NewtownJan11

Developing important questions is not typically considered a part of reading comprehension. Students seldom ask questions; student often answer questions. However, inquiry, self-directed information use, and learning is central to new literacies. > > >
 * [|21st Century Explorer] (Science)
 * [|Ask Dr. Universe] (Science)
 * [|Yuckiest Site on the Internet] (Science/Health)
 * [|FAQ Kids] (Assorted Topics)
 * [|Questions about Aboriginals] (Very specific topic)
 * Refer to the Things We Learned Using the Internet Handout to spark ideas for generating question exploration
 * Encourage students to visit content area sites to explore and then locate interesting examples to share and how they found it

**B. Navigating to locate relevant information**
> > >
 * [|Google] (see handout for search tips and reading search results)
 * +whales +"lesson plans"
 * +whales +"second grade"
 * +whales +webquest
 * +whales +quiz
 * +whales +cyberhunt
 * +whales -"pilot whale"
 * [|Alta Vista] (for audio, video, and [|translations])
 * **Search Engines For Kids**:
 * Ask for Kids [|http://www.askforkids.com/]
 * Kidsclick Search Engine http://www.kidsclick.org/
 * Kids.net.au http://www.kids.net.au/
 * Fact Monster http://www.factmonster.com/
 * First Gov Kid's Portal http://www.kids.gov/
 * Enchanted Learning Site [|http://www.enchantedlearning.com]
 * Free Clip Art for Kids http://www.thekidzpage.com/freeclipart.htm
 * Free Photos for Kids http://www.pics4learning.com/
 * Free Images for kids http://www.public-domain-image.com/
 * International Children's Digital Library http://www.icdlbooks.org/
 * Yahooligans?? [|http://www.yahooligans.com]
 * Searching within listserv archives like [|RTEACHER]
 * Navigating within websites - Where do I read first? (see the handout)
 * [|Kidshealth] (using mulitple menus and local search engines)
 * Underground Railroad (interacting with multimedia and "non-relevant" distractors): [|Pathways to Freedom] and [|National Geographic Underground Railroad]
 * [|Alfy Kids]
 * In the future...
 * [|Kartoo] or [|Ujiko] or [|Browse 3D]

**C.** Critically evaluating information - Being a healthy skeptic
Evaluating for **relevancy** (making inferences from search engine results and about which link to follow within a website) > > > > > > > > >
 * Evaluating for **reliability** (the old standards don't necessarily work anymore)
 * [|Velcro Crops], [|Pacific Northwest Tree Octopus], [|Dog Island], and [|Male Pregnancy]
 * [|Snopes.com]
 * Think and Check Activity (see handout)
 * Investigating the author within the website and outside the website
 * Provide opportunities in art/computer class or as part of a persuasive writing unit to explore digital manipulation and creating bogus websites to see how easy it really is!
 * Move from sites like these with clear black and white issues to issues with shades of grey
 * Evaluating for **bias and stance**
 * [|American Girl], [|Scholastic], and [|Lego], and [|Animal Legends]
 * Try some of these [|Media Awareness Educational Games] with students ages 8-10.
 * See the list of questions on p. 87 of Teaching with the Internet K-12 and apply it to these two websites:
 * a. [|Martin Luther King, Jr.: A True Historical Examination]
 * b. [|Athletes.com]
 * Who created the information at this site?
 * What is the purpose of this site?
 * When was the information at this site updated?
 * Where can I go to check the accuracy of this information?
 * Why did this person, or graoup, put this information on the Internet?
 * How is the information at this site shaped by the stance taken by the creator of the site
 * Detecting bias and making connections back to the author
 * [|Ray Redington's Dogcare], [|Racing for the Grave], and [|Is The Iditarod for the Dogs?]
 * **Detecting Fact vs. Opinion:** Tell which website you think has the STRONGEST opinions about the use of sled dogs in the Iditarod. Tell whether you think the author of the website you chose is for or against racing sled dogs for competition. Select a quote from the website you chose and explain why you think it is an example of the author sharing strong opinions.
 * **Detecting Bias and Considering the Author:** Tell which website (Site A, B, or C) gives opinions from more than one side of the issue. Who are the two people whose opinions are given in the website you chose in number 1? What factors make these two people feel the way they do about the treatment of sleddogs ?

D. Synthesizing information
>
 * [|Google Notebook] provides an online tool for clipping, organizing, accessing, and publishing - essentially, synthesizing!

E. Communicating your ideas to others
Just some things for you to explore.... > > > >
 * Wikis - [|Wikipedia], [|WikiJunior Wikibooks], or Wikispace tools to create your own
 * Blogs -
 * Email - Try [|Epals for Kids]
 * A free and save space for teachers and kids to use many online tools all together (for teachers and kids) [|Think.com]

=II. Afternoon: Applying New Literacies=

**Activity A: Critical Evaluation**
>
 * See if you can determine if this site is real or a hoax. http://bigredhair.com/boilerplate/
 * If you determined that it is real, what evidence do you have to prove it? If you think it's a hoax, how do you know for sure?
 * Synthesize the strategies you used to determine the authenticity of this site in an email message to at least one of your colleagues. Be sure to cc: Julie Coiro at jcoiro@snet.net so I can compile a list of the different strategies you used.

Activity B. Locating, Evaluating, Synthesizing, and Communicating Online Resources for Your Students
> > > > (a) Locate information about the author and/or sponsor on the site. Then answer these questions: > What is the purpose of the site? Who created the information? Where did you find this information? What is the creator's background or qualifications for creating this website? Given what you know about the author, how does this probably shape the information or the activities here? > (B) Search off the website to see if you can find additional author information to get validation of this author's qualifications or a public recognition of the author's expertise or reliability. > > > > OPTIONAL: ACTIVITY 3
 * 1) Download an Electronic Template [[file:Template Jan11.doc]] to record your responses to the following activity. Save this document and email it to yourself so you can have it on your own computer to share next time we meet.
 * 1) Use any of the search tools above to **search for and locate 2-3 quality websites** about a topic you study in your classroom. Remember to apply some of the strategies we discussed for selecting appropriate search engines, using strategic keyword searches, making inferences from the search engine results, and navigating within a website.
 * 2) **Identify the title and website address for the 2-3 websites you found**.
 * 1) **Evaluate each site for relevancy to meet the following criteria**: The site should be comprehensive enough to facilitate the opportunity for your students to visit, explore alternative locations, and generate open-ended questions for learning more. It should also be appropriate for the age and reading level.
 * 1) **Evaluate the reliability of each site's creator**.
 * 1) **Briefly summarize** your favorite locations/activities on this website and qualities about this website that might prompt your students to explore and want to learn more about this topic.
 * 1) Synthesize and communicate your answers to these questions, notes about strategies you used, and questions/concerns that were prompted by this activity.
 * 1) If you would like, you may wish to publish your synthesis on the wiki. You can copy/paste your answers on the wiki or upload your file as an attachment. Click here to go to a new page where you can publish your synthesis.

**Internet Workshop Activity (30-40 minutes):**
Take 15 minutes to explore one of the "Search Engines for Kids" at the top of the page and be ready to bring back 3 interesting ideas, facts, news, etc. to share with your group in the next 15 minutes.

Debriefing: One thing learned/explore further: Explore further: After Exploring: We would like to know how to make our web pages rock. Links to good sites Many web sites are written by teachers/ how can we find content sites that are authoritative but not all by teachers. What else can you help us learn? Things we don't yet know about that are important to teach kids. Can you provide a forward direction for us and aim part of the session for "experts." Maybe differentiate the activities ... novice to expert. K More Questions: Should we develop our own blogs so that we can communicate with staff members more efficiently? What is teacher public and is this a way we can communicate with each other? I'll send more questions as they come up? Thanks for another great day. Very productive. K
 * Talk about evaluating the web sites at an earlier age like K
 * Reading the descriptors for the websites to understand the source
 * Know key things to look for regarding the website to search
 * Reliability: author of web page; look for author; url and interpret it; start small and get bigger. what is appropriate for elementary
 * Will help with upper grade understanding
 * Common vocabulary for teachers and students
 * What are blogs and web 2 ...
 * Critical literacy across sources...
 * Even good sources can have errors
 * Project -- to recall what what was shared
 * Explore recommended web sites
 * Webquest
 * Point of view
 * Great websites
 * Technology takes time... large amount of desk time/Collaboration is critical
 * Finding/using your suggested new search engines very helpful...there's more than google.
 * Practice to do a search in five minutes
 * Can you explain how to take a picture of a page and thenpaste it into our document.

Webquest we found (for later discussion): [|Laura Ingall's Wilder]