and Promoting Faculty Use of Instructional TechnologyLisaTassinari
This document outlines Lisa Tassinari's approach to supporting and promoting faculty use of instructional technology at her institution. Her three-part approach includes: 1) Applying instructional design theories and best practices to course design, 2) Providing technical training on using technology tools like the learning management system, and 3) Introducing new technology tools on campus. She discusses challenges to faculty adoption of technology and strategies to overcome these, such as workshops, mentoring, and leading by example. The goal is to effectively introduce technologies that enhance teaching and learning.
The teacher will lead a lesson on teaching students how to conduct independent research on topics related to sky science. Students will be given Chromebooks to research their chosen topics using credible online sources. The teacher will model the research process and expectations. Then students will independently research their own topics while the teacher monitors their progress. To conclude, the teacher will review what was learned and assess students' abilities to find credible information and summarize it in their own words.
This document outlines a lesson plan for teaching students about the differences between the modern and ancient Olympics. There are 20 students in the 4th grade class, with a variety of backgrounds. The lesson will have students research the topics using blogs, a QR code linking to the official Olympics website, and creating a PowerPoint presentation. Groups of students will create 5 slide PowerPoints comparing the modern and ancient games. They will then present and peer-review each other's work. The teacher will evaluate comprehension through class discussion, questioning students as they work, and ensuring active participation and assessment during the group project.
There are 20 students in the 4th grade class with a variety of backgrounds. The teacher will teach students about the differences between the Modern and Ancient Olympics over the course of a day using various methods to accommodate different learning styles. Students will create PowerPoints, read blogs, and use QR codes and websites to research and learn. They will be assessed through class discussions, group presentations, and peer evaluations of each group's PowerPoint. The teacher will circulate and ask questions to check understanding during the lesson.
1. Rainie Themer
LIS458LEB
M. Wong
14 December2014
Instructional Design Project: Circus History and Aesthetics 112
SectionI: Introduction
Firstyear studentsatthe CircusConservatoryof Americawill be requiredtotake a Historyof
Circusclass to complete theirBachelorsof Fine Artsdegree.Forthisclass,theywillbe requiredtowrite
a final researchpaperonthe historyandpractice of theirchosendisciplinethattheywill be studying
throughouttheirfouryearsat the CircusConservatoryof America.Typesof disciplinesinclude trapeze,
acrobatics,tightwire,cyr wheel, juggling,and manyothers.The Libraryof the CircusConservatoryof
Americawill assiststudentsbyprovidingaone hour instructional sessionteachingthe studentshowto
findmaterialsaboutthe historyandpractice of theirdisciplines. The instructional sessionwill take place
inthe library’scomputerlabsostudentscanfollow the instructionsandbegintosearchontheirown.
SectionII: Learning Outcomes
1. Studentswill be able tosearchthe Library’sOnline Catalogforbooks,journals,andarticles
aboutthe historyof circusin orderto adequatelycollectinformationaboutthe historyand
practice of theirdiscipline.
2. Studentswill be able toidentifyandevaluatecredible webresourcesbyusingthe Universityof
SouthernMaine’sChecklistforEvaluatingWebResourcesinordertosufficientlyresearchtheir
discipline.
2. SectionIII: AssessmentPlan
Formative Assessment:Think-Pair-Share
Outcome: Studentswill be able tosearchthe Library’sOnline Catalogforbooks,journals,andarticles
aboutthe historyof circusin orderto adequatelycollectinformationaboutthe historyandpractice of
theirdiscipline.
AfterI have introducedmyself andtalkedtothe studentsaboutthe libraryandtheirfinal
projectI will askthemtodo a think-pair-share.Iwill firstaskmystudentstothinkabouttypesof
materialsthattheycoulduse as resourcesfortheirfinal papers.Then,Iwill have eachstudentpairup
withthe personnexttothemand discussthe materialstheyhave come upwith.Once theyhave briefly
discussedtheirideas,Iwill askforvolunteerstotell the classwhattypesof materials theycame upwith.
I will compile alistof the materialsthatthe studentshave thoughtof andtype itin a worddocument
that isbeingprojectedtothe students.Iplanto use thisthink-pair-shareinordertogauge what typesof
materialscome tomindwhenmystudentsthinkof scholarlyresources.Bydoingthis,Iwill be able to
see if there are any gaps,and make sure to go overthe type of resourcesthe studentsmayhave leftout.
Summative Assessment: EvaluatingWebsites
Outcome:Studentswill be able toidentifyandevaluate credible webresourcesbyusingthe University
of SouthernMaine’sChecklistforEvaluatingWebResourcesinordertosufficientlyresearchtheir
discipline.
For my summative assessment,Iwill have mystudentsbreakintogroupsof 4to 5 people and
have each groupevaluate one website. Thisformof assessmentwill require studentstouse critical
thinkingskillsaboutthe newinformationtheyhave learnedinclass.Theywill have accesstothe
ChecklistforEvaluatingWebResourceshandoutthatwasgiventothemin class.The websitesthatwill
be evaluatedwill be: www.circushistory.org;www.americanyouthcircus.org;
3. www.thecircusgirlblog.wordpress.com;andhttp://circustents.blogspot.com/.Eachgroupwill evaluate
one of these websitesanddetermineontheir ownif theyconsiderthe website tobe credible.
I will give the studentstimetoworkingroupsand thenwrite downreasonswhyor whynotthey
considertheirwebsite credibleonposters.Afterthe studentshave done this,Iwill have eachgroup
hang theirposterandgo overtheirfindings.Asaclasswe will talkaboutwhattheydeterminedandgive
constructive feedbackforeachgroup.I believethiswillbe awayfor studentstosee whattype of circus
website are outthere,andgetpractice determiningontheirownif the website theyare lookingatisa
reliable source.Bydoingthisactivityafterteaching the studentsaboutwaystodetermine if awebsite is
credible andhavingdiscussionabouttheirfindings,Iwill be able toassessif we have successfullymet
theirlearningoutcome.
4. SectionIV : Outline,1 hour instructionsession
Time LessonSection Materials
5 minutes Welcome/Introduction
Greetstudents
Introduce self
Welcome studentstothe libraryandaskthem
logon to the computers
Make sure all studentssuccessfullylogon to
computer/helpanyone whoishavingtrouble
Computers
3 minutes Introduction ofwhat the class will be going over
Talk aboutwhattheirassignmentwill be/how
the librarycan help
Tell the classthat we will be discussinghow to
searchthe catalogfor resourcesfortheir
project
Tell the classwe will be alsogoingoverhow to
evaluate webresources
7 minutes Think-Pair-Share (Formative Assessment/Active
Learning)
Have the studentsthinkaboutwhatkindof
resourcesmightbe goodfor theirassignment
(2 minutes)
Have studentspartnerwiththe personnextto
themand discusswhattheythoughtabout(2
minutes)
Have the studentsshare the resourcesthey
discussed(3minutes)
I will compile alistof the resourcesina word
documentandprojectthemto the classso the
studentscankeeptrack of the differentkinds
of resourcesavailable
Computer
Projector
10 minutes Introduction to searchingthe library catalog*
Showstudentshow toget to the online catalog
(have themfollow alongontheircomputers)
Explainthe difference betweenthe difference
searchbars (Searchanything,books&media,
and article search)
Showstudentshow todo a keywordsearchfor
a book onjuggling
Showand explainhow tolimitsearchbyyear,
collection,author
Explaintostudentsthatsometimestheymay
not finda bookon theirspecificdiscipline,but
that theycoulddo a keywordsearch forbooks
on circushistoryand lookinthe index tofindif
the bookcontainsinformationontheir
Computer
Projector
5. discipline.Manybooksaboutcircushistorymay
alsoinclude chaptersonspecificdisciplines.
(Sharingaddedvalue tips/special knowledge)
Showand explainhow tosearchforan article
on trapeze history
Showstudentshow tolimittheirsearchto
scholarlyarticlesandpeerreviewedarticles
Showstudentshow tosearch bydatabase that
may have informationabouttheirdiscipline
(historyorperformance artdatabases)
*Note: The Library of the CircusConservatory of
America doesnot yet exist.For this project,I am using
MilnerLibrary’s online catalog as representationof
the CircusConservatory of America’sonline library
system:http://library.illinoisstate.edu/
12 minutes Studentssearch catalog on theirown: Active Learning
Exercise
Instructstudentstosearch the catalog using
the techniquestheyjustlearnedtolocate
articlesandbookson the disciplineof their
choosing
I will walkaroundtoansweranyquestions/help
students
Have studentsreporttheirfindings
Have studentsdiscusswhatsearchtechniques
workedbestwhenfindingtheirarticles
Alsohave studentsdiscussanyroadblocksthey
came uponand give suggestionsastohow to
getaround them
Computers
5 minutes Discussionon evaluatingweb resources
Passout checklistforevaluatingwebresources
handout
Discusswaysto identifyif awebresource is
credible ornot
Showstudentsanexample of how some
websitesthatappeartobe credible maynotbe
Will use the example of
http://www.martinlutherking.org/ toexplainto
studentsthateventhoughthiswebsiteappears
to be about Martin LutherKing,Jr.and that it
appearsto be educational,thatitisactuallyrun
by white supremacists
Computer
Projector
16 minutes Website CredibilityPoster: Active Learning Exercise
(Summative Assessment)
Have studentsbreakinto4 groups of 4 or 5
Assigneachgroupa circuswebsite
Computers
Posters
Markers
EvaluatingWebResources
6. (www.circushistory.org;
www.americanyouthcircus.org;
www.thecircusgirlblog.wordpress.com;and
http://circustents.blogspot.com/)
Instructstudentstolookat theirassigned
website andtouse the strategiesthey’ve
learnedtodayandtheirhandoutto determine
whetherornot theirwebsite iscredible
Instructstudentstowrite the title of their
website atthe topof theirposter,towrite if it
iscredible ornot,and to listthe reasonswhy
theyhave decidedthat
After10 minutes,the studentswillhangup
theirpostersat the frontof the room
I will guide the studentsinadiscussionabout
theirfindings
Handout
Tape
2 minutes Class Wrap-Up
Summarize whatwe have gone over
Encourage the studentstocontact me for
furtherhelpthroughoutthe semester
SectionV: Discussion
A. Information Literacy
Thisinstructionsessionfollowsthe Associationof College&ResearchLibraries(ACRL)
InformationLiteracyCompetencyStandardsforHigherEducation. ACRLstandard1.2 specificallystates
that “The informationliteratestudentidentifiesavarietyof typesandformatsof potential sourcesof
information.”One of the outcomesforstandard1.2 is thatinformationliteratestudents“identifythe
value anddifferenceof potentialresourcesinavarietyof formats(e.g.,multimedia,database,website,
data set,audio/visual,book).”Thissessionfollowsthisstandardverycloselyinthatitteachesstudents
aboutdifferentformatsof resourcesbysearchingthe library’sonline cataloganditalsoteachesthe
studentsaboutwebresources.Thissessionalsospecificallyaddressesstandard3.2,“The information
literate studentarticulatesandappliesinitial criteriaforevaluatingboththe informationandits
sources.”Thissessionfollowsthisstandardbyteachingthe studentshow toevaluatewebresourcesand
givesthemthe toolstodo thisevaluationontheirownlateron.
7. Associationof College &ResearchLibraries. InformationLiteracyCompetencyStandardsforHigher
EducationRetrievedDecember12, 2014, from
http://www.ala.org/acrl/standards/informationliteracycompetency
B. Critical Thinking
Beingable toevaluate criteriaforwhetherornota webresource iscredible requirescritical
thinking.Throughthissession,studentsare giventhe toolsfordeterminingthe credibilityof awebsite.It
isincrediblyimportantforthe studentsinthisCircusHistoryandAestheticsclasstounderstandhowto
evaluate awebresource because many of themwill be usingwebresourcesfortheirfinalpapers.While
there are plentyof booksaboutthe circus, some of the disciplinesthatthe studentsare studyinghave
not yetbeenwrittenaboutinbookformat.Duringthisinstructionsession,students are taughtabout
strategiestoevaluate webresourcesandatthe endof the sessionare expectedtoevaluateawebsite
withtheirgroupto determine itscredibility.Throughoutthe restof the semesterthe studentswill be
workingontheirpapersandwill needtoemploycritical thinkingwhenevaluatingtheirwebresources.
Thiscritical thinkingskill thattheyare beingtaughtinthissessionwill benefitthemthroughthe restof
theiracademiccareersas theyworkon otherprojectsthatrequire credible resources.
C. Instructional Design
One of the mostengagingwaysforstudentstolearnis throughactive learning.Thisclass
focusesonan active learningapproachtoteach studentshow tosearchthe library’sonlinecatalogand
to teachthemhow to evaluate webresources.ThroughoutthisclassIincorporate active learning
activitiesinbetweenshortlecturestokeepthe studentsengaged.FirstI introduce anew topicand
explainandshowthe studentshowtodothisnew skill.Thenafterintroducingthe new skill,Ihave the
studentsparticipate inactivitiesthatwillhelpthembetterlearnthe skill.Forinstance,whengoingover
evaluatingwebresources,Ifirsttalktothe studentsaboutwaystodetermine if awebresource is
credible,thenIshowthemanexample,andfinallyIhave themevaluateasource on theirown.Bydoing
8. this,the studentsare able toactivelyengage inthe new skill andreceiveimmediate feedbackonhow
theyare doing.
9. Libraryof the CCA Librarian:Rainie Themer
CIRQ 112 Email:rainie.themer@circusconseratory.org
2014 December Phone:815-325-9862
Evaluating Web Resources Checklist
Determiningif awebresource iscrediblecanbe tricky.Use thischecklistwhendeterminingaweb
resource’scredibility.If youansweryestomostof the questions,the resource ismostlikelycredible.If
youare unsure,please contactme at any time.
Authority
Is the informationreliable?
Is the author an expertintheirfield?
Is the resource createdbya reputable organization?
Are there sourcescited?
Is the source unbiased?
Scope
Is the informationavailableinotherformats?
Is the informationfactual?
Doesthe resource containoriginal information?
Has the resource beenupdatedrecently?
Format and Presentation
Is the targetaudience clearlystated?
Do the linkswithinthe resource work?
Is the resource easyto navigate?
Other Tips: Know Your Domain
.eduare educational websites
.govare governmental websites
.org are organizational websites(remembernotall .orgsare credible,thinkaboutmartinlutherking.org)
.com are commercial websites
Checklistbasedonthe “EvaluatingWebResourcesChecklist”createdbyourpartnerlibraryat the
Universityof SouthernMaine.