Introduction:

This lesson was developed as part of an online class (Media in Teaching and Learning) offered through SUNY Albany. This is my first attempt at developing/designing a webquest.

This is a relatively loosely formatted activity that required students to work in groups to view a variety of available resources on web site evaluation, and then generate their own lists of criteria for web evaluation- which they will test out and adjust as part of the quest. The end product is the production of a web evaluation resource for the library or classroom.

Learners:

The targeted group of learners here are 7th and 8th graders. The sites provided as part of the quest are at a variety of different levels, to accommodate a variety of learners. The sites in the quest could also be changed to reflect a specific content area- science or social studies, for example.

Standards:

NY State technology education standard 2: Students will access, generate, process, and transfer information using appropriate technologies.

NY state technology education standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs- in this case, the resource they create/

NY state technology standard 7: interconnectedness: Interdisciplinary Problem Solving Students will apply the knowledge and thinking skills of
mathematics, science, and technology to address real-life problems
and make informed decisions.

Process:

Timing: anticipated timing: 4 days

Scope and Sequence –
Day 1: introduction to the WebQuest: a brainstorming session as a group about “what makes a good web site?” Students may need more or less guidance- this is a place where the SLM or teacher can throw out key words and big ideas.
The Students will:
read introduction and task sections,complete steps 1-3 of process.
Steps 1-3 are:
1: Your first step is to team up. You don't want to tackle this alone- It could get ugly. Your teacher will put you into groups of 3 or 4 students.

2: Once you are in your groups, you will look at some web sites that explain some of the things you are looking at when you decide whether a site is a good site to use. Look at at least three of the following sites. Your teacher may tell you which sites to use, or you teacher may choose other sites for you to use. Each member of your group should choose one site to look at.

sites:

The ABC's of Web Page Evaluation:http://members.tripod.com/bcrocke/webeval.html

Criteria for Web Site Evaluation: http://www.lib.umich.edu/ugl/research/evaluation/

Evaluation wizard:http://wizard.imsa.edu/evaluate

The Good, the Bad, and the Ugly: Evaluation Criteria: http://lib.nmsu.edu/instruction/evalcrit.html

Kathy Schrock's Guide: http://school.discovery.com/schrockguide/evalmidd.html

The Quality Information Checklist: http://www.quick.org.uk/menu.htm

3: As you read through the site you've selected, make a list of the criteria that you find in your site. What things does the author of the site list as important things to look for? How does he or she tell you to look for these things? What advice does the author give? Does the author give you a checklist, a chart, or a graphic? Keep who, what, when, and why in mind..

The media specialist/teacher will:
supervise, work with students on formulating questions and lists-
Student need to gather and synthesize a pretty complicated batch of information. Using Big Six guidelines here- even informally, could be really helpful.

Day 2: The students will:
4: Get back together with your group members. Share your lists. In your group, make a list of at least (at least, but you might want more!) 5 questions you need to answer to evaluate a web site.

5: select a web page from the list below, or use one your teacher suggests. Use your group's master list to evaluate the page.

Aluminum Foil Deflector Beanie: http://zapatopi.net/afdb.html

Britain for Americans: http://www.brookview.karoo.net/BFA/index.htm

California's Velcro Crop: http://home.inreach.com/kumbach/velcro.html

Strawberry Pop-Tart Blow-Torches: http://www.pmichaud.com/toast

The True but Little Known Facts about Women and AIDS: http://www.ithaca.edu/library/research/AIDSFACTS.htm

6: Evaluate your checklist: how well did it work? Did it help you? Is there anything you need to add, change, or remove? Discuss it in your group!
The SLMS/teacher will: possibly select alternate/additional web sources.

Day 3:
The Students will:
7: Select a site: as a group, select a pair of sites from the list, or a site that your teacher recommends. Use your group's revised master list to evaluate these sites. Discuss which site you might choose to use for a paper or project.

8: Re-evaluate your checklist: Make any final adjustments!

The SLMS/Teacher will: gather the class back together and lead a reflective discussion on what student discovered. Make a collective list of evaluation criteria. Ask groups to report on their experience.

Day 4:
The Students will:
Your group is ready to make a resource for the library. You can do this in the form of a handout, a poster, a checklist, etc.- Make it by hand or on the computer. Be creative and have a good time! Remember, this is something you are going to share with your peers. Make sure you include all of the following in your resource:
1. Who made it- the names of everyone in your group
2. a creative title.
3. At least five criteria/questions to ask when evaluating a web site.
4. Some artwork- see if you can choose or create images that add information to your resource.
The SLMS/teacher will:
As long as the material is solid, integrate it into the library as an actual resource, along with other web evaluation tools.

Resources:
Materials:
at least one computer w/ Internet access for every 4 students. Ideally, one for each student.
paper, poster board, craft supplies, etc.

sites:

The ABC's of Web Page Evaluation:http://members.tripod.com/bcrocke/webeval.html

Criteria for Web Site Evaluation: http://www.lib.umich.edu/ugl/research/evaluation/

Evaluation wizard:http://wizard.imsa.edu/evaluate

The Good, the Bad, and the Ugly: Evaluation Criteria: http://lib.nmsu.edu/instruction/evalcrit.html

The above site in its home location(http://lib.nmsu.edu/instruction/eval.html) is a great source of more advanced and realistic sites to critique, as well.

Kathy Schrock's Guide: http://school.discovery.com/schrockguide/evalmidd.html

The Quality Information Checklist: http://www.quick.org.uk/menu.htm

Human resources needed:

This lesson could be accomplished with only one teacher/SLMS... and that is often how it has to be. However, it would be ideal to have a teacher and a librarian!

Evaluation:

points:	1	2	3
objectives
Students Will be able to write a list of criteria for web site evaluation	Students create a list of 3 or more criteria. Criteria may be uneven in focus or contain mistakes.	Students create a list of five criteria. Criteria are uneven in focus or contain mistakes.	Students create a list of 5 or more criteria: list is comprehensive and accurate
Students will be able to use their lists to effectively evaluate web resources.	Students feel that their list is a less-than effective tool for evaluating web resources.	Students feel uncertain about the effectiveness of their list as a web evaluation tool.	Students demonstrate that their list is an effective tool for evaluating web resources
Students will be able to actively discuss/explain their lists with the class	Students are unclear as they explain their lists. Students are not yet able to justify their choices in their own words.	Students justify their choices by referring to the reading, not by explaining in their own words why a choice is important. Students explain their list well.	Students are able to clearly explain and justify their choices to the class. Students demonstrate a thorough understanding of the information they have found about web site evaluation.
Students will be able to create a resource to help their peers evaluate web resources.	Students create a resource that contains errors.	Students create a resource that is accurate and informative, but not interesting to look at- little effort to draw the reader in is shown.	Students create a clear, easy to read, accurate, informative, and visually interesting resource for the library.