1.1.5

= 1.1.5: Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. =

**Maryland State Standards:**
3.a Practice strategies for collecting relevant information from computer/online/ digital resources recognizing issue related to access, currency, and accuracy of information. 5.a Practice analyzing non-print resources using established criteria for determining accuracy and currency of information presented. 6.a Practice analyzing computer/online/digital resources using established criteria for determining accuracy and currency of information presented. 2.a Choose to use non-print resources when appropriate applying concepts related to access, currency, and accuracy of information. 6.a Apply criteria related to determining authority of author, accuracy, and currency of information to select appropriate computer/online/digital resources to meet current need. a. plan strategies to guide inquiry b. locate, organize, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.
 * Grades Pre-K – 5:**
 * 3.0 Collect Information: Students will be able to collect information relevant to their current information need.**
 * Grades 6 – 12:**
 * 3.0 Collect Information relevant to their current information need.**
 * NETS Standards:** **3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students: **
 * 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.**


 * **[|Noodle Tools]** ||
 * This is an example of how to deconstruct and analyze a website. Students are asked to examine two Web sites that deal with reducing nuclear weapons to determine if their content is educational or just advocacy for a cause. The students anyalze the sites' content using a set of criteria that includes looking at: evidence, viewpoint, biases, connections to other organizations, audience and significance.
 * Connection to Meaningful Learning with Technology:** Jonassen et al. (2008) emphasize the importance of teaching students to evaluate information on the Web. They have a list of evaluation questions students can use in chapter two (p. 21-24).
 * Connection to Multiple Intelligences:** The evaluation criteria on this site are good for linguistic and logical learning styles. ||
 * Connection to Multiple Intelligences:** The evaluation criteria on this site are good for linguistic and logical learning styles. ||

[[image:title_text.png link="@http://zapatopi.net/treeoctopus/"]]
The above website is a great tool to teach students how to evaluate websites for reliable and accurate information. The site is well designed and looks professional. It describes the plight of the endangered animal, the pacific northwest tree octopus. This would work best with younger students, but is a great way to show them that not everything they find on the web is a reliable source.


 * Connections to //Learning with Technology//**//://

Connections to Multiple Intelligences:
This site, and sites like it, are best for logical thinkers because they can follow a checklist that allows them to systematically go through the site to determine if it is a reliable source.

Intrapersonal thinkers would like this because they can work independently to determine the source's validity and then discuss in a group.

Connections to //Learning with Technology//
Information Gathering with Internet Resources p. 14-24

====[|**Kathy Schrock's "Guides for Educators"**] includes wonderful tools to help students critically evaluate information on the Web. Kathy Schrock developed surveys for elementary, middle, and high school students to guide their evaluation process. She also has specific evaluation tools for blogs and podcasts. This site includes tons of links to other evaluation tools. It's a gold mine!====

**Connections to Multiple Intelligences:** The evaluation tools on Kathy Schrock's site are good for visual-spatial, logical,and linguistic learners.
[|EdSelec] t is a free Web site that lists resources students can use to evaluate the content (e.g., authority, accuracy, bias, and currency) of Web sites. Teachers and students reviewed and selected the resources on the site. EdSelect offers more than just a list of evaluation tools. It also has research models, information on avoiding plagiarism, and citation resources. · Intrapersonal Learners: They can independently apply evaluation resources. · Linguistic: EdSelect is entirely text-based. · Logical-Mathematical: The checklist would appeal to their sense of structure.
 * Connections to //Learning with Technology//:** Jonassen et al. discuss the importance of teaching students how to evaluate information on the Web in chapter 2 (p. 21-22). They even offer their own list of evaluation questions for students to use.
 * Connections to Multiple Intelligences: **

[|Cornell University Library’s]
Web site has a page called “Evaluating Web Sites: Criteria & Tools.” The information on this site is appropriate to use with high school juniors and seniors. Here’s what we like about this resource: · Activities for students to compare content of Web sites · Focuses on context of information · Lists key evaluation criteria · Questions to guide Web site evaluation · Contains a Webliography with links to other related resources
 * Connection to //Learning with Technology//:** The importance of evaluating accuracy, currency, bias and authority of Web sites is discussed in Chapter 2 (p. 21-23).
 * Connections to Multiple Intelligences:** The information on this site would appeal to linguistic or logical learners. The page just lists information and contains links to other sites. It’s not visually appealing but the content is excellent.