Finding Treasure on the Internet

1
Finding Treasure on the Internet

• April, 2009
• MASL
• Beverly Farrand (bfarrand_at_spsmail.org)
• Disney Elementary Library Media Specialist,
  Springfield Public Schools (SPS)
• Joyce Needham (joyceneedham_at_gmail.com)
• Certified Big6 Trainer Former SPS Elementary
  Library Media Specialist

2
Tech person instructs monk how to use book

• http//www.teachertube.com/view_video.php?viewkey
  b295ffb1d96b0af9d77f

3
Think about the Internet

• Recall some of your experiences involving the
  Internet.
• funny? frustrating? interesting?
• Share with person sitting next to you.

4
Your task today

• Take away activities strategies that will help
  your students improve their Internet skills.

5
Agenda (handout page2)

• Motivating Students to Learn Internet Skills
• Theres More to the Internet than Google (Big6 2
  Information Seeking Strategies)
• Selecting the Best Sources (Big6 2 Information
  Seeking Strategies)
• Finding the Site Information Within the Site
  (Big6 3 Location Access)
• Tips for Using Information Found on the Internet
  (Big6 4)
• Tips for Creating Lessons

6
Consider Your Students Internet Skills

• Raise your hand if
• You think your students need instruction?
• They think they need instruction?

7
Consider

• Do you spend time learning something you think
  you already know?
• If you are interested in something are you more
  motivated to learn?
• If you think something is important are you more
  motivated to learn?

8
Lesson to Motivate Students to Learn Internet
Skills (Handout pg 2)

• 1 Task
• Be the first to find the birth date of Martin
  Luther King, Jr.
• 2 ISS What source
• Ill use Internet Volunteer use print
  encyclopedia.
• 3 Location Access Raise your hand when you
  FIND info
• 6 Evaluate process
• What source was used by the person who found the
  information first?
• Why would you want to find information in 5
  minutes rather than 50?
• Do you think it might be helpful to take time and
  learn how to use the Internet effectively and
  efficiently?

9
Where are your students?
Conscious Competence Learning Model Matrix, US
Gordon Training International
10
Where are your students?
11
Where are your students?
12
Where are your students?
This is you!
13
Nuts Bolts

• Extra value
• All strategies and activities are embedded in
  Big6 problem solving process If you dont use
  Big6, can easily pull strategy or activity.
• Big6 Steps (handout page 2)
• Task Definition What is my task?
• Information Seeking Strategies What source can
  I use?
• Location Access Where are the sources (sites)
  and where is the information within the
  source/site
• Use of Information
• Synthesize or Solve
• Evaluate Product Process

14
Nuts Bolts

• Sources (Big6 2)
• Beverly Joyce
• Handout
• Posted on-line http//sc2009workshophandouts.pbwi
  ki.com/FrontPage
• Note handout page numbers on power point
• Lessons
• Keywords Powerpoint, Scanning Skimming
  Powerpoint, Text Features, Aides, or Conventions
  Lesson Plan
• LMC Literacy Website lmcliteracy.com

15
Nuts Bolts

• Sources (Big6 2)
• Joyces book, Teaching Elementary Information
  Literacy Skills with Big6
• Available from Linworth. About 45. 20 off
  COUPON
• Using the Internet (DVD).
• Part of Library Skills Program. Schlessinger,
  2003. (Available Library Video.) About 30.
• Faux Paws Adventures in the Internet (picture
  book w/cd-rom).
• Indianapolis, IN John Wiley Sons, Inc., 2006.
  (Available Amazon.com.) About 15.

16
Theres more to the Internet than
GoogleConsider Internet Sources (Big6 2
Information Seeking Strategies) (handout page 3)

• Traditional reference sources periodicals,
  dictionaries, encyclopedias, thesaurus, atlas,
  almanac
• Why would we want our students to use a
  traditional reference source rather than use a
  search engine to find Internet site?
• Accurate or Reliable
• Familiar
• Faster
• Other?

17
Theres more to the Internet than
GoogleConsider Internet Sources (Big6 2
Information Seeking Strategies)

• Teacher/Librarian Selected Internet Sites
• Online Resources provided by library/district
  (e.g. EBSCO, World Book)
• Primary Sources
• Paul Revere Pauls ride in his own words.
  http//www.americanrevolution.org/revere.html
• Revolutionary war Take the money run,
  Rachels letter to Paul
• http//www.si.umich.edu/SPIES/
• Lewis and Clark Original journal entries. Use
  with Seaman fiction
• http//lewisandclarkjournals.unl.edu/index.html
• Civil war photos Collection of photos serachable
  by keyword, subject, or year.
  http//memory.loc.gov/ammem/cwphtml/cwphome.html

18
Theres more to the Internet than
GoogleConsider Internet Sources (Big6 2
Information Seeking Strategies)

• How can you make these sites easily accessible to
  students?
• Bookmark sites
• Desktop
• Print copy of sites, addresses, instruction for
  use (business card, brochure, etc.)
• Add to library website
• Through other web sites such as Assign-a-Day or
  QUIA (enter web address as part of assignment)
• Other?

19
Selecting the best source (Big6 2 Information
Seeking Strategies) (Handout pg 3)

• Should you restrict students to pre-selected
  sites or let them select their own sites?
• Consider
• Do your students have the necessary skills to
  select their own sites e.g. Prior knowledge
  (keywords) needed to select sources which contain
  needed information? Ability to evaluate sites
  for reliability, etc.?
• Do you have time to let students select their own
  sources?

20
Selecting the best source

• Should you forbid students use of specific sites
  such as Wikipedia, Google, etc.?
• Will this actually make students want to use the
  sites?
• Are students likely to use these sources in their
  personal lives? If so, would they benefit from
  learning skills to use the sites as effectively
  as possible?
• Do students need to understand why these may not
  be the best sources for them? How can you help
  them gain this understanding?

21
Selecting the best source

• Lesson Teaching students to evaluate websites.
  (Lesson plan on handout pgs 3 - 5)

22
Can you trust this site?

• Task (Big6 1) Do you see anything that makes
  you suspicious of these sites?
• ISS (Big6 2) bogus websites
• LA (Big6 3) click on these links
• www.umbachconsulting.com/miscellany/velcro.html
• http//www.mcwhortle.com
• http//descy.50megs.com/Emankato/mankato.html

23
Can you trust this site?

• Use (Big6 4)
• Discuss publication of a book vs publication of a
  website
• Brainstorm criteria for evaluating websites and
  then present 5 Ws
• Synthesis (Big6 5) Students evaluate sites
  (guided practice then individual practice)

24
Web Evaluation Worksheet
Web page title___________________________________
_____________ Web page address
____________________________________________

• Web Rating
• Who (author)
• Is it clear who the author is?
  Yes No
• Is the author an expert?
  Yes No
• What (purpose)
• Is the information accurate?
  Yes No
• Does the information help me with my task?
  Yes No
• When (date)
• Is the information current?
  Yes No
• Where (source)
• Is the source reliable?
  Yes No
• Why (or why not?)
• Would you use this website for research? Why or
  Why not?__________________________________________
  
• ______________________________________________
• ______________________________________________

25
Finding the site information within the site
(Big6 3 Location Access) (handout pg6)

• Why do we need to teach these skills?

26
Our changing world

• Once upon a time information was limited and
  difficult to find.
• Teachers provided all sources, unless students
  were researching and then they were limited to
  traditional reference and books.
• Today information is unlimited and accessible via
  the Internet.
• Students engage and find more sources on their
  ownthey need skills to be efficient effective.

27
Idea to convince students to improve their
location and access skills. (Handout pg 6)

• Do you ever need to find information in a book?
  The Internet? Do you think you will be expected
  to find more or less info in the futuremiddle
  school, high school, college? Do you want to
  find it quickly? There are some specific skills
  which will help you locate and access information
  quickly and easily.

28
Finding or Locating Internet sites (Big6 3)
(Handout pg 6)

• What are three ways you can locate needed
  websites?
• Enter the web address or URL
• Access an index or data base (e.g. EBSCO, SIRS,
  Gale)
• Use a search engine or web browser (e.g. Google,
  Yahooligans)

29
Helpful Hints for Finding Internet Sites

• When entering the web address or URL
• Make it exact the exact spelling, exact
  capitalization, exact punctuation, exact spacing
• When accessing an index or data base (e.g. EBSCO,
  SIRS, Gale)
• Identify a keyword and be alert for any
  alternative keywords, e.g. doctor or surgeon or
  MD or

30
Helpful Hints for Finding Internet Sites

• When using a search engine or web browser (e.g.
  Google, Yahooligans)
• Remember most scan rather than skim, e.g. match
  your entered keyword letter by letter rather than
  match the idea or concept represented by your
  keyword. So be careful with spelling of your
  keyword and you may opt to enter alternative
  keywords.
• Programs can scan for several words at one
  timeenter more than one keyword

31
Finding Internet Sites with Search Engines

• Lesson How does a search engine work?
• (Lesson Plan handout pgs 6 - 8)

32
How does a search engine work?

• Task Using the cereal in jar, find a (specific
  cereal piece).
• --could use rocks or marbles instead
• Analogy
• This is what search engines do. Just as you
  matched the cereal, they match the information
  you tell them to find.
• You were able to look at and match the
  cerealmuch like you can look at and match
  information when locating it in a book. If it is
  there, eventually, you can find it.
• However, when using a search engine the
  information is not visible (place jar behind
  back). You must TELL the search engine what
  information you want.
• There are some specific skills/strategies which
  can make locating information with a search
  engine more effective. Are you interested in
  learning these skills?

33
How does a search engine work?

• Use (Big6 4)
• Introduce keywords/synonyms, Boolean search
  terms (and/or/not).
• Model using these strategies
• Let students practice the strategies.

34
Finding the information within the site or source
(handout pg 8)

• Verbalize the process
• Scan or skim for keywords using text
  features/aides/conventions

35
Finding the information within the site or
source

• Understand the components
• Scan match letter by letter
• To find car c a r
• Skim match word or idea
• car auto vehicle
• Keywords Just as a key unlocks a door, a
  keyword unlocks your answer or the information.
• Text Features, aids, or conventions Such as
  indexes, menus, bold print, etc. which help us
  locate information within the source.

36
Finding the information within the site or
source

• For Power Point Student Presentation explaining
  teaching the componentsskimming/scanning,
  keywords, text featurese-mail Joyce
  (joyceneedham_at_gmail.com) for electronic copy.

37
Finding the information within the site or source

• Connect the known (print) to the new or unknown
  (electronic)
• Model finding information using print source

38
Using this print source find Jefferson City
Using this print source find the capitol of
Missouri
39
Finding the information within the site or source

• Model finding information using
  electronic/Internet source

40
Task

• Task What were Chris Soenpiets thoughts about
  the book My Brother Martin
• http//www.soentpiet.com/

41
Compare accessing info in print vs. Internet

• Text features, aides or conventions are more
  colorful, graphic, etc. on Internet
• Computer can scan for more than one keyword at a
  time.
• Index or Table of Contents (text) Menu
  (Internet).
• Instead of giving page numbers which you must
  then scan to find information, you simply click
  and computer scans and finds the information for
  you.
• Most searches scan. Some advanced searches skim.

42
Tips for Using Information Found on the
Internet(Big6 4) (Handout pg 8)

• Note takingCut paste
• Highlight important information then copy by
  clicking control c (c copy)
• Open Power Point or Word program and paste by
  clicking control v (v view)
• Dont forget to copy and paste the source/address

43
Tips for Using Information Found on the Internet
(Big6 4)

• Highlighting
• Highlight or select only the Important
  Information or Treasure (phrases not complete
  sentences).
• Printing from the Internet
• Using LA skills find the information to be
  printed.
• Highlight the needed information.
• Select File
• Select Print
• Select Print Range--Selection
• Select ok

44
Tips for Using information found on the Internet
(Big6 4)

• QUIA (See brochure)
• http//www.quia.com/web
• Use posted activities
• Create your own activities
• Mark Twain Quizzes
• Create lessons/activities for specific library
  skills
• Create class pages and post websites
• Students can access from home
• http//www.quia.com/cb/415196.html

45
Ideas as you create lessons(handout pg 9)

• Add Internet into existing lessons, e.g.
• When studying text features, locate text features
  on the Internet.
• When teaching reference sources, find similar
  Internet sources. e.g. after teaching
  dictionaries, show students an Internet
  dictionary.

46
Ideas as you create lessons

• Present each lessons objective as a problem to
  be solved. Ask, dont tell.
• Does the Internet contain electronic versions of
  the print reference sources you are familiar
  with?
• Can you name three ways to navigate the Internet?
• Do websites have text features? Can you identify
  the text features?
• How can you tell if an Internet site is valid and
  reliable?

47
Evaluate (Big6 6) Did you complete your task?

• Your task today
• Take away activities strategies that will help
  your students improve their Internet skills

48
Thank you!May your future be full of Internet
treasure!