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EVALUATING WEB SITES
Christine StewartLibrarian
Introduction
If you are like most students, you are relying heavily on resources from the Web for your research. Not all Web resources are created equal. If fact, there are great variations in the quality of the resources you access. The rule of thumb is "when in doubt, doubt." When you carefully select your resources, when you understand their strengths and limits, you create better products.
Discussion:
Why do we need to know who the author of a website is?
What are the characteristics of a "good" website with credible and/or authoritative information?
What are the characteristics of a "bad" website with unreliable and/or untrue information?
Mystery Website
We will practice filling out the evaluation worksheet using this website
The Task
You will be working in groups of four to evaluate a group of Web pages on the topic of tobacco and smoking, or cloning or another topic of your teacher's choice. Each of you will be examining sites from a different perspective. You will be ranking the sites and comparing your rankings with the rest of the class.
Resources
You will each be responsible for completing an evaluation chart, focusing on the perspective you assume within your group.
You will select five of the following Web sites from one of these two controversial areas for you to evaluate.
Cloning Sites
Bioethics and Cloning http://www.bioethics.net/cloning/cloning.php Human Cloning Foundation http://www.humancloning.org/ Cloning: Special Report: New Scientist
http://www.newscientist.com/hottopics/cloning/ Cloning is Moral (Ayn Rand Institute)
http://www.aynrand.org/medialink/cloningismoral.shtml *I Can Do That! Cloning
http://www.eurekascience.com/ICanDoThat/cloning.htm Americans for Cloning Elvis
http://www.geocities.com/americansforcloningelvis/ Cloning: are Humans Next? (scroll down to "Other Features" menu)
http://www.worldbook.com/fun/bth/cloning/html/cloning.html Scientific and Medical Aspects of Human Cloning
http://www7.nationalacademies.org/cosepup/Human_Cloning.html National Bioethics Advisory Commission
http://www.georgetown.edu/research/nrcbl/nbac/ Roslin Institute Online http://www.roslin.ac.uk/
•Enjoying Hamlet by William Shakespeare http://www.pathguy.com/hamlet.htm •Klingon Hamlet http://www.kli.org/stuff/Hamlet.html •Hamlet and his Other http://www.clas.ufl.edu/ipsa/journal/articles/psyart1999/silhol01.htm •Essays on Hamlet http://www.hamletessays.com/ •Hamlet http://library.thinkquest.org/19539/hamlet.htm •SparkNotes Hamlet http://www.sparknotes.com/shakespeare/hamlet/ •Hamlet and his Problems http://www.bartleby.com/200/sw9.html •Characters of Shakespear's Plays (William Hazlitt) http://www.library.utoronto.ca/utel/criticism/hazlittw_charsp/charsp_titlepage.html •The Hamlet Paradigm http://www.hamlet.org/j_s_mamoun.html
Hamlet Sites (For this one, imagine you were assigned a high school research project to develop a thesis analyzing the character of Hamlet.)
Smoking and tobacco sites:
American Nonsmokers' Rights Foundation http://www.no-smoke.org/
R.J. Reynolds http://www.rjrt.com/home.asp American Lung Association (Tobacco Control section)
http://www.lungusa.org/tobacco/ Tobacco Free Initiative (World Health Organization)
http://tobacco.who.int/ Tobacco Free Kids website http://tobaccofreekids.org/ Big Drug's Nicotine War
http://www.forces.org/evidence/pharma/index.htm Coalition for a Tobacco Free Midlands
http://www.tobaccofreemidlands.com/ Phillip Morris Tobacco Company page on Youth Smoking Prevention
http://www.philipmorrisusa.com/DisplayPageWithTopic.asp?ID=75 Children Opposed to Smoking Tobacco http://www.costkids.org/
Dinosaurs (for Intermediate and Middle School Students):
Dino Directory http://flood.nhm.ac.uk/cgi-bin/dino/ Dinosauria Online http://www.dinosauria.com/ Billy Bear's Land O' Dinosaurs
http://www.billybear4kids.com/dinosaurs/long-long-ago.html Zoom Dinosaurs
http://www.EnchantedLearning.com/subjects/dinosaurs/index.html
DinoBuzz http://www.ucmp.berkeley.edu/diapsids/dinobuzz.html Walking With Dinosaurs http://www.bbc.co.uk/dinosaurs/ Dinorama
http://www.nationalgeographic.com/dinorama/main.html Rex Files http://www.newscientist.com/hottopics/dinosaurs/ Jason's Dinosaur Site http://members.aol.com/Ermine/index.html Barney's Games Page http://pbskids.org/barney/
The Process
Your group of 4 students will evaluate the selected Web sites.
Divide your group into the following four specialties to cover ground more efficiently.
Job Titles
1. Content specialist
2. Authority/Credibility specialist
3. Bias/purpose specialist
4. Usability/design specialist
1. Content Specialist:
Does the site cover the topic comprehensively? Accurately? Can you understand what is being said? Is it written above
or below your level of understanding? What is unique about this site? Does it offer something
others do not? Are the links well-chosen? sufficient? Currency: Can you tell: the date the information was
created? the publication date? the date the material was last revised? Are these dates meaningful in terms of the subject matter?
Would you get better information in a book? an encyclopedia?
Would you include this site in your bibliography?
2. Authority/Credibility Specialist:
Who is responsible for this site? Who sponsors it? Hint: truncate each section of the URL back until you are able to find the sponsor.
What are his/her credentials? Have the authors of the site cited their own sources? Are the
sources documented appropriately? What is the domain name? Does it end
in .com, .gov, .edu, .org, .net? Is it a personal page? Is that a meaningful clue in evaluating the site? (You can't always
judge a web page by its suffix. Some commercial sites provide solid information. Some university sites offer less-than-serious personal pages to graduate students.)
Who else links to the site? (You can perform a link check in AltaVista or Google by entering "link:webaddress" in the search box. Is it linked to by reliable sites? What do other sites say about this one?
Would you include this site in your bibliography?
3. Bias/Purpose Specialist:
Why was this site created? (to persuade, inform, explain, sell, promote, parody, other?)
Is it a personal, commercial, government or organization site?
Is there any bias? Is only one side of the argument presented? Does it appear that any information is purposely omitted? Is there a hidden message? Is it trying to persuade you or change your opinion? Is the bias useful to you in some way?
Can you distinguish facts from opinion? Would you include this site in your bibliography?
4. Usability/Design Specialist:
Is the site easy to navigate (user-friendly)? Is there a well-labeled contents area? Do all the design elements (graphics, art,
buttons, etc.) enhance the message of the site? Is there consistency in the basic formats of each page?
Are there any errors in spelling or grammar? Do the pages appear clean, uncluttered? Do the links on the site work? Would you include this site in your
bibliography?
Group Responsibilities
Each student in the group should complete his/her own organizer through the perspective they are assigned.
As you examine each site, record any relevant information in your chart/organizer. Begin to rank the sites 1 through 5, with 1 being the best. It may be easier to think to yourself, "Which are the two best sites in the set; which are the two worst."
Each group should select a recorder to take notes on group discussion and a discussion leader, whose job it will be to make sure each member gets a chance to contribute and to lead the group toward reaching a consensus about the best and worst sites.
Be prepared to discuss/compare your group's findings and rankings with the rest of the class during the class discussion period.
Evaluation
You will be evaluated on your group work, your completed organizer, and your participation in large group discussion using this rubric. Make sure your group is able to defend its choices in the discussion ranking the sites.
Conclusion
You will find yourself using the Internet for information. The Internet is only one of a variety of information options. Remember that journals, books, videos and other sources are available as well. Evaluating information is a skill you will be using throughout your lifetime.
Evaluating Web Sites ChartEvaluator's role
____Content ___Authority/Credibility ___Bias/Purpose ___Usability/Design
Site name and URL
Strengths Weaknesses Rank
Site #1 ____________________
URL_____________
Site #2_____________________
URL_____________
Site #3 ____________________URL_______________________
Site #4 ____________________
URL_____________
Site #5 ______________________URL_______________________
In one or two sentences, defend your choice for the #1 site related to the criteria you were assigned.
Happy Hunting
On the class Wikistewartswebsiteevaluation
•Power Point Presentation
•Website Evaluation Chart
•Rubric
•Mystery Website
Remember…not everything you read on the internet is true