Me learning: A constructivist approach to web evaluation

Candice Benjes-Small, Lisa J. Vassady, & Jennifer Resor Whicker

McConnell Library, Radford University

Why a constructivist approach?Constructivism encourages students to do or interact directly with a task, essentially teaching themselves, rather than being a passive learner. We developed an exercise for web evaluation that emphasizes self-learning.

What We Do

Why This Works

The Perry Model of Intellectual and Ethical Development

Assessment

Source: model modifications by Nelson (1989), with additional comments by Thoma (1993)Thoma, G. A. (1993). The Perry framework and tactics for teaching critical thinking in economics. Journal of Economic Education, 24(2), 128-136.

The Bad Website

Exercise #2: What is the Gold Standard for websites?

Group Work

Contact Information

In the class, we direct students to a particular website and, providing minimal guidance, ask them to determine whether the site is credible. Students examine the site and compile a list of reasons defending their determination. The instructing librarian then facilitates a discussion related to the students’ findings; this conversation organically leads to the development of general criteria for evaluation, such as who, what, where, when, and why. But rather than framing this as a checklist, these general categories are viewed as context-sensitive. Students can now use their own experience to predict what criteria may be ideal for websites on any particular topic.

Exercise #1: List 5 reasons why the website Second-hand smoke: The big lie is not credible.

Exercise #3: Find a Gold Standard website to answer the following question: “Is it safe to drink bottled water that

has been sitting in a hot car?”

Stages of Cognitive Development Transitions in Cognitive Development

#1: Dualistic Thinking

• Students generally believe knowledge is certain and unambiguous: black/white, right/wrong

• Questions have immutable, objective answers

• Students generally believe authorities possess valuable wisdom that contains eternal truths

• Certainty yields to uncertainty and ambiguity

#2: Multiplicity

Students come to believe that where uncertainty exists, knowledge and truth are essentially subjective and personal

Students come to recognize that mere opinion is insufficient because specific criteria help evaluate the usefulness and validity of knowledge claims: • methodology • empirical evidence• explanatory power • predictive power• logical consistency • positive vs. normative conclusions

#3: Contextual-Relativism

Students come to believe that even where uncertainty exists, people must make choices about premises, frameworks, hypotheses, and theories to apply; policy conclusions are not self-evident

Students may come to recognize that even in a world of uncertainty, they must make choices (whether about ideas, hypotheses, theories, or policies). These choices require methods of critical thinking.

#4: Context-Appropriate Decisions

Students may come to acknowledge that choices require analysis and values. Knowledge, theories, and methods are imperfect and uncertain, thus personal choices require acknowledging personal responsibility that follows from personal values.

 

Candice Benjes-Small, Coordinator of Information Literacy & Outreach, (540) 831-6801, cbsmall@radford.edu

Lisa J. Vassady, Reference/Instruction & Distance Education Librarian, (540) 831-5686, ljvassady@radford.edu

Jennifer Resor Whicker, Reference/Instruction Librarian, (540) 831-7652, jrwhicker@radford.edu

(cc) Image by Liz West on Flickr

(cc) Image by psychogeographer on Flickr

(cc) Image by Raul Lieberwirth on Flickr

Image by JRW

Dawson, J. (1995). Secondhand smoke: The big lie. Retrieved February 1, 2012 from Smoking Conspriacy: http://www.smokingaloud.com/corrupt.html

We conducted observational assessments on 2 of 4 (50%) of our web evaluation classes this semester, and learned that our exercises are resonating with the students. Based on our evaluation over 94% (17 of 18) of the student worksheets were completed during the instruction sessions. All the sessions have been a complete success, exceeding the success threshold of 75%. We concluded that the students have been engaged and eager to participate in these sessions. The results from this assessment are from a pilot study and are preliminary.

Image by JRW