“New evidence from John Hopkins: Married women can reduce their risk from AIDS by 73.8% if they do not share their unwaxed dental floss (mint or unflavoured) with their husbands.” Fueul Juatta Lyon. “The True but Little Known Facts about Women and AIDS” November 30, 2005

Just because it is written does not mean that is is true.

A Collaboration Susan Fox: Technology Director Donna Argeroplos: Librarian Mill Neck Manor School for the Deaf Mill Neck, N.Y

That was then……. Years ago information in a library was chosen for its usefulness and accuracy by media specialists. Those accurate sources where available to the students for research.

This is now….. Students chosen method of research is on-line resources. With endless numbers of documents available…Students have to be taught how to sort out the valuable information from the substandard.

Standard 2: The student who is information literate evaluates information critically and competently. Additional Standards on page 2 of Lesson Handout. Information Literacy Standards

Lesson 1: Meet off line and brainstorm with the students the various sources of information. Discuss how we know that the sources are reliable.

Students entered criteria in a graphic organizer. Created by Kathy Schrock AUTHOR REPUTATION COPYRIGHT COVERAGE FREE OF BIAS ACCURACY USEFULNESS PURPOSE

Discuss the Internet as an “additional” source of information. Discuss with students how information contained on the Internet has to be carefully evaluated for reliability and accuracy.

Created by Kathy Schrock Brainstorm criteria to evaluate the reliability of websites. Compare with criteria to evaluate other forms of information. AUTHOR REPUTATION DATE ADVERTISEMENTS SPONSOR RELIABLE LINKS FREE OF BIAS COVERAGE

Using their graphic organizers, students begin to create individual checklists of criteria.

“The good, the bad and the ugly…….”

The Good, the Bad and the Ugly… or why it’s a good idea to evaluate web sources-Susan Beck

Students examined the links on this website which had examples of each of the criteria.

Is the page signed? Is author an expert? Can you verify the author’s information? Is there links to information about the author? Is there a reputable sponsor? Domain? (.org.com.edu.net.gov.mil)

Is it reliable and error free? Is there an editor or someone who verifies the information?

Is the page dated? Is there a date of creation and date of update?

Is the information bias? Is the page designed to sway an opinion? Is there advertising?

What topics are covered? What is the value? How in depth is the material?

As students saw the examples provided, they put additional criteria on their checklists. They saved their checklists in their folders and would then use them to independently evaluate sites.

Students independently evaluated the following sites for authority, currency, accuracy, objectivity and coverage Evaluate by using the Website Evaluation Checklist Rubric

Lesson 2: Students prepare for a video conference with the Library of Congress on website evaluation. The purpose of this video conference was to reinforce evaluation criteria, look for new criteria and evaluate websites.

Students connected with the Library of Congress for two videoconferences. They evaluated the follow web sites:

Final Lesson - Application Students will write a research report for a Science or Social Studies unit using Internet web sites as references. They will be asked to authenticate them using their check list before using the information to write the report. Their evaluation checklists will be handed in with the research report.