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Focuses on digital literacy, web sites, educational apps, book trailers and social media as PLN
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Library Skittles
A tasty mix of everything
to make the library sweet!
http://www.flickr.com/photos/patashley/694404498
Digital Literacy:The stats
Four Steps to True Digital LiteracyREAL
EXAMINE CONTENT
READ THE URL
ASK ABOUT AUTHORITYLOOK AT LINKS Source: November, Alan. 2008. Web Literacy
for Educators.Thousand Oaks, CA: Corwin Press
The starting point
What are the top reasons why students go there?
Looking at searches a different way
Let’s do a search on Mars
http://www.flickr.com/photos/denverjeffrey/2561885967
Data-Mining
http://www.time.com/time/magazine/article/0,9171,2058205,00.html
http://www.flickr.com/photos/madison_guy/8665048727/
Take control of your searching!
http://www.flickr.com/photos/youanditee/3689725334
Magic words: filetype:
Web Literacy and Images
Contrary to popular belief (or word of mouth) Google images can be copyrighted!
This is a simple solution –Advanced Searching!
Lesson Plan for Digital Literacy1. Ask students where they go to find information. Google is usually the answer. Ask why they use Google? Put answers on board (easy, quick, best out there, has all
the answers are most common things students respond with)
2. Quiz time! Ask about extensions: .org .com .jp .au .za .gov What are others you know? Which can you trust? China doesn’t let out a lot of information online. Connecting with personal story: Talk about Nicole (our foreign exchange student) and Facebook
3. Write prompt on board (research about the effects of the disaster at Chernobyl) How do you put this into Google? Students most likely write whatever is written on board. They don’t THINK about different ways to search. Let them know this, and ask them to re-write the prompt or ask for keywords
4. Talking about data mining….how some searches will be different from other people’s depending on what they most search for. Real life example: Ads on side of facebook, twitter, instagram, Google+, Youtube
5. Look at results. Wikipedia is usually the first hit shown. Talk about the pros and cons of Wikipedia. Ask students how many websites they usually look at (typical response is 3-5).
6. Don’t let Google command your results. Command Google to show you what you want. Use infographic: http://www.hackcollege.com/blog/2011/11/23/infographic-get-more-out-of-google.html
7. Filetype: pdf (doc) ppt (powerpoint) xls (excel) Who puts out these types of files and information online? Do a search for .xls on Effects of caffeine on the body. How to incorporate this into a research project.
8. Show hoax sites: Rythospital.com. Do a Google search about facts about women and AIDS (first hit, which matches student criteria as first 3-5 websites they look at).
Do NOT tell them they are hoax sites until you take a really close look at Facts about Women and AIDS. You’ll see their lights begin to come on. Real-life example: Ask them to raise hands if they’ve ever copied and pasted something to turn in. Talk about biased sites, hoaxes, revised history. What are the chances they’ve ever copies and pasted bad information?
9. Talk about images and how to search them responsibly in Google using advanced searching. Offer them alternatives to safely incorporate images into a research
project.
10. Then comes the citation. Using citationmachine.net, students will spend at least 5-10 minutes gathering information for websites they use and putting them into proper citation (MLA/APA). Tell them you can show them how to do a citation in 5 seconds or less. You’ve captured their att ention.
11. Talk about the Elvis Presley official webpage. Talk about how he died and what of vs. how his webpage portrays the man. Get students to generate other celebrities or politicians that the same could be said about. Ask students if there is ANYTHING out there on the web that is completely free of false or biased information. Tell them there is one….captured their attention again.
Power Players
Five sites that have some muscle
