craighead


 * Website Evaluation Training for Fourth Grade Teachers:**

**Information Needs Assessment Plan of Action**

**By Jamie Craighead__﻿__**

It is important that elementary as well as secondary school teachers provide their students with the knowledge and skills necessary to effectively determine the reliability of print and electronic reference resources. While web-based reference sources like websites provide valuable access to information and media that may not otherwise be obtained, the advent of Web 2.0 technology allows anyone to post any information, true or false, online. Thus, teachers and information specialist must collaborate with one another to prepare our young students to confront potentially misleading information with practical and analytical thinking strategies. This lesson plan was created with the hope that teacher will take the resources and skills from this lesson and reapply it along with me in their classrooms so that their students will be more independent and more savvy learners who use critical thinking strategies and good judgement before declaring information posted online as accurate and applicable to their learning needs.
 * __Lesson Introduction__:**

Working in collaboration with the school librarian and the fourth grade teachers at a local public elementary school, I distributed a survey geared to assess said grade level teachers on the amount of instruction given to develop effective student use of print and electronic resources for research purposes. Through this survey, I learned that none of the three responding instructors were teaching their students how to evaluate reference sources in their classrooms. I also learned that only one of the responders were having their students use web-based reference sources in their research projects and two responders felt fairly uncomfortable with their preparation of the students to use online resources for research. Finally, through an additional comment made by one of the teachers, it was explained that her indifference toward the use of online reference tool was really uneasiness will her current knowledge level of basic website evaluation. Thus, my conclusion for this assessment was that the fourth grade teacher’s greatest need was for training in how to teach websites evaluation strategies to their students. The following lesson plan was designed in direct correlation to meet the instructional and learning needs of these fourth grade teachers and the subsequent learning needs of their students.
 * __Pre-assessment__:**



__Tennessee English/Language Arts Standards__ GLE 0401.4.2. Collect, organize, and determine the reliability of research information.
 * __Standard(s) and/or Goal(s)__:**

SPI 0401.4.1. Select appropriate source from which to gather information on a given topic.

SPI 0401.4.2. Rank the reliability of sources on a given topic.

__Tennessee Technology Standards__ 4.5.3. Students will evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. 4.5.3.c. Evaluate acquired information for usefulness.

__ALA/AASL 2010 Library Standards__ ALA-AASL-2010.3.3. Information technology: Candidates demonstrate their ability to design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources. Candidates model and facilitate the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society.

ALA-AASL-2010.1.2. Effective and knowledgeable teacher: Candidates implement the principle of effective teaching and learning that contribute to an active, inquiry-based approach to learning. Candidates make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators. Candidates can document and communicate the impact of collaborative instruction on student achievement.

ALA-AASL-2010.3.4. Research and knowledge creation: Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries.


 * __Instructional Objective(s)__:**
 * TLW assess the reliability level websites using the ABC’s of Web Evaluation model with 95% accuracy.
 * TLW compare and contrast the credibility aspects of two different websites using a rubric with 95% accuracy.
 * Of two analyzed websites, TLW determine the source of most reliable reference information with 100% accuracy.

__Teacher-Librarian__
 * __Materials, Media, and other Resources__:**
 * LCD projector
 * Projection screen
 * Laptop with connector cords
 * ABC’s of Website Evaluation PowerPoint
 * Websites (individually listed under “Reference Sources” below)

__Students/Teachers__
 * Computers in computer lab (one for each student/teacher)
 * Website Evaluation Rubric (one for each teacher)
 * Website Evaluation Comparison Table (one for each student/teacher)
 * Mock Research Assignment handouts (one for each student/teacher)
 * Paper (one sheet for each student/teacher)
 * Pencils (one for each student/teacher)
 * Extra “Student Packet” handouts, including: (one for each teacher only)
 * A list of the all the websites used in the lesson
 * A copy of the PowerPoint, the rubric, the comparison table, and each of the research assignment handouts.

Begin the lesson by explaining that websites can be an excellent source of reference information for learners gathering facts for research purposes as they can present the learner with access to information (i.e. legislative documents, video on the Atlantis shuttles departure, and or an original recording a Johnny Cash song) they may not find anywhere else. Show the webpage, “Facts about the Civil War” ([]) on the projection screen. (The webpage should already be loaded on each of the students’/teachers’ computer monitors prior to the start of the lesson.) Place the students/teachers in groups of two or three, depending upon class size and inform them that they are to read the brief text on the page. Pass out paper and pencils and give the students/teachers five minutes to list at least three “interesting facts” from the site as if they were gathering information for research. (During this time, the students/ teachers should realize that many of the facts presented there are obviously and severely inaccurate.) Briefly discuss their findings as a class. Explain to the students/teachers that this site proves that not all information online is completely accurate, that this is why it is so important to evaluate sites critically when using them as reference sources for research, and that this is why one should use the ABC website evaluation model to determine the reliability of a site’s information.
 * __Set Induction__:** (7 minutes)


 * __Instructional Sequence__:**
 * 1) Start and show the short PowerPoint Presentation detailing the five criteria of the ABC website evaluation model (e.g. A-Authority, B-Bias, C-Content/Citations, D-Date, and E-Editor). Discuss each criterion as it applies website evaluation and highlight on the screen-shots for examples. (7 minutes)
 * 2) Return to the “Facts about the Civil War” webpage and pass out the evaluation rubric to each student/teacher.
 * 3) Indicate and discuss exactly where and how the site fails to meet all five of the criteria on the rubric. (3-5 minutes)
 * 4) Ask the students/teachers to go to “The Civil War History Center” ([]).
 * 5) Explore the site with the students. Indicate and discuss exactly where and how it meets all five of the criteria. (7 minutes)
 * 6) Place the students/teachers back in their groups of two or three. Explain that they will be given mock research assignments on either the moon, desert habitats, or Christopher Columbus on which they are given two websites, one more reliable than the other. (1-2 minutes)
 * 7) Pass out the website compare-and-contrast table and one of the mock research assignment handouts to each student/teacher. Explain that they are to use the rubric to discuss and score each website and the table to organize their findings. Also, state that they are to then select which website is the most reputable reference source to use for their mock research project. (1-2 minutes)
 * 8) Allow the students to work on the activity. Move about the room, providing advice and guidance as needed. (10 minutes)
 * 9) Ask each group to briefly share and explain their scorings as well as their selection for their mock research project. (10 minutes)

To conclude the lesson, collect the students/teachers completed rubric and comparison tables. Pass out and have the students/teachers respond to the “What I Now Know/What I Have Yet to Understand” post-assessment. Finally, collect the completed post-assessments and distribute the “student packet” to each student/teacher.
 * __Closure__:** (10 minutes)

__Adaptations__
 * __Adaptations and Extensions__:**
 * **Special Needs Students:** (For in-class use.) These students are provided with visual examples of a reputable website and a misleading or inaccurate website, a hands-on learning experience evaluating websites based on the ABC model, a graphic organizer during the website comparison activity, descriptive visuals within the Website Evaluation PowerPoint, and an opportunity to work small group during the poor website exploration activity and the website comparison activity.
 * **Learning Styles:**
 * Visual learners are provided with visual aids in the form of a PowerPoint presentation, visual presentations of good and poor websites, a website comparison chart graphic organizer, and a rubric table of website evaluation criteria.
 * Auditory learners are provided with verbal questioning and class and small group discussion throughout the lesson.
 * Kinesthetic learners are provided website interaction and exploration as well as note-taking during the set induction and the website comparison activity.
 * **ELL Students:** (For in-class use.) These students are provided with visual examples of a reputable website and a misleading or inaccurate website, a hands-on learning experience evaluating websites based on the ABC model, a graphic organizer during the website comparison activity, descriptive visuals within the Website Evaluation PowerPoint, and an opportunity to work small group during the set induction website exploration activity and the website comparison activity.

__Extensions__
 * **For Students:** Upon teacher request, Co-teach subsequent mini-lessons (like URL analysis to ascertain website reliability) that are ingrained within actual student researching sessions for projects.
 * **For Teachers:** Follow up with each teacher in the days after the implementation of this lesson. Offer additional instruction and assistant per the teachers’ request and their overall responses on the post-assessment. Also offer to co-teach this and similar lessons to their students prior to or during a conducted research project.


 * __Assessment__:**
 * Students/Teachers will be evaluated based on:
 * Participation in small group and class discussion,
 * Participation in set induction website exploration activity and website comparison activity,
 * Completed of website compare and contrast table,
 * Responses to “What I Now Know/What I Have Yet to Understand” post-assessment.
 * Teacher-librarian will evaluate self based on:
 * Quality of student/teacher response to verbal questioning,
 * Quality of student/teacher responses during the set induction website exploration activity,
 * Quality of student/teacher responses during the website comparison activity,
 * Verification of student/teacher understanding through student/teacher’s completed “What I Now Know/What I Have Yet to Understand” post-assessment.
 * Tools used for evaluation are:
 * Observation,
 * Verbal questioning,
 * Website compare-and-contrast table,
 * “What I Now Know/What I Have Yet to Understand” post-assessment

 A&E Television Network, LLC. Christopher Columbus biography. (2011). Biography.com. Retrieved from [].
 * __Resources used__:**

Amsel, S. (n.d.) Habitats of the world: The deserts. //Netplaces//. Retrieved from [].

Aungst, G. (2011, June 17). Christopher Columbus. //All About Explorers.// Retrieved from [].

Dream Weaver Studios. (1998). Moon. //Moonbeam Enterprises//. Retrieved from [].

Drey, J. (2011). The Civil War history center. //The Civil War Trust.// Retrieved from [].

Facts about the Civil War. (n.d.). //Idiotica.com.// Retrieved from [].

NASA. (2011, January 11). Earth’s moon. //Solar System Exploration.// Retrieved from [].

National Geographic Society. (2011). Habitats: Deserts. //National Geographic.// Retrieved from [].

This lesson has yet to be taught.
 * __Reflection__:**