web lit final proj 4

7/29/2019 Web Lit Final Proj 4

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Wes Bartlett, Jim Becker, Jamel Hobson, MaryEm Musser

12/4/2011

Purdue University: EDCI 572

WEB LITERACY:FINDING YOUR

SOURCES ON THE WEB

How to Use the Internet to find Reliable Information


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WEB LITERACY:FINDING YOUR SOURCES ON THE WEBHow to Use the Internet to find Reliable Information

TABLE OF CONTENTS

Introduction ................................................................................................................. 3

Goal Statement and Analysis ..................................................................................... 4

Goal Statement ......................................................................................................... 4

Goal Analysis ............................................................................................................ 4

Sub-skills analysis .................................................................................................... 4

Entry behaviors ...................................................Error! Bookmark not defined.

Learners And Performance ......................................................................................... 5

Learner interviews ................................................................................................... 5

Learner description .............................................Error! Bookmark not defined.

Description of performance context, implications for instruction .......................... 8

Information Categories: Data Sources Performance Site Characteristics ............ 9

Performance objectives ............................................................................................. 9

Assessments ............................................................................................................... 13

Samples assessments for each objective ................................................................ 13

Instructional Strategy ............................................Error! Bookmark not defined.

Describe instructional sequence and proceduresError! Bookmark not defined.

Objectives ................................................................Error! Bookmark not defined.

Teacher Guide .........................................................Error! Bookmark not defined.

Student Guide .........................................................Error! Bookmark not defined.

Materials Needed ...................................................Error! Bookmark not defined.

Other Resources .....................................................Error! Bookmark not defined.

Describe pre-instructional activities ...................................................................... 17

Information/example for each objective ................................................................. 17

Practice/feedback for each objective ...................................................................... 17

Describe strategy for teaching terminal objective ................................................ 17


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Student Groupings and Media Selections ................................................................ 17

Student groupings .................................................................................................. 17

Media selections ..................................................................................................... 17

Describe characteristics of learners used for small-group evaluation- how close are they to

targeted learners? How do they differ? How might this impact the accuracy of your evaluation

of the instruction? ................................................................................................... 17

Evaluation and Analysis ........................................................................................... 17

Describe all the materials and instruments used in the small-group evaluation18

Describe the procedures in evaluation of instruction ........................................... 20

Present and analyze the data from evaluation ..................................................... 20

Describe revisions to instruction and assessment ................................................ 22

Appendix .................................................................................................................... 27

Pre- and Posttests ................................................................................................... 27

Instructional materials ............................................................................................. 28

Client questions and answers: .................................................................................. 34


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EXECUTIVE SUMMARY

On Target Designs is pleased to provide Elm Street Middle School with this workshop for your

middle school students on web literacy. Through our design process we identified a particular

framework that will help guide the students as they learn about web literacy as well as serving

as a mnemonic device to aid recall after the workshop. The proposed method is referred to as the

ABCs of web literacy and is the core of the workshop.

Learners will be guided through a short presentation introducing the concepts of web literacy

and the ABCs of web literacy. Part of the presentation is a guided evaluation where a group of

web sites are provided to demonstrate how to apply the ABCs of web literacy. After presentation

is finished the students will be paired off in groups to evaluate web sites for use in their research

papers. A pretest & posttest have been included to serve as immediate feedback on topic

retention.

Our pilot group of instruction went very well, and identified a few areas for improvement notably

in terms of motivation for this information. We revised our introduction to the workshop to

accommodate that feedback and believe the staff of Elm Street Middle School will be pleased

with the results of this workshop. Beyond that feedback there were a few other cosmetic issues

to address. Overall the pilot instruction measured great, as shown in the data from the testing

done before and after the workshop, with positive growth in understanding and application of

the concepts.

It has been a pleasure to work with your team, and please feel free to contact us with any

questions you have about the proposed workshop.

Wes Bartlett, Jim Becker, Jamel Hobson and MaryEm Musser

INTRODUCTION


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Internet savvy is a critical skill for students to discern Internet sources from reliable to

unreliable. With over 8 billion pages on the Internet, 5 simple things students can look for to

quickly evaluation the reliability of a web source is critical.

GOAL STATEMENT ANDANALYSIS

Goal StatementThe goal of this project is to build the skills in learners so they will be able to define web literacy

and demonstrate the ability to classify resources as being a good or poor choice for use when

conducting research on the internet.

Goal Analysis

Sub-skills Analysis & Entry Behaviors


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LEARNERSAND PERFORMANCE

Learner interviews

DESCRIPTION OF LEARNERSFrom our client, we received the following details of our target audience.

Target Audience They are middle school aged learners, covering the grades of 7, 8, and9.

Ages are 1315.

There are 22 total learners that are targeted, in a population of 200

within the middle school.

Entry Skills We can assume the learners are comfortable using the web and haveno problems with basic web searching and navigation.

They would be described as wired or connected, so they are

comfortable with technology concepts.

Prior Knowledge of Topics

AreaThey have no prior knowledge of web literacy concepts.

LEARNER INTERVIEWSThe target audience for this project was provided to us by our client along with specific descriptors noted above.

Following are additional questions to clarify entry skills, attitudes and motivation of the targeted audience.

Entry Skills:

From our client we received the following description connected or wired definitions received from client.Additional questions to provide more detail on those descriptions are;

(1) How much time, per day do you use a computer or phone to access the web?

a. 30 minutes -1 hour

b. 1-2 hours

c. 2-4 hours


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d. 5+ hours

(2) Does your family have a computer in your home?

a. Yes

b. No

(3) What is your primary means of access the web?

a. Smart Phone

b. Computer / Laptop

c. iPad

(4) Why do you primarily use the internet?

a. Social Networking

b. Education

c. Research

d. Shopping

(5) Which of the following would be considered a search engine.

a. www.navyfederal.org

b. www.google.com

c. www.whitehouse.gov

d. www.purdue.edu

Attitudes

This project from our clients was driven by the goals of the school administration. Teachers and administrators felt

it was important to build this skill in their student population. To better address how the students felt about using

the web as a source, researching, and their attitudes regarding the training, the following additional questions can

be used:

1. I enjoy using my computer to access the internet.

a. strongly disagree

b. disagree

c. undecided

d. agree

e. strongly agree

2. I enjoy using my phone or iPad to access the internet.
http://www.navyfederal.org/http://www.navyfederal.org/http://www.google.com/http://www.google.com/http://www.whitehouse.gov/http://www.whitehouse.gov/http://www.purdue.edu/http://www.purdue.edu/http://www.purdue.edu/http://www.purdue.edu/http://www.purdue.edu/http://www.purdue.edu/http://www.purdue.edu/http://www.purdue.edu/http://www.whitehouse.gov/http://www.whitehouse.gov/http://www.whitehouse.gov/http://www.whitehouse.gov/http://www.whitehouse.gov/http://www.whitehouse.gov/http://www.google.com/http://www.google.com/http://www.google.com/http://www.google.com/http://www.google.com/http://www.google.com/http://www.navyfederal.org/http://www.navyfederal.org/http://www.navyfederal.org/http://www.navyfederal.org/http://www.navyfederal.org/


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b. disagree

c. undecided

d. agree

e. strongly agree

3. I enjoying learning new things.

a. strongly disagreeb. disagree

c. undecided

d. agree

e. strongly agree

4. I enjoying researching new topics.


b. disagree

c. undecided

d. agree

e. strongly agree

5. I consider myself to be internet savvy.


b. disagree

c. undecided

d. agree

e. strongly agree

Prior Knowledge

The following questions address clarifying the prior knowledge definition received by client which was no prior

knowledge of web literacy.

(1) What of the following BEST defines the word bias?

a. A prejudice outlook toward something

b. To occupy the attention of

c. A very high point

d. A sad of depressed state

(2) The author, publisher and/ or server will help you analyze a web pages ____.

a. Bias

b. Accuracy


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c. Authority

d. Currency

(3) Which will of the following will help you determine the accuracy of a website?

a. Other sources are cited

b. The website is selling a product

c. A recently updated date

d. You are familiar with the author

(4) When a website is trying to sell an idea, product or service and is only presenting favorable information that

supports its goals is an example of ____?

a. Accuracy

b. Authority

c Currency

d. Bias

Description of performance context, implications for instruction

Analyzing Performance Context For Middle SchoolStudents: Literacy Project

Information

Categories

Data Sources Performance Site

Characteristics

1. Principal/Teacher

Support

Interviews/Survey questions for

Principals and teachers and any

other appropriate support staff

Overall support for technology

in the classroom and attitude

towards importance of proper

usage of the internet.

Facilities: Computer Lab


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2. Technological aspects of

classroom

Interviews: Teachers and staff

supervising access to

computers and the

internet.Observations: Observe

the lab and equipment for

adequate speed and

specifications to supportinternet research

Equipment : 17 Computers (9

in Laboratory and 8

additional) connectivity,

projection.

3. Physical aspects of the

site

Observations: Observe

adequacy of

classroom/computer lab to

Timing: 60 minutes available

for training session.

4. Social aspects of site Interviews: Teachers and

supervisory staff, students.

Supervision, 22 students

interaction with teachers

during discussions. The

students using technology and

new skills.

Effectively using skills to

identify appropriate web

based sources for information

5. Relevance of skills to the

classroom

Interviews: Same as above. Meet identified needs: Able to

define web literacy, the

importance of web literacy

and evaluate a web site with

regard to authority,

authorship, bias, and

misinformation.

Performance objectives

Learners will be able to define web literacy and demonstrate the ability to classify resources as

being a good or poor choice for use when conducting research on the internet.

Main steps in instructional g

Step Performance Objective


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1. Define web literacy After instruction the learner will be

able to define what web literacy is, and

the importance of it. This definition

will be used to guide the evaluation of

web resources.

2. Define a research topic After picking a research topic, the

learner will conduct web research to

support their paper.

3. Conduct a web search After defining a research topic, the

learner will complete a targeted web

search to limit search results. Those

results will then be evaluated for use in

their paper.

4. Evaluate web resource After conducting a web search, the

leaner will evaluate the web resources.

The evaluation process will provide the

learner with quality resources for use

in their paper.

5. Use quality resource in research

paper

After determining a web resource is

quality, the leaner will use it for their

research paper. The learner will

learner will repeat this process as

necessary to obtain the required

number of quality resources.

Subordinate Skills

Subordinate Skills Subordinate Objectives

1.1 List 5 ABCs of web literacy 1.1 After instruction the learner will be able


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to identify the 5 ABCs of web literacy.

The learner should be able to define what

each ABC stands for.

1.1.a When asked either orally or in writingto list the 5 ABCs of web literacy, the

learner will be able to list all 5 successfully.

1.2 State why web literacy is

important

1.2 After instruction the learner will be able

to identify why web literacy is important.

The learner will be able to define why web

literacy is important to their research.

1.2.a When asked orally or in writing to

describe why web literacy is important, the

learner will be able to list 2 reasons why it

is important.

1.2.b When asked orally or in writing to

describe what misinformation is, the leaner

will be able to provide one example of howmisinformation could be used when poor

web literacy is practiced.

3.1 Use good search techniques to

limit results seen

3.1 Given a search topic, the learner will

apply good search techniques to limit the

search results. The learner will

demonstrate how to restrict results to a

single website.

3.1.a When asked orally or in writing to

provide example of how to limit search

results, the learner will list 2 methods to

limit search results.


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4.1.1 Evaluate resource on

Authority

4.1.1 Given a search result, the leaner will

evaluate the authority of the website. The

learner should be able to identify if the

website has legitimate authority on the

content.


Accuracy


evaluate the accuracy of the website. The


website has accurate information presented

on it.

4.1.3 Evaluate resource on Bias 4.1.3 Given a search result, the leaner will

evaluate if bias is present on the website.

The learner should be able to identify if thewebsite has content that is biased by

design.


Currency


evaluate the currency of the website. The


website has information that is current.


Coverage


evaluate the coverage of the website. The


website is a good fit for the type of research

needed.

4.2.1 Define who the author is and

what authority they have on the

subject

4.2.1 Given a website, the learner will

establish who the author of the website is

and what authority they have on the topic.

The learner will identify the author and if

there are any issues with their authority.

4.2.2 Evaluate the information used

by the author


establish the source of the information

presented. The learner will identify the

source of the information and any problems


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with the cited information.

4.2.3 Evaluate if the information is

unbalanced or attempting to sell

something


establish if the information is attempting to

inform or persuade. The learner will

identify if the information is informative ornot.

4.2.4 Evaluate when the

information is from and the last

time it was updated


establish the timeliness of the information

presented. The learner will identify the last

time the information was updated.

4.2.5 Evaluate if the information is

of sufficient depth on the research

topic


establish if the information is of the

appropriate level for the research. The

learner will identify if the website is a good

resource for use in their paper.

Terminal Objective

Having completed this workshop, learners will successfully evaluate websites using the ABCs of

web literacy. Learners will demonstrate this by completing website evaluation checklists to

determine if a web resource is a good source for their research paper.

ASSESSMENTS

Objective AssessmentsListing1.1a Now that you know the ABCs of web literacy please list the five different

ABCs.Short answer1.1 Please list each individual ABC and a short description of what it means.


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1.2 Please write a sentence or two about why web literacy is important.1.2a Please give at least 2 reasons why web literacy is important when using theInternet for research.1.2b Misinformation occurs when something presented is taken as fact withoutpracticing good web literacy, please list one possible example this. (Does notneed to be an actual website, verbal description will suffice)3.1.a Please list any two possible ways to restrict the results returned from asearch engine (google, yahoo, bing, etc)Checklist (yes/no)4.1.1 Author identified?

Is the author a credible source?4.2.1 Able to identify the author?

Able to identify the connection between author and content posted?4.1.2 Does the website have citations?

Are the citations from more than one or two pages?Is the website accurate?

4.2.2 Able to identify if there is cited material?Able to identify if cited materials are credible?

4.1.3 Is the website selling anything?Does the website discredit other viewpoints without reason?Is the website free of bias?

4.2.3 Is the web site taking a moral stance?

Is the web site attempting to sell any products?4.1.4 Is there a created or modified date?

Does other information on this topic have similar dates?Is the website a current source of information?

4.2.4 Able to find date published?


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Able to find date last updated?Is the date on this website similar to other related websites?

4.1.5 Does the website cover the topic being researched?Does the website have the correct depth of information?Does the website have the correct amount of coverage for the research?

4.2.5 Does this website cover the information needed?Is the information presented of the correct depth for your research?

Alternative Assessments3.1 Demonstrate how to restrict the results of a web search to a single website.

Scale 0-30 = unable to complete1 = restricts to a top level domain (.com, .edu, .gov)2 = able to restrict to a single website3 = able to restrict is a single website and makes use of additionalsearch modifiers


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Describe pre-instructional activities

Pre-instructional Activities

Motivation: Welcome the learners to the workshop, have handouts ready for pre-test as they

are coming in. Have intro slide displayed on projection screen so they can see what the workshop

will be about, explain that web literacy is important for their research and we want to have some

fun while teaching them how to become web literate.

Objectives: The importance of web literacy and the easy to remember ABCs of web literacy.

The learners will briefly be instructed on what web literacy is, what the ABCs are and then

paired off to put those concepts into action.

Entry Skills: Entry skills for this workshop include the ability to use a computer, conduct web

searches, read and examine details.

Student Grouping and Media Selections: Large group with all learners during introduction

portion of the workshop. Information will be presented via a computer projector and pull down

screen. Learners will make use of printed handouts and writing instruments. After introduction

phase learners will be paired off in groups of 2-3 individuals to work on computers to examine

websites.

Describe strategy for teaching terminal objective

STUDENT GROUPINGS AND MEDIASELECTIONS

Student groupings

Media selections

EVALUATION ANDANALYSIS

Characteristics of learners in small-group evaluation

Learners used in the small-group evaluation fell into the age grouping of XXX.

This is closely comparable to the defined target group of learners. The results from

this group should provide good insight to how the instruction will be received by

the target group when deployed.


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Materials and instruments used in the small-group evaluation

Materials were developed with pre-teen to early teen youth in mind. The students from Elm

Street Middle School in Boston are expected to be very sophisticated with the Internet, social

media, and computers and handheld devices. Therefore we were concerned that visuals be

exciting and lead quickly to hands-on utilization of the learning objectives, towards the final goal

of the instruction (Terminal Goal). A Power Point about the ABCs of Web Literacy was

developed to serve as an organizer of the main objectives: Define Web Literacy, Define a

research topic, Conduct a Web Search, Evaluate Web Resources, Use quality resources in

research paper.

The instruments used match the instruments developed for the workshop: the PowerPoint

presentation, website evaluation checklist and the pre/post tests.


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Describe the procedures in evaluation of instructionPresent and analyze the data from evaluation

Pre-test results


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Post-test results


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Describe revisions to instruction and assessment

Add in awareness of the impacts of NOT being able to assess if a web page is a good source or

not.

Reference the size of the internet to express the volume of information available to help motivate

learners in learning simple solutions to evaluation the internet


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Revised information packet to contain paper worksheets detailing search modifiers and how to

make use of them.

APPENDIX

Pre- and Posttests

Have you heard the term "web literacy" before? *

Yes

No

Do you think you are a good judge of if a website has good information on it? *

Yes

No

When conducting internet research do you pay attention to what website you are getting your information from? *

Yes

No

When searching for information do you try to restrict where your results come from, or do you simply search on the

term? *

Attempt to restrict results

Just search on the term

Do you know how to search only one website? *

Yes

No

How important is it for a site to name its sources? *

1 2 3 4 5

Not Important Very Important

How important is if for a site to have a recent update date? *

1 2 3 4 5

Not important Very important


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Do you consider a website having citations a high priority? *

Yes

No

Not sure

Do you know how to tell who created a website? *

Yes

No

INSTRUCTIONAL MATERIALS

PowerPoint (Insert Here)

Website Evaluation Worksheet

Website Evaluation

Student Name: Date:

Website Name: Year Created:

Research Topic:

Please place a check mark in the appropriate box for your answer.


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Authority: Yes No

Is the Author of the site and/or articles identified?

Is the Author a credible source?

Does the website have citations?

Are the cited materials credible?

Accuracy: Yes No

Is the website information accurate?

Does it use multiple sources to verify its information?

If the information is time sensitive, is it regularly updated for accuracy?

Bias: Yes No

Is the website selling anything?

Does the website discredit other points of view without reason?

Does the website take a moral stance?

Currency: Yes No

Is there a created and/or modified date?

Does the information on this topic have similar dates to the creation date?

Is the creation date on this website similar to other related websites?

Is the website a current source of information?

Coverage Yes No

Does the website cover the topic being researched?

Is the website authoritative, accurate, current and attempting to be unbiased?

Search term modifier worksheet


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Google Guide Quick Reference: Google Advanced Operators (Cheat ... http://www.googleguide.com/advanced_operators_reference_print.html

2 of 2 12/23/06 8:57 PM

Alternative Query Types

cache: Display Google's cachedversion of a web page.

cache:www.irs.gov(Show Google's cached version of the US Internal Revenue Service home page.)

info:(orid:)

Find info about a page.info:www.theonion.com(Find information about The Onion website.)

related: List web pages that aresimilar or related to the

URL.

related:www.healthfinder.gov

(Find websites related to the Healthfinder website.)

Restrict Search to Sites Where Query Words Appear

allinanchor: All query words must appearin anchor text of links to thepage.

allinanchor:useful parenting sites(Search for pages that are called useful parenting sites by others.)

inanchor: Terms must appear inanchor text of links to thepage.

restaurants Portland inanchor:kid-friendly(Search for pages on Portland restaurants for which links to the pagesay they are "kid friendly.")

allintext: All query words must appearthe in text of the page.

allintext:ingredients cilantro chicken lime(Search for recipes with these three ingredients.)

intext: The terms must appear inthe text of the page.

Dan Shugar intext:Powerlight(Find pages mentioning Dan Shugarwhere his company, Powerlight, isincluded in the text of the page, i.e., less likely to be from the corporatewebsite.)

allintitle: All query words must appearin the title of the page.

allintitle: Google Advanced Operators(Search for pages with titles containing "Google," "Advanced,", and"Operators".)

intitle: The terms must appear inthe title of the page.

movies comedy intitle:top ten(Search for pages with the words movie and comedy that include topten in the title of the page.)

allinurl: All query words must appearin the URL.

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inurl: The terms must appear inthe URL of the page.

pharmaceutical inurl:investor(Search for pages in which the URL contains the word investor.)

Restrict Search to Google Groups

author: Find Groups messages from the specifiedauthor.

flying author:Hamish author:Reid(Search for Hamish Reid's articles on flying.)

group: Find Groups messages from the specifiednewsgroup.

ivan doig group:rec.arts.books(Search for postings about Ivan Doig in the grouprec.arts.books.)

insubject: Find Groups messages containing crazy quiltsin the subject.

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Restrict Search to Google News

location: Find News articles from sources located in thespecified location. queen location:uk(Find British news articles on the Queen.)

source: Find News articles from specified sources.peace source:ha_aretz(Show articles on peace from the Israeli newspaperHa'aretz.)

Restrict Search to Froogle

store: Find Froogle products from the specified store.jeans store:gap(Find Gap jeans.)

About This Cheat Sheet

For more tips, tricks, & examples, visit www.GoogleGuide.com.By Nancy Blachman, Tasha Bergson-Michelson, & Jerry Peek who don't work for Google.Thank you Matt Vance for the idea of creating a Google Guide cheat sheet.

Infographic on How to Google(http://www.hackcollege.com/wp-content/uploads/2011/11/google1.gif)


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CLIENT QUESTIONS AND ANSWERS:

Client questions: round 1

1. What is your definition of web literacy, and what is the desired outcome of this workshop for

your students?

This is a new area for our tiny, but affluent school. For the library staff, web literacy means that

our students are able to find internet-based resources and be able to judge their quality and

utility with regard to their research efforts. We would like students to be able to know

where/how to find information for their research projects and how to critically evaluate the

quality of the information and whether it is worthy of inclusion in their projects. Our students,

as information consumers, cannot be naive about the content that exists out there on the Web.

2. Are you going to be providing relevant student demographics (age, family income/educationlevels, availability of computers/internet access at home) or are we to base those demographics

off of a similar student population we have access to?

As mentioned, we are located in an affluent area. Our students range from 13 to 15 years of age

and are completely 'wired' and 'connected' - I think that's the language they use.

3. What is the frequency of application of the desired skills and is there an applicable lesson that

we could tie our design to? If there is a particular assignment, such as a research paper, we can

build our examples around, or we can do a general overview of web literacy?

We have no lessons to share, as this is a new endeavor at this school, so a general view of web

literacy is good. It needs to be relevant to our age group and hold their interest.

4. What is the number of students that will be present for the workshop?

There will be 22 students.

5. What equipment is going to be available for use during the workshop?

We have access to the computer lab, which has 9 computer work stations connected to the

Internet.

6. Will there be a projector & screen, internet access, additional computers for student use?

Yes - projector and screen, Internet, 8 computers.


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7. Is this a new training effort or are you seeing a gap in expected performance?

Both - it's new and we are trying to develop the web literacy skills of the students.

8. Have students received any type of training on this topic previously? If yes when? What did

the training cover?

The students are comfortable with using computers and are able to maneuver the Web with no

difficulty. They have not received any formal training on web literacy in the past.

Client questionnaires: round 2

6. According to your first answers to our questions there are 9 computers in a lab and 8

additional computers available. You state the 9 computers are connected to the internet,

are the other 8 connected as well?Yes. Can they all be brought to one room for the

training? Nolimited space is the major restriction.7. Are the Library staff the main personnel interested in this project or are there teachers

who will be adopters too? The library staff is the main driver of this initiative, but we

certainly have a core group of teachers (5) who are interested in learning more about how

you will be teaching the students about web literacy. They would like to observe the

delivery.

8. Does your school have a name and specific location and address? We may need this to

conduct the field trial.Im not sure what you mean by field trial. As per the contract, we

are Elm Street Middle School located at 123 Elm Street in Boston.

9. How many hours and sessions will be allowed for the presentation of this program to

students? Again, according to the contract, and I quotewill result in the creation of a

one hour workshop for middle school students on how to determine the quality of theinformation available on the internet. I would also like to ensure that we are clear that

this is not a presentation (as per your question) but a learning workshop. We look forward

to seeing the outcomes and results of what you have developed for the students.

10.Are all 22 students available at one time for the session(s)? Or will there need to be more

than one group? We do not have the facilities to have all the students in one room if you

are requiring them to be on computers that access the internet.

11. What is your position at this school? If not the Principal, does this program have the

Principals support?Yes indeedthe Principal is behind this effort with funds for the

project and with release time for me (Head Librarian) and the 5 interested teachers to

observe the workshop.

12. What Grades does your school have? Grades 7, 8, 9 How many total students are there in

the school? 200

13. Is it a public or private school? Public

14. When does our workshop need to occur? Is there a certain month, days of the week, time of

day, etc.After you provide us with the outcomes from the pilot delivery you will be

conducting, we can determine a schedule for subsequent deliveries, including dates and

resources.


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15. Will there be time allowed for a train the trainer with teachers and interested staff? This

is not part of the contract. The request is for you to develop a workshop for the students. If

the outcomes are positive, we can investigate the need for training the teachers.

16. What are your schools goal for its Web Literacy program? Please see my response to Q1

in your first email.

web lit final proj 4

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