Introduction to Web Research: Finding and Evaluating Websites

Description:

This one class period lesson is intended to introduce the student to some techniques for online research and the evaluation of the quality and authority of the web resources found. Due to the limited time available for this lesson (40 – 45 minutes), this introductory session will be an instructor-led overview. Ideally, it will serve as a launching point for additional opportunities in which the student can apply this knowledge to his or her independent research to gain a deeper understanding of evaluating research resources.

Be sure to include, at a minimum, the following concepts.


1. Site Appearance

Does the site “look good?” Is it obvious that a lot of time was spent on the site’s creation?

Are words spelled correctly, and the grammar correct?

Do the graphics support the content of the site? Are they sized and placed correctly?


2. Site Functionality

Is the site structured in such a way to make it easy to use?

Do internal and external links work, or lead to “404” and other errors?

Does the site need specialty add-in software, or a specific Internet browser or Java version?


3. Domain type

Is the site an official government (.gov) or military (.mil) site and carry the “authority” of the US government. Note: remember that “country codes” such as .us and .ca do not mean they are an official government site.

Is the site a college or university (.edu) site?

Is the site a K-12 education site (in Ohio, often indicated by a .k12.oh.us extension, but sometimes by .org to avoid the overly long standard)?

Is the site a personal site (often indicated by “slash” addresses off a main site, such as \joeschiska\everythingabouteverything\index.asp)?


4. Content Quality

Is the “ownership” of the site available and provide the credentials of the author or authors? Look for an “About Us,” “Contact Us,” or copyright information? This is especially important on sites that do not attribute authorship of individual articles or pages, as in those cases you can not determine credibility based on the author’s personal authority.

Does the ownership of the site indicate objectivity, or might the owner be expected to display a bias?

Does the site reference quality information, and is it properly cited?

Is the content current?

Is the content authoritative?

Is the content supported by other sources?



Expansion Ideas

Do a WHOIS search through the “official” InterNIC site www.internic.net/whois.html or www.betterwhois.com to check ownership of a web site and discuss if that person or group might have a personal agenda or bias that may taint the quality of the site.

Use a site like www.about.com, alexa.com, www.lii.com, or infomine.ucr.edu to further investigate a site.

Do a Google search on the site authors name(s) to learn more about him or her.

Use http://blogsearch.google.com/ to see if the author has a blog site.



Ohio Standards Addressed

Technology Standard 5: Technology and Information Literacy

A. Determine and apply an evaluative process to all information sources chosen for a project.

C. Formulate advanced search strategies, demonstrating an understanding of the strengths and limitations of the Internet, and evaluate the quality and appropriate use of Internet resources.

D. Evaluate choices of electronic resources and determine their strengths and limitations.


Library Benchmark: Technology Literacy

A. Formulate advanced search strategies, demonstrating an understanding of the strengths and limitations of the Internet, and evaluate the quality and appropriate use of Internet resources.

B. Evaluate choices of electronic resources and determine their strengths and limitations.

C. Utilize the Internet for research, classroom assignments and appropriate personal interests.


English Language Arts Benchmark: Research

B. Evaluate the usefulness and credibility of data and sources.


Learning Goals/Objectives:

What student learning goal(s)/objective(s) do you have for this lesson?
After completing this lesson, the student will:

1. Be able to identify at least 3 ways to evaluate a web site based on the site content, appearance, design, and function.

2. Be able to identify at least 3 tools to learn more about the site owners and authors.

3. Be able to identify at least 3 domain types and how they relate to the authority of the site.



How does this lesson address the Specialty Professional Association (SPA) standards?

National Council of Teachers of English (NCTE)

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.