teaching ten steps to better research
Post on 06-May-2015
Embed Size (px)
- 1.Teaching theTen Steps toBetter Web ResearchBy Mark E. Moran & Shannon A. FirthDulcinea Media
2. Do I h ave todown? copy A LL of this 3. Links to all studies & articles discussedmay be found on the last 3 pages ofthis presentation and in a blog post athttp://bit.ly/teachtenstepsThis presentation is also available as aYouTube video that will play after thelast slide, and is available atwww.YouTube.com/findingdulcinea 4. Dulcinea Media provides free content &tools that help educators teach studentshow to use the Internet effectively.More about us and our products:http://www.DulcineaMedia.comSign-up for our free daily newsletter:http://www.findingdulcinea.com/info/newsletter.htmlFollow us on Twitter:@findingDulcinea & @findingEdu 5. It is very likely that our students brains have physically changed and are different from ours as a result of howtheygrew up. 1-- Marc Prensky 6. Our generation 7. Their generation 8. So, are digital natives experts at searching the Web? 9. After a year long information literacy program,most fifth grade students continued to relyentirely on Google and never questioned thereliability of the websites they accessed. 2-- Vrije University Netherlands 10. Even when high school students found a goodsource they did not recognize it and insteadlaunched a new search. A high level of browsingis carried on at the expense of thinking andplanning. 3-- Shu Hsien L. Chen 11. Electronic media can overwhelm youth withinformation that they may not have the skills orexperience to evaluate. And literacy skillsoverlap with safety skills. 4 -- Harvards Berkman Center for Internet &Society, March 2010 12. Students without Web research training show upat college beyond hope.they have learnedto get by with Google. 5-- University College London 13. Not one of the 600 college students surveyed"could give an adequate conceptual definition of howGoogle returns results. 6--ERIAL study (Illinois) 14. Dulcinea Medias 2010 SurveyWe asked students 27 multiple-choice andopen-ended questions. 15. We SurveyedWe Surveyed300 middle300 middleschool andschool andhigh schoolhigh schoolstudents in Newstudents in NewYork.York. 16. How do you begin your search? Almost half of middle school students chose Itype a question. 17. If a search doesnt give you good results... 18. ... what do you do next? I try another search engine. I try different keywords but if I still cant findan answer, I just think real hard for ananswer. I focus on the encyclopedia. 19. I punch thescreen. Just kidding, LOL. 20. How do you decide if an online article is agood source to use for a school report? 21. Its a good source. if it has the information I need then its good forme. if it sounds good, I know its right, and it has goodvocab. 22. Actual Answer:I dont know.I just go with it. 23. How often do you check the author ofan article? 24. About 2/3 of students rarely or never check theauthor. 25. It doesnt reallymatter who wrote it... 26. How often do you check to see whenan article was written or last updated? 27. Half of high school students and about 3/4 ofmiddle school students say they rarely or nevercheck the date of an article. 28. I cant find it. 29. In Conclusion.A majority of students: dont know how to form a sound search query; dont have a strategy for dealing with poorresults; cant articulate how they know content iscredible; dont check the author or date of an article. 30. In other words... 31. WERE LOST 32. Improving Internet skills starts with educators 33. Librarians must be able to retool and stay ahead of teachers and students-Joyce Valenza media specialist Springfield Township, PA 34. Recognizing reliable sources+consider infinite options+Understanding intellectual property rights+Engaging modern audiences with conclusions = EFFECTIVE USE OF THE WEB 35. Students see educatorsmodeling an effectiveresearch process andlearn from it.-Colette Cassinelli librarian/ technology teacher Portland, OR 36. Models & Resources for Web Research Review the Big6 model.7 Share the Ergo search model with students. 8 Teach Ten Steps for Better Web Research.http://www.SweetSearch.com/TenSteps 37. No Quick Fix Effective web research skills cannot belearned in a week, a semester, or a year. They must be taught year-round, throughoutprimary school years, and can be masteredonly as students mature and gain experience. 38. A New Approach? Authors of ERIAL study: teach broad conceptsand strategies, not use of specific tools. 39. "Unless we can demonstrate some measurablepayoff to searching, students arent going to do it. - Lisa Rose-Wiles librarian Seton Hall University 40. How Do Effective Researchers Behave? Start general with several keywords Try new combinations in a systemic manner Use more precise, or even natural language. 9 Look well beyond the first few results, and return often to favorite, reliable sites. 41. Use better interfaces and more sophisticatedindexing methods to nudge students, incrementally,toward competence. - Casper Grathwohl Oxford University Press 42. Step 1: Where to Search The Internet may not be the best place tostart; databases may help you find what youreseeking far faster. 43. Step 1: Where to Search Dont count on search engines to do all thework for you. Ask a librarian or teacher torecommend individual sites. Use student-friendly tools for aggregatingyour own favorite sites. e.g. Symbaloo or Diigo. 44. Step 1: Where to Search Give students a list of 10 sites; include two poor sources. Students must defendtheir sources and point outweak links.- Michelle BaldwinVocal Music TeacherOmaha, NE 45. Step 2: Try Several Search Engines Suggest a two-week Google Holiday tolessen dependency. Introduce meta-search engines (eg. Zuula).More about search engines: http://bit.ly/bO7FbB 46. Step 2: Try Several Search Engines.. SweetSearch searches35,000 websites that researchexperts have evaluated andapproved. SweetSearch4Me featuressites for emerging learners.We created these, yet dontuse them exclusively we usethe full range of resources. 47. Step 3: Dig deep for the best results Many websites rank high for reasonsunrelated to the quality of their content. Professionals and academics dont practiceSearch Engine Optimization. Dont stop at the first page!! 48. Step 3: Dig deep. Google and other search engines optimizetheir results for adults, who want to know whathappened today. Google recently promised todeliver 50% fresher results. For school research, fresher is not usuallybetter. 49. Step 3: Dig deep. Yolink enables users to browse searchresults in context without opening them. Integrated into SweetSearch, Yolink can beused on other sites through a browser add-on. 50. Step 4: Think Before You SearchIf you dont knowwhere youre going,youll probably endup somewhere else.- Yogi Berra 51. Step 4: Think Before You Search Define your task. Have students rewriteassignments in theirown words.- Angela Maierseducation consultantMaiers Education Services 52. Step 5: Make Search Engines Work for You Connectors AND and OR can be moderatelyeffective. Quotation marks are a critical tool studentsshould know when to use. But advanced search options are the best wayto mandate or exclude certain words. 53. Step 5: Make Search Engines Work for You As you search, add new keywords. Avoid looping by documenting your searchwith a bookmarking tool, or keep a writtenrecord. 54. Step 6: Dont Believe Everything You Read No single element determines a websitescredibility.ALWAYS verify critical information withseveral sources. 55. Step 7: Find Primary SourcesThink of primary sources such as photos,diaries and newspapers as eyewitnessaccounts which are generally consideredmore reliable than second-hand information.More: http://bit.ly/6CnTrq 56. Step 7: Looking at the Original Source? If you suspect a site may not be the originalsource of information, google a key phrase. If the phrase appears on another site,evaluate the credibility of that site.More: http://bit.ly/9k6a2v 57. Step 8: Who Published the Article? Do editors or experts review the information?Is it thorough? Do the author and publisher have a well-established reputation? Search their names in asearch engine. 58. Step 8: Who Published the Article? If the site does not provide the name of thepublisher and its editors you cannot relyon it. Even if it looks good or sounds good. 59. Step 8: Who Published the Article? See 10 Reasons WhyStudents Cant CiteWikipedia.More: http://bit.ly/dlxX6i 60. Step 8: Who Published the Article? Assessing the top level domain (.com. .gov,.org, .edu) is not as useful as commonlybelieved. Be wary of sites containing words like"free/discount/best/your/Web. Be critical of sites where advertisements blendwith content. 61. Step 9: Why Was the Article Written? Always ask, why did the writer write this? Is the site trying to sell you something? Does the site have any social or politicalbiases? Eg. WhiteHouse.gov is not a neutralsource for information on U.S. Presidents. 62. Step 9: Why Was the Article Written? Many websites that appear to offer validinformation but were created for anotherpurpose.More: http://bit.ly/9dzELE 63. Step 10: When was information writtenor last revised? Determine when an article was published orlast updated. If you cant, then confirm the currency of theinformation elsewhere. Use a news search engine, add the currentyear as a search term, or Advanced SearchOptions to restrict dates (imperfect).More: http://bit.ly/9dzELE 64. The End?Yes, but its only the beginning of our efforts to helpeducators teach students how to use the Webeffectively.We will offer versions of the Ten Steps foremerging learners, and lesson plans and videos.Sign-up for our newsletter to be kept updated onour progress.http://www.findingdulcinea.com/info/newsletter.html 65. Works Cited:1. Prensky, Marc. Digital Natives, Digital Immigrants : On the Horizon. NCB University Press, Vol. 9 No. 5, October 20012. Els Kuiper, Monique Volman and Jan Terwel.