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Smart in Any Setting

 

 

 

Internet Literacy III

 

Evaluating Websites

 

Introduction

 

 

Ready to have fun as you learn some valuable skills?
In this lesson you will explore basic ideas and strategies about judging websites.
Why is evaluating websites an important skill? The World Wide Web is information-rich.  However, not all of this data is accurate.Did you know that anyonecan create a website? Therefore, we have to be extra cautious and thoughtful before deciding if a site is reliable. The goal of this lesson is for you to use The Five A’s(a five-step strategy)to determine if a site is trustworthy. During the lesson you will utilize the Internet to visit interesting sites.  As you proceed you will work with a partner and decide if the site was written byaqualified person, is accurate, unbiased, reference-based,andup-to-date.You will also have the opportunity to practice writing skills as you create discussion and blog entries to your classmates.
As you check the navigational bar on your Course Page you will find, in correct order, all the materials you will need to succeed.
Evaluating Websites
Activity 1
Timeframe: 75 minutes
Objectives
These are the learning goals of the activity. Please study them carefully. As you read through them begin to form your learning strategies.

Students will:

Directions
View the YouTube Slide Showwith a partner(located on the navigation bar).
Slide Show

Evaluating Websites
Evaluate
To decide if a website is informative, accurate, up-to-date, and useful.
Why learn to evaluate websites?
Did you know that anyone can create a website?
The world-wide web is a treasure trove of information but not all of it is correct.
Use the five A’s of web site evaluation
author
aim
age
attachments
authority

Author
Who wrote the web page?

Is the author reliable?

Is the site connected to a trustworthy institution?
Aim
WHAT IS THE PURPOSE OF THE SITE?
IS IT TO INFORM (with facts)
OR
PERSUADE (with opinions)?
DOES IT AGREE WITH INFORMATION FOUND AT OTHER SITES?
DOES THE SITE CONTAIN NUMEROUS SPELLING ERRORS?
Age
When was the site created?
When was it last updated?
Attachments
Where can I go to find more information?
DO THE LINKS WORK?
DO THEY SEND ME TO REPUTABLE WEBSITES?
Is there a list of references?
Author
Why is the information being presented?
To educate ?
.gov and .edu (are great)
Or
To inform, persuade, or sell?
.com  .org  .net  (please examine)
Let’s sum up
Is the site good enough to cite?
Author
Is the author an expert?
Aim
Is the information correct?
Is it unbiased?
Is the point of view balanced?
Age
Does the web page show the date it was created or updated?
Attachments
WHERE DOES THE INFORMATION COME FROM?
ARE THE SOURCES LISTED?
DO THE LINKS WORK?
Authority
ALWAYS CHECK THE LAST THREE LETTERS OF THE url ADDRESS
IS THE SITE'S GOAL TO INFORM?
IS THE SITE TRYING TO PERSUADE ME?
IS THE SITE TRYING TO SELL ME SOMETHING?
Happy Evaluating.

____________________________________________________________________________________________________________

Then turn to your partner and discuss your reactions. Re-watch the video, and pause at appropriate parts to discuss the content as well as take notes.
Next access the Website Resource List on the navigation bar. Select two sites (one from column A and one from column B). Visit the first site and use the Five A’s criteria to determine the sites’ accuracy and trustworthiness. Plan to spend about ten minutes at each site.  Then proceed to the Website Checklist found on the navigation bar and answer the questions. Next, visit the second site and repeat the process. At the conclusion please submit two Website Checklists.
Evaluating Websites Part 2
Discussion
Discussion Objectives

Discussion Topic: Analyzing Websites
The Discussion Board is intended to encourage an ongoing discussion that stems from students’ interaction with content, with other students, and with the teacher (Laureate Education, 2012).  It also provides an opportunity for the learner to personalize the message by letting his/ her voice be heard (Rose and Smith, 2007).
Directions
While exploring this week’s resources you investigated different strategies used in evaluating websites. To prepare for this discussion, review the YouTube slide show that you previously viewed.
Next, choose a new site from the Website Resource List found on the navigation bar.  Use the “Five A’s” criteria to analyze it. By Wednesday, click on the Discussion link on the navigation bar and post a response to the following prompt.
Describe each of the following: the site’s author, aim (purpose), attachments (links, references), age (when it was written), and authority (last three letters of URL- .edu, com, .org, etc.). Then address the following question:
“Does each of these criteria show the site to be accurate and trustworthy?”  Please explain.
Remember to include the URL of the site. By Friday, respond to at least two other students’ posts. Visit their chosen sites to determine if you agree, or disagree with their findings. On Sunday read and respond to any additional comments.
Respond to your classmates’ posts in the following way.

                     Website Resource List
                                          

A

The Guinea Farm
http://www.guineafarm.com/toc.html

B

Bureau of Sasquatch Affairs
http://zapatopi.net/bsa/

The White House
http://www.whitehouse.gov/

The Dog Island
http://www.thedogisland.com/

Views of the Solar System
http://www.solarviews.com/eng/history.htm

DHMO
www.dhmo.org

 

The Pacific Northwest Tree Octopus
http://zapatopi.net/treeoctopus/

Scholastic Kids
http://community.scholastic.com/need-new-poll-questions-again-t45036.html

The Tornado Project
http://www.tornadoproject.com/

National Geographic
http://environment.nationalgeographic.com/environment/global-warming/

CNN News
http://www.cnn.com/

Bed Bugs
http://www2.ca.uky.edu/entomology/entfacts/ef636.asp

Weather Whiz Kids
http://www.weatherwizkids.com/weather-tornado.htm

The Jackalope Conspiracy
http://www.sudftw.com/jackcon.htm

Justia Virtual Chase

http://www.virtualchase.com/quality/hoaxes_in_the_news.html

Feline Reactions to Bearded Men
http://dstanley.myweb.uga.edu/portfolio/edit6170/LessonOne/cats.html

Discussion Rubric

 

1

2

3

4

Initial Posts

.

Student’s post demonstrates an understanding of the criteria used to assess websites. Response to each question is supported by facts.

 

Student’s post shows evidence of understanding most of the criteria. Response to each question shows adequate grasp of the ideas.

Student’s post shows shallow grasp of the material. He/ she does not address all of the criteria.

 

Student’s post is off topic.
It does not relate to the assigned discussion.

 

 

Responses

Student’s responses provide specific and supportive feedback. The response refers to other posts and adds to the discussion.
Sources are acknowledged.
Replies show insight, depth and understanding.

 

Student’s responses provide general, supportive feedback to classmates.
Shows a good depth of
understanding. The response is
connected to other posts or topic. 

 

Student’s responses provide a simple reply or comment showing little understanding.
The replies are short and may contain some irrelevant material.

 

The short response does not refer to other posts. 
.

Expression

Student provides clearopinions and ideas effectively written with very few spelling and grammatical errors.

 

At times, student provides clear opinions and ideas. There are a few spelling and grammatical errors.

Student’s expression is unclear or interrupted by numerous spelling and grammatical errors.

Student has submitted a post and/ or response with unacceptable written expression.
Overall poor spelling and grammatical errors confuse the reader.

.

 

Evaluating Websites Activity 3
Summative Project
Visual/ Audio Presentation
Teams of two will cooperate to create a visual or audio presentation that demonstrates the website evaluation process. You and your partner can decide on the medium.  Posters (copied and uploaded), power points, podcasts, voice threads, and videos are some of the options.  You will have one week to complete this assignment. It will determine 20% of your grade.
Visual/ Audio Presentation Rubric

Numerical Ratings

4

3

2

1

Information

The artwork/ audio/visuals contain all the required information

The artwork/audio/visuals contain most of the required information.

The artwork/audio/visualscontain some of the required information.

The artwork/audio/visuals contain little or none of the required information.

Technical Mastery

The artwork/audio/visuals contain no glaring technical errors.

The artwork/ audio/visuals contain one major tech error.

The artwork/ audio/ visuals contain a few defects.

The artwork/audio/visuals are filled with defects.

Creativity

The artwork/ audio/visuals are engaging and creative.

The artwork/ audio/ visuals are mostly engaging and creative

The artwork/ audio/ visuals contain some elements of engagement and creativity.

Engagement and creativity are mostly missing.

Organiz-ation

The information is well organized.

The information is mostly well-organized.

There are elements of organization when relaying information.

The information is mainly disorganized.

Writing mechanics/
Narration

The spelling, punctuation, and grammar of text that accompanies the artwork are
accurate. Narration for audio clear and stated in standard English.

The spelling, punctuation, and grammar of text that accompanies the artwork is mostly accurate.
Narration for audio is mostly clear and stated in standard English.

The spelling, punctuation, and grammar of text that accompanies the artwork is sometimes accurate.
Narration for audio is sometimes clear and stated in standard English

The spelling, punctuation, and grammar of text that accompanies the artwork is rarely accurate.
Narration for audio is rarely clear and/ or  rarely stated in standard English

Understanding of the Basic Ideas of Evaluating Websites.

The artwork/ audio/ visuals show an understanding of the concepts or topics being depicted.

The artwork/audio/visuals show some understanding of the concepts or topics being depicted

The artwork/audio/ visuals show little understanding of the concepts or topics being depicted

The artwork/audio/visuals show  no understanding of the concepts or topics being depicted

Collabor-ation

Almost always cooperates with partner to reach project goals. Works responsibly while contributing   creative input.

Often cooperates with partner to reach project goals. Works responsibly most of the time while contributing creative input.

Sometimes cooperates with partner to reach project goals. Sometimes contributes creatively but often lets the partner do the work.

Rarely cooperates with partner and offers little individual contribution
to the project.

 

 

 

Evaluating Websites Activity 4
Blog Entry
Objectives
Students will:

Please use the Course Blog as an electronic journal that the world can see. Here you will practice your best writing skills to let others know your feelings about the lesson in which you recently participated.
Directions:
By Sunday, write a short paragraph about the Evaluating Websites Activity and include your reactions, concerns, recommendations, and questions. On Monday read over a few of you classmates’ blogs and leave comments that include additional thoughts, or questions.
Please refer to the Rubric listed below to review expectations for producing a quality product.
REMEMBER:
Good bloggers state facts, ask questions, and offer opinions. They also read the work of other bloggers and leave comments.
Hint:
Good sentence starters include:
I noticed…
I realize…
I’m concerned that…
I wonder…
I’d like to know…
I’m surprised that…

To Create a Blog Entry:

Blog Rubric

Numerical Score

4

3

2

1

Quality of Information

Posted information by the student clearly relates to the evaluation of websites and/or the Course management System. It includes at least three supporting details, questions, or concerns.

Posted information by the student  clearly relates to the evaluation of websites and/or the Course management System. It includes at least two supporting details, questions, or concerns.

Posted information by the student clearly relates to the evaluation of websites and/or the Course management System. It includes at least one supporting detail, question, or concern.

Posted information by the student has little or nothing to do with the main topic.

Mechanics

Student’s posts and responses contain nogrammatical, spelling, or punctuation errors.

Student’s posts and responses contain very few grammatical, spelling, or punctuation errors.

Student’s posts and responses contain  few grammatical, spelling, or punctuation errors.

Student’s posts and responses contain many grammatical, spelling, or punctuation errors.

Paragraph Construction

Student’s paragraph(s) include introductory sentence, explanations or details, and a concluding sentence.

Student’s paragraph(s) include relevant information but was missing either an introduction or concluding sentence.

Student’s paragraph(s) contain related information but was not well-constructed.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Responses

Student responds to at least three blogs with specific and supportive feedback. The response refers to other posts and adds to the discussion.
Sources are acknowledged.
Replies show insight, depth and understanding.

 

Student responds to three blogs with general, supportive feedback to classmates.
Shows a good depth of
understanding. The response is
connected to other posts or topic. 

 

Student responds adequately to two blogs or responds to three or more with a simple reply or comment showing little understanding.
The replies are short and may contain some irrelevant material.

 

Student responds to one or no blogs. The short response does not contain relevant material.
.

 

Evaluating Websites Summative Exam
Summative Completion Test
Timeframe: Synchronous online test with a duration of 45
minutes.
 Please respond to the following questions in complete
sentences.
This test will comprise 20% of your grade.

research decisions? Why do you think this way?

 

Blog Rubric


Numerical Score

4

3

2

1

Quality of Information

Information clearly relates to the evaluation of websites and/or the Course management System. It includes at least three supporting details, questions, or concerns.

Information clearly relates to the evaluation of websites and/or the Course management System. It includes at least two supporting details, questions, or concerns.

Information clearly relates to the evaluation of websites and/or the Course management System. It includes at least one supporting detail, question, or concern.

Information has little or nothing to do with the main topic.

Mechanics

No grammatical, spelling, or punctuation errors.

Very few grammatical, spelling, or punctuation errors.

A few grammatical, spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Paragraph Construction

The paragraph(s) include introductory sentence, explanations or details, and a concluding sentence.

The paragraph(s) include relevant information but was missing either an introduction or concluding sentence.

The paragraph(s) contain related information but was not well-constructed.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Responses

Provide specific and supportive feedback. The response refers to other posts and adds to the discussion.
Sources are acknowledged.
Replies show insight, depth and understanding.

 

Provide general, supportive feedback to classmates.
Shows a good depth of
understanding. The response is
connected to other posts or topic. 

 

Simple reply or comment showing little understanding.
The replies are short and may contain some irrelevant material.

 

The short response does not refer to other posts. 
.

 

Characteristics of Research Questions

Student cites three or more characteristics of research.

Student cites two characteristics of research.

Student cites one characteristic of research.

Student does not cite any characteristic of research.

 Characteristics of Research Questions.

Student cites three characteristics of research questions.

Student cites two characteristics of research questions.

Student cites one characteristic of research questions.

Student does not cite a characteristic of research questions.