Is the Internet a Web of Deceit?
Evaluating the Credibility of Information on the Internet
Developed by Leigha Tracey
Adapted from: Alison Zimbalist, The New York Times Learning Network and Lorin Driggs, The Bank Street College of Education in New York City
Grades: 6-8, 9-12
Subjects: Language Arts, Media Studies, Technology
Overview of Lesson Plan
This lesson encourages students to become more savvy Web surfers by providing them with tools for thoroughly evaluating the various elements of a Web site to determine its credibility. Students will conduct a two-part investigation of a Web site, focusing on how one determines if a Web site is credible in authorship, information, currency, and other evaluation challenges, and culminating in a written critique of the Web site analyzed in class.
Suggested Time Allowance: 2 one-hour class sessions
Objectives
Students will:
1. Analyze the expression "don’t believe everything you read," focusing on how one knows what to believe in various information sources and what makes a source of information more credible and believable.
2. Investigate the importance of thoroughly examining Web sites by reading and discussing "Whales in the Minnesota River? Only on the Web, Where Skepticism Is a Required Navigational Aid."
3. Thoroughly examine a Web site, distinguishing its purpose, organization, information, resources, advertisements, activities for children, and use of graphics.
4. Respond to the Web site explored in class and offer their opinions as to whether or not they feel that the Web site is objective and credible.
5. Discuss opinions about the objectivity and credibility of the Web sites explored in the previous class.
6. Further examine assigned Web sites as guided by "Clues to Separate Good Data from Bad."
7. Assess the analyzed Web site through a thoughtful written critique of the site.
Resources / Materials:
-student journals
-paper
-pens/pencils
-copies of "Whales in the Minnesota River? Only on the Web, Where Skepticism Is a Required Navigational Aid" (one per student)
-copies of "Clues to Separate Good Data From Bad" (one per student)
-computers with Internet access (one per pair of students)
-a list of credible Web sites (one Web site per pair of students)
Activities / Procedures
DAY 1 - EXAMINING A WEB SITE
1. WARM-UP/DO-NOW: In their journals, students respond to the following questions (written on the board or overhead prior to class): Why is the expression "don’t believe everything you read" an important principle to know? How do you know what not to believe in the newspaper, in a book, or on the Internet? What makes a source of information more credible and believable? Students then share their answers. Then, discuss why it may be easier to publish false or slanted information on the Internet than in newspapers or on television.
2. Read and discuss "Whales in the Minnesota River? Only on the Web, Where Skepticism Is a Required Navigational Aid," focusing on the following questions:
a. The first four paragraphs of the article describe some misleading information on the Web. Why should people using the Web constantly ask themselves, "Is the information true, unbiased and free of hidden sales pitches?"
b. Why is the Web "largely unregulated and unchecked?"
c. What tips does the article offer regarding how to analyze the truth and validity behind information found on a Web site?
d. Why are the "clues for credibility (on the Web) different" from those in print sources and on television?
f. What insight do advertisements on a Web site offer into the motives and credibility of that Web site?
g. Why are "spoof" Web sites such as the Mankato, Minnesota, home page mentioned in this article?
j. Should the Internet be more closely restricted? Is that a possibility?
k. The end of the article offers the opinion of computer security expert Rob Rosenberger: "We need to set up content evaluation as part of the intellectual superstructure here and explain it to kids so we end up with students who can use the Web intelligently and know when to cast grave doubt on a particular Web site. People have to be their own editors and take that upon themselves. Once you begin doing that, the habits become second nature." Do you agree with this statement? Why or why not? Why is it important for Internet users to understand how to interpret different aspects of a Web site for accuracy and credibility?
3. Students divide into pairs. Allow each pair of students to select a Web site from the list of credible Web sites.
DAY 2- INVESTIGATING WEB SITE CREDIBILITY
1. Tell the students what they will be doing in class. Ask students to get with their partners and go to the computer lab.
2. Ask students to explore their credible Web site and thoroughly answer the following questions:--What is the purpose of this Web site?
--How is the Web site organized? (How is information laid out on the page?)
--What information does the Web site provide about the topic of focus or sponsor of the site?
--What information about the company or organization is offered on the site?
--What resources or links to other Web sites does this Web site offer?
--What advertising do you see on this Web site, and how does it relate to the topic of focus or sponsor of the site?
--What on this Web site is geared to kids?
--What pictures, sound bytes, movies and other graphics are featured on this Web site?
3. If there is time, have students read "Clues to Separate Good Data from Bad," following the steps for closely investigating the Web site that are detailed in the article. Students should attempt each step and document the results.
The steps outlined in the article are:
- know the source
- check for objectivity
- check site update information
- check for credibility by seeing who runs the site
- analyze the URL (endings, tildes, length of address)
- analyze use of advertisements
- find contact information for the owner or others in charge of the site
- explore hyperlinks
- investigate other resources linked to the site
4. WRAP-UP/ HOMEWORK: Each student writes a one-page journal response to the Web site explored in class. Students should include what valuable information is provided on the Web site and offer their opinions as to whether or not they feel that the Web site is objective and credible. Include specific information about the Web site using their responses to the research questions from the team exploration of the site.
Further Questions for Discussion
--How does one determine the credibility of an author of an information source?
--How can one determine the credibility of a body of information?
--What might the advertisements in a media source (on television, in print media, and on the Internet) indicate about that source?
--Do you feel that information found on the Internet is equally, more, or less reliable than information in other information sources? Why or why not?
--Should the Internet be closely regulated to ensure that information is correct? Why or why not?
--What steps must an individual take to protect himself or herself from believing misinformation provided on the Internet?
Evaluation / Assessment
Students will be evaluated based on written journal responses, participation in class discussions, and thorough examination of a Web site as guided by the New York Times articles read in class.
Vocabulary
dismayed, disclosure, unbiased, parodies, skeptical, verified, credibility, portal, motives, spoofs, disclaimer, publicity, intercept, propaganda, impartial, prominent, elusive, duped, bogus
Extension Activities
1. Apply the "Web credibility" criteria from the classroom procedures to another print information source such as a newspaper, magazine, or textbook.
2. Investigate the placement and assertions of advertisements in various media sources. Compare ads found in different types of magazines or sections of the newspaper, or keep a log of commercials in different types of programs throughout the day (such as during before-school television, soap operas, talk shows, sports broadcasts, evening news programs, and prime time shows).
3. Learn about legislation used to restrict or filter information on the Internet.
4. Debate whether or not the Internet should be more closely monitored to ensure that the information that it provides is accurate and that sources are credible.
Interdisciplinary Connections
Civics- Debate whether or not one is acting against civic responsibility by providing untruthful or extremely subjective information on the Internet.
Health- Investigate information provided on different health-related Web sites about a specific health topic, preferably a controversial one such as the use of herbal medicine. How does one determine which information is correct when faced with conflicting and subjective information?
Mathematics- Create, distribute, analyze, and graph a survey about the credibility of information sources on the Internet and in other forms of information media.
Other Information on the Web
Thinking Critically About World Wide Web Resources (http://www.library.ucla.edu/libraries/college/instruct/web/critical.htm) offers points to consider when reviewing a Web site, divided into the categories of content and evaluation, source and data, structure, and other issues.
Widener University Wolfgram Memorial Library: Evaluating Web Pages (http://www.science.widener.edu/~withers/examples.htm) provides links to Web sites and pages which can be used to discuss authority and accuracy, objectivity, currency and coverage, and other Web site evaluation challenges.
Practical Steps in Evaluating Internet Resources (http://milton.mse.jhu.edu/research/education/practical.html) discusses how authorship, publishing body, and document currency of Web sites may be investigated by electronic means.
Academic Content Standards: From "Achieve's National Standards Clearinghouse"
Grades 6-8
Technology Standard 3- Understands the relationships among science, technology, society, and the individual. Benchmarks: Knows ways in which technology and society influence one another; Knows examples of copyright violations and computer fraud (e.g., computer hacking, computer piracy, intentional virus setting, invasion of privacy) and possible penalties
Technology Standard 4- Understands the nature of technological design. Benchmarks: Identifies appropriate problems for technological design; Evaluates the ability of a technological design to meet criteria established in the original purpose
Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process. Benchmarks: Uses style and structure appropriate for specific audiences and purposes; Writes persuasive compositions
Language Arts Standard 7- Demonstrates competence in the general skills and strategies for reading a variety of informational texts. Benchmarks: Applies reading skills and strategies to a variety of informational texts; Knows the defining characteristics of a variety of informational texts; Identifies techniques used to convey viewpoint; Draws conclusions and makes inferences based on explicit and implicit information in texts; Differentiates between fact and opinion in informational texts
Language Arts Standard 8- Demonstrates competence in speaking and listening as tools for learning. Benchmark: Listens to and understands the impact of non-print media on media consumers (e.g., persuasive messages and advertising in media, the presence of media in people's daily lives, the role of the media in forming opinions, media as a source of entertainment and information)