| REAL |
WebQuest: Evaluating WebSites
This WebQuest has been designed for use in grade nine English classes as part of the
introduction to research assignments. It teaches information literacy skills and is
applicable to all curricular areas. Although it is best used with freshmen at the beginning
of the school year, it provides a valuable learning experience for students at any level of
high school.
Time Frame: 4-5 class periods of 45 minutes
After completing the lesson activities, students will:
-- Be able to apply this knowledge to future Internet searches.
-- Be able to determine the potential worth of a Website.
-- Analyze the Website for relevancy to their particular research questions.
The Wired Safety Evaluating Information tutorial, Website hyperlink resources,
worksheet, and answer key are the work of Art Wolinsky and were copyrighted in 2006
by Wired Safety & Parry Aftab.
introduction to research assignments. It teaches information literacy skills and is
applicable to all curricular areas. Although it is best used with freshmen at the beginning
of the school year, it provides a valuable learning experience for students at any level of
high school.
Time Frame: 4-5 class periods of 45 minutes
After completing the lesson activities, students will:
-- Be able to apply this knowledge to future Internet searches.
-- Be able to determine the potential worth of a Website.
-- Analyze the Website for relevancy to their particular research questions.
The Wired Safety Evaluating Information tutorial, Website hyperlink resources,
worksheet, and answer key are the work of Art Wolinsky and were copyrighted in 2006
by Wired Safety & Parry Aftab.
| ALA Information Literacy Standards |
ALA Standard #2: The student who is information literate evaluates information critically and
competently.
Indicator #1: Determines accuracy, relevance, and comprehensiveness
Indicator #2: Distinguishes among fact, point of view, and opinion
Indicator #3: Identifies inaccurate and misleading information
Indicator #4: Selects information appropriate to the problem or question at hand
competently.
Indicator #1: Determines accuracy, relevance, and comprehensiveness
Indicator #2: Distinguishes among fact, point of view, and opinion
Indicator #3: Identifies inaccurate and misleading information
Indicator #4: Selects information appropriate to the problem or question at hand
| Illinois Learning Standards -- English / Language Arts |
State Goal #5: Use the language arts to acquire, assess, and communicate information
5.B.4a: Choose and evaluate primary & secondary sources for a variety of purposes
5.B.5a: Evaluate the usefulness of information, synthesize information to support a
thesis, and present information in a logical manner in oral and written forms
5.B.4a: Choose and evaluate primary & secondary sources for a variety of purposes
5.B.5a: Evaluate the usefulness of information, synthesize information to support a
thesis, and present information in a logical manner in oral and written forms
| NSSE Schoolwide Goals for Student Learning |
-- Students recognize, analyze and evaluate various forms of communication
-- Students gather and use information effectively to gain new information and knowledge,
classify and organize information, support inferences and justify conclusions appropriate
to the context and audience
-- Students gather and use information effectively to gain new information and knowledge,
classify and organize information, support inferences and justify conclusions appropriate
to the context and audience
| ISTE National Technology Standards for Students |
Standard #5: Technology Research Tools
Indicator #1: Students use technology to locate, evaluate, and collect information from a
variety of sources
Indicator #2: Students use technology tools to process data and report results
Indicator #3: Students evaluate and select new information resources and technological
innovations based on the appropriateness for specific tasks
Indicator #1: Students use technology to locate, evaluate, and collect information from a
variety of sources
Indicator #2: Students use technology tools to process data and report results
Indicator #3: Students evaluate and select new information resources and technological
innovations based on the appropriateness for specific tasks
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
Webmaster -- Carol Bach Last updated on October 20, 2006
cbach@luthernorth.org Based on a template from Yahoo SiteBuilder 2.3
cbach@luthernorth.org Based on a template from Yahoo SiteBuilder 2.3