Topic 6: Improving students’ web use
“One of the tasks of the TL is to persuade both students and teachers that students need to be not just web users but web learners. Improving students’ web use is not a simple task, as it requires that students are taught how to improve their web searching AND this teaching is embedded into curriculum programs across the school.” Module 6
Helpful ways to improve students’ web use:
- Planning for web use through:
- Mindmapping, concept mapping, brainstorming before online searching
- Questioning – what are they looking for, where might they find it, why that page/enginge, what criteria are they going to look for, what are their key words (based on their concept mapping)
- Effective search strategies
- concept mapping what constitutes good searching using http://www.wordle.net/
- give groups of kids different search engines but same key words, compare top ten results
- Reading for information
How do we teach students to be critical readers not just consumers of the information they find online?
- Surely this will be taught in tandem with the website evaluation criteria – is the information reliable, current, educationally sound?
- Teacher modeling of website deconstruction with pre-prepared website and notes!
- Note taking, skim and scan, referring to list of pre-made questions
- Reflecting on web use:
Students could ask themselves:
- Were they effective in locating the information they needed?
- Was the information useful for their purpose?
- Did they plan the search well and did they use the correct search engine?
- Were the keywords correct or did the student need to revise the search terms?
Important other notes gathered from the readings:
Kuiper, E., Volman, M. and Terwel, J. (2008) Students’ use of Web literacy skills and strategies: searching, reading and evaluating Web information. Information Research, 13(3).
Three major components of Web literacy skills:
- Web searching skills (find the right information)
- Web reading skills (understanding how text online differs from static text – hyperlinks, multi-modal information etc – and therefore being able to understand the content; most of the content on the web is aimed far too high for our elementary aged students therefore a high level of reading and comprehension is expected and needed; when students do not know how to use the Web in a critical way, knowledge cannot be obtained.
- Web evaluating skills (able to critically assess the reliability and authority of the author/website)
Tendencies in student web use (why they often suck at it):
- inflexibility – they stick to one search strategy and one search engine, regardless of how terrible the results
- impulsiveness/impatience – hopping from one site to another, randomly clicking on “interesting” links, not checking spelling
- focusing on finding the “one right” answer – making their focus too narrow, omiting good websites because of careless or too broad reading; forgetting that just because the “answer” is there, doesn’t mean the website is reliable or has authority.
- lack of reflection – no point in having the 3 web literacy skills if you don’t reflect on your web experience
“It is not enough to look at the Web as merely a replacement of print information resources.”
“…when students do not know how to use the Web in a critical way, knowledge cannot be obtained.”
Regardless of being taught other strategies and directed to multiple search engines, students in the study STILL went to Google first and foremost. (As do most of us, c’mon, admit it!)
“the school needs to deal with Web use in earlier school years, when students have not yet fully developed their own Web using habits.”
“At home, students do not learn critical reading and reflective skills naturally. They need others to show them the need for such skills and to learn their specific use. At school, these skills are already part of the literacy curriculum but mostly with respect to conventional reading resources only. In fact, most students learn such skills from print-based methods and do not apply them when using the Web as a matter of course.”
Valenza, J. (2004). Thinking and behaving info-fluently. Learning & Leading With Technology, 32(3), 38-43.
This is a really useful article, giving many helpful “how to’s” and “why should’s” for teaching info-fluency. A great read for teachers too, if you wanted to give them the short version of why and how to get kids better at using the net.
Aimed at G5-12, which is too high for my audience but still useful for understanding the basics. Collaborating with grade level teams to translate this into elementary sized appropriate pieces would be great.
- the info-fluent student
- smart students are not always the best searchers
- teachers aren’t very good searchers either
- good searchers have common abilities and behaviours
- prior knowledge, search choices, research holes, strategies, the process, advances searches, three types of searches, thinking about queries, quality, a sense of inquiry, a plan, mind tools, persistence and fussiness, consulting a professional
- teachers can encourage better searching
- create research challenges, evaluate students’ works-cited list, scaffold, create pathfinders with your librarian, create an appropriate search tool page for general student research, ask students to annotate their works-cited lists, use formative assessment to check student progress.
Other readings for Topic 6
Chung, J. and Neuman, D. (2007) High school students’ information seeking and use for class projects. Journal of the American Society for Information Science and Technology, 58(10), 1503-1517. Available CSU Library.
Herring, J. (2010) School students, question formulation and issues of transfer: a constructivist grounded analysis. Libri, 60(3) 218-229. Available CSU Library.