MorePowerfulSearching

February 13, 2009

Mary An Scarbrough

Ralph Landolfi

http://nccvtsearchpd09.wikispaces.com/

Reviewing and

Sharing Homework

Using the Internet in

the Classroom

Search Engine Basics

Homework

Homework: Implement any ONE of the following strategies and report out briefly on its success or failure in your instructional area and its impact on student learning:

Powerful Searching Techniques – Implement and share any lesson that you developed for your students that makes use of Internet searching strategies. This could include Advanced Google searching, Deep Internet searches, Web Quests, or any non-traditional and interesting techniques not covered by Dr. McKenzie.

Power Searching with Digital Logic

1. Question and draw before you search

6. Browse before grazing

2. Use only the best 7. Go to the source

3. Learn the syntax 8. Be discrete

4. Learn the features 9. Cull your findings

5. Start big and broad 10. Be playful

Homework: Implement any ONE of the following strategies and report out briefly on its success or failure in your instructional area and its impact on student learning:

Slam Dunk Lesson - Look for a "chunk" of digital content that fits comfortably into the lesson flow of a particular unit of study. This could be a video clip, a website, a podcast, a blog, a database, a piece of art, etc. Pose questions to students or have them create questions will require them to interpret, infer, analyze, evaluate, or synthesize. The goal of these No-Time Slam Dunk lessons is to engage students in challenges that they will find intriguing and worthy of their time while empowering teachers to launch learning activities that match curriculum standards and produce the kinds of results we all hope to see in our classrooms.

Homework: Implement any ONE of the following strategies and report out briefly on its success or failure in your instructional area and its impact on student learning:

Authentic Learning ExperienceStudents go into a business and diagnose a real need or problem that exists. Students then plan on how to address the problem.Students are given a hypothetical real-world problem to solve. A teacher could create a series of workplace-based scenarios that would be based on the teacher's research instead of requiring the time-consuming student field research.By employing such learning strategies within a real world context, students sharpen their abilities while gaining an appetite for the work at hand.

Using Internet in the

ClassroomIntegrating Technology in the Classroom

Tech Tools in the Classroom

Alternatives to the Research Paper

Research Log - Assignment

Keep a record of library research: methodology, sources consulted, search strategies, keywords or headings searched, noting both successes and failures. Teachers can provide forms, so students understand how to structure their approach.

Research Log - Purpose

Provides a good introduction to how information is organized in libraries.Encourages students to think about the choices they must make as researchers.Focuses on the importance of terminology.

Annotated Bibliography - Assignment

Find a specified number of sources on a topic and write descriptive or evaluative annotations. Consider including a comment on why the item was chosen or how it contributes to the knowledge base.

Annotated Bibliography - Purpose

Sharpens the skills of literature searching, choosing appropriate sources, and mastering a bibliographic style.

Internet Search - Assignment

Provide a precise statement of the search topic and an outline of the search logic. Run the search on two different search engines. Compare the results from the two searches - was one better than the other and why.

Internet Search - Purpose

Teaches the mechanics of searching and teaches students that Internet access is not just one thing. Rather each search engine is different both in what part of the Internet it searches and in how you present your search strategy.

Poster Session - Assignment

Research a topic and present it as a poster that other students will use to learn about the topic. Students should create a bibliography of sources used.

Poster Session - Purpose

Gives the opportunity to conduct a search and forces the students to express the important points succinctly.

Identifying Major Journals - Assignment

How many journals are published in a given field? Identify journals "basic" to the discipline or career area. Compare and contrast them. Analyze their content, tone, audience and impact.Compare and contrast a scholarly journal, a professional/trade journal, and a popular magazine in your area of interest. How do they differ?

Identifying Major Journals - Purpose

Emphasizes the importance of journal literature. Makes the point that journals differ in approach and perspective.Emphasizes the value and use of different types of journals.

Write a Book/Film Review - Assignment

Review a book/film (either of the students' choice or one assigned to them). Discuss the author's, credentials. Compare the book/film to similar works in the field. A film can also be compared to its source - book, play, etc.

Write a Book/Film Review - Purpose

To place a book/film in its intellectual context.

Examine Coverage of a Controversial Issue - Assignment

Examine the treatment of a controversial issue in several sources [newspaper editorial, scholarly journal, journals from different disciplines, etc.].

Examine Coverage of a Controversial Issue - Purpose

Emphasizes that there are multiple perspectives on any issue.

Evaluate Web Sites - Assignment

Visit two, or more, Web sites [the sites could be assigned to them or they have to find the] and evaluate the contents. Who is the site intended for, how well does it do its job, what can you tell about the owner of the site?

Evaluate Web Sites - Purpose

Evaluation of sources, print or electronic, is an important critical skill to develop.

Create a Web Page - Assignment

In teams of 3-4, research a topic and convert information into a web page aimed to teach classmates about a topic. Add links to other related sites and find or create appropriate graphics. Read and evaluate Web pages published by peers according to evaluation criteria.

Create a Web Page - Purpose

Builds teamwork, finding, locating and evaluating information, evaluating websites; using technology; participating in a peer-review process.

What Can the Internet Do in My Classroom?

Welcoming the Internet Into Your Classroom

The Learning Page

The Global School House

Using Internet in the Classroom

The Globe Program

Journey North

The Library of Congress

The National Oceanographic and Atmospheric Administration (NOAA)

Using Internet in the Classroom

Strategies for Using the Internet in the Classroom

Teachers.net

Technology Integration Made Easy

Welcoming the Internet into Your Classroom

Using Internet in the Classroom

Search Engine Basics

Blue Web'N

Best Search Engine for Your Educational Need

Edsitement

Educational Resources Hotlist

Search Engine Basics

How Search Engines Work

Internet for Classrooms

Kathy Schrock’s Guide for Educators

Noodlequest: Search Strategy Wizard

Search Engine Basics

Search the Internet

Searching the Internet: Search Engines and Subject Indexes

Searching With Savvy: The Best Search Engines for Teachers and Students

UC Berkeley's Table of Recommended Search Engines

Search Engine Basics

Effective Searching

Techniques

Evaluating Internet

Resources

Multimedia Resources

Effective Searching Techniques

Effective Searching Techniques

Boolean Searching on the Web

Clusty

Four Nets for Better Searching

Grokker

TrackStar Planning Template

Web Search 101

Evaluating Internet Resources

Researching OnlineI. Authority

Is there an author? Is the page signed?Is the author qualified? An expert?Who is the sponsor?Is the sponsor of the page reputable? How reputable?Is there a link to information about the author or the sponsor?If the page includes neither a signature nor indicates a sponsor, is there any other way to determine its origin?

Look for a header or footer showing affiliation. Look at the URL. http://www.fbi.gov Look at the domain. .edu, .com, .ac.uk, .org, .net

RationaleAnyone can publish anything on the web. It is often hard to determine a web page's authorship. Even if a page is signed, qualifications are not usually provided. Sponsorship is not always indicated.

Researching OnlineII. Accuracy

Is the information reliable and error-free?Is there an editor or someone who verifies/checks the information?

RationaleAnyone can publish anything on the web. Unlike traditional print resources, web resources rarely have editors or fact-checkers. Currently, no web standards exist to ensure accuracy.

Researching OnlineIII. Objectivity

Does the information show a minimum of bias?Is the page designed to sway opinion?Is there any advertising on the page?

RationaleFrequently the goals of the sponsors/authors are not clearly stated. Often the Web serves as a virtual soapbox.

Researching OnlineIV. Currency

Is the page dated?If so, when was the last update?How current are the links? Have some expired or moved?

RationalePublication or revision dates are not always provided. If a date is provided, it may have various meanings. For example, It may indicate when the material was first written It may indicate when the material was first placed on the Web It may indicate when the material was last revised

Researching OnlineV. Coverage

What topics are covered?What does this page offer that is not found elsewhere?What is its intrinsic value?How in-depth is the material?

RationaleWeb coverage often differs from print coverage. Frequently, it's difficult to determine the extent of coverage of a topic from a web page. The page may or may not include links to other web pages or print references. Sometimes web information is "just for fun", a hoax, someone's personal expression that may be of interest to no one, or even outright silliness.

Evaluating Internet ResourcesThe ABC's of Web Site Evaluation

Critical Evaluation Surveys

Evaluating Web Pages, UC Berkeley

Evaluating Websites

Evaluating Websites for Educational Uses: Bibliography

and Checklist

2Learn: Evaluating Internet Resources

Webpage Evaluation Checklist

Multi-Media Resources

Multi-Media Resources

The Big Picture: Rich Media, Deep Learning

Classroom Audio Podcasting

The Education Podcast Network

Eduscapes: Streaming Video Webcasts

EDUCAUSE: Podcasting in the Classroom:n/index.cfm

Education Podcast Network

Streaming Video Webcasts

Multi-Media Resources

Gaga Over Google: Photo Images Bring Lessons to Life

History Channel Speeches and Video

Image Libraries for Education

InTime

Learn Out Loud

Using Video to Enhance Instruction

Podcasts for Teachers

Storing and Sharing

Internet Resources

for Your Curriculum

Thinkfinity!

Storing &

Sharing

Storing and Sharing

Wikis - http://www.wikispaces.com/

Blogs - https://www.blogger.com/start

Blog vs. Wiki

BlogsUsually single author Reverse chronological structure Usually personal External links

WikisUsually many authors Structure determined by content and users Usually objective Internal and external links

Social BookmarkingStore and share bookmarks to your onlinesources online.

Web-based, NOT browser-based.

Access and add bookmarks from any computer with Internet access.

Tools for social bookmarking: Del.icio.us CiteULike

del.icio.us: What Is It?

"a collection of favorites - yours and everyone else's."

Uses the following browsers: Firefox Internet Explorer Safari Opera Flock

Uses tags, NOT folders to organize bookmarks

Tags?"one-word descriptors . . . You can assignas many tags to a bookmark as you like andeasily rename or delete them later.”

Benefits of tagging:1. Track online sources2. Explore other publications that have the same or

similar tag(s)

del.icio.us: How Does It Work?

1. Sign up.

2. Install "my del.icio.us" and "tag this" buttons into browser of your choice.

3. Begin bookmarking and tagging websites.

text box!

buttons!

tag tools!

CiteULike: What Is It?“a free service to help you to store,

organize and share the scholarly papers you are reading”

Uses ANY browser(s) of your choice. No buttons to add-it’s not bound to one browser.

Uses tags and author names to organize bookmarks.

CiteULike: How Does It Work?1. Sign up.

2. Add the CiteULike bookmarklet into the browser of your choice.

3. Bookmark articles from a supported database using the “Post to CiteULike" bookmark, OR post articles manually.

4. Assign priority level.

Navigation Menu!

del.icio.us Versus CiteULike del.icio.us

Big community of users = more chances for finding additional sources User-friendly design Ease of use Purpose: Social network

CiteULike Focus on scholarly sources Collects and stores bibliographic information Purpose: Academic network

InternetResourcesfor your

CurriculumTrakStar Template

TrackStar

Graphing in the Information Age: Math

Learning Theories: College/Adult

Getting Ready for the Iditarod

Using Technology to Explore Earthquakes: Science and Technology

Cell Mitosis and Meiosis: Science

Thinkfinity