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 or listed
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)
