ETL501 Module 3: Critical evaluation of print and e-resources
‘…TLs will be evaluating websites which, as far as possible, match the learning needs of their students – and obviously, these needs will be different for students in Year 7 or Year 12. Website evaluation, therefore, starts with student needs, and not with websites.”
Barbara Coombes, (2013) module 3
Surely this area is one of the most important jobs we have as TLs – getting the right info to the right kids at the right time.
How best to ensure the quality of the e-resources we guide them towards? Run all e-resources through criteria based on three key areas:
- educational quality/relevancy,
- technical aspects
The following questions can help crystalize the criteria:
- Does the site meet the TL’s or teacher’s purpose?
- What is the range of reading levels of the student group for whom the website is being considered?
- Does the site contain activities for students?
- Does the site allow for differentiation?
- Will the site extend the learning of the student group?
http://www.cyberbee.com/content.pdf – provides very comprehensive criteria to evaluate websites. Not kid friendly but good for TL/teacher use in planning stages.
http://kathyschrock.net/eval/pubs/weval_02.pdf – very comprehensive “think abouts” for website evaluation for teachers/TLs, not helpful for kids.
Readings for website evaluation
Barcalow, T. (2003). CARS: Evaluating websites.
Ferguson, J. (2005). Why evaluate information found on the Web?
Harris, R. (2010). Evaluating Internet research resources.
Johnson, D. and Lamb, A. (2007). Evaluating internet resources
McGraw-Hill. (2001). How to judge the reliability of Internet information.
Porter, J. (2003). Testing the three click rule
Rogers, T. (2013). Eight ways to tell if a website is reliable.
Schrock, K. (1996 – 2009). Critical evaluation surveys
Schrock, K. (2009). The 5 Ws of website evaluation: For students