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This was a recent request to the listserv: "I have been asked to teach a lesson to 5th grade about how to locate and determine if an internet source is reliable." This question on evaluation also touches on many of our Kentucky Academic Standards for Library AND Technology.
KAS for Library Media:
P.IN.T2.A: With prompting and support, distinguish fact from opinion within an information source.
P.IN.T2.B: With guidance and support, demonstrate an understanding that all writing has a point of view.
P.IN.C2.A: With guidance and support, understand that considering others’ ideas can lead to new or deeper knowledge.
P.CL.C1.A: With prompting, guidance, and support, use a variety of appropriate resources to communicate in personal networks
P.CT.T2.A: With guidance and support, recognize that information can come from human, print, and electronic resources.
P.CT.T3.A: With guidance and support, recognize appropriate resources for an information need.
Especially under Curate:
Concept: Curate - Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.
P.CT.C1.A: With guidance and support, locate information from more than one format, on a specific topic.
P.CT.C2.A: With guidance and support, locate information, from more than one perspective, on a specific topic.
P.CT.C3.A: With guidance and support, question the accuracy of each source.
P.CT.G1.A: With guidance and support, use a rubric to evaluate selected resources.
Concept: Engage: Learning Priority 3. Evaluating information for accuracy, validity, social and cultural context, and appropriateness for need.
P.EG.T1.B: With guidance and support, identify the appropriate use of technology and media (print, digital, websites, reference, nonfiction text) to extract information.
P.EG.T3.A: With guidance and support, evaluate the usefulness of a resource based on individual or academic needs.
P.EG.T3.B: With guidance and support, use additional sources to verify facts.
KAS for Technology:
DC1. Recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world; act and model in ways that are safe, legal and ethical.
Learning Priority C. 2. Navigate to trusted websites and know how to search for websites in a safe manner
with awareness that not all websites are safe.
KC1. Students critically curate a variety of resources using digital tools to construct knowledge.
Learning Priority:
A. Plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
1. Use basic keyword searches to locate information to build deeper understanding of a subject.
2. Apply print reference knowledge and strategies to find and locate information in digital resources.
3. Satisfy curiosity by exploring answers to questions with digital resources.
Learning Priority:
B. Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
1. Classify websites into general categories to guide relevance of search results ex.: entertainment/games, reference, learning .
2. Compare information on the same topic across multiple digital resources.
More resources:
More resources:
There are multiple acronyms out there for the purpose of evaluating sources. Each method probably has some amount of validity, but it is important to consider that many of them were created before this "modern" age of information we are in (which Jennifer LaGarde addresses in her work... see below). More along these lines is this article from Joyce Valenza...Enough with the CRAAP: We’re just not doing it right.
WWWDOT Framework
https://www.edutopia.org/blog/evaluating-websites-as-information-sources-nell-k-duke
Teaching Students to Evaluate Websites "A few pointers on how to guide middle and high school students to determine whether a website offers accurate information." This is another post on Edutopia... check the links at the end, very funny!
RADCAB
5 W's of Website Evaluation
http://www.schrockguide.net/uploads/3/9/2/2/392267/5ws.pdf
https://libraryowl.edublogs.org/2017/01/06/what-site-should-i-use-evaluating-websites/
TRAAP test
CRAAP test (maybe not best for the younger students)
https://libguides.cmich.edu/web_research/craap
https://knowledgequest.aasl.org/wp-content/uploads/2016/02/CRAAP-Test.pdf
REAL
https://lessonsbysandy.com/2019/03/how-to-evaluate-websites-with-elementary-students.html
Here are some posts on Knowledge Quest from AASL that touch on this topic:
Here are some posts on Knowledge Quest from AASL that touch on this topic:
Web Site Evaluation Station Rotation BY BECCA MUNSON on 01/26/2022
The Next Step in Media Literacy: Decoding BY LEANNE ELLIS on 12/14/2021 (love the "key questions to ask when analyzing media messages" link that she includes in this post)
FART Test: Web Evaluation: Does This Website Smell Funny to You? BY AMY GILLESPIE on 02/09/2016
Developing Digital Detectives by Jennifer LaGarde and Darren Hudgins is a great book that talks about this topic, but with a little bit more of a modern lens that includes social media issues. They have tons of resources in their companion Evidence Locker site. For your specific question, I like these two infographics they provide for chapter 1: Lens #1 Triggers and Know When and How To Press Pause. Also good are Lens #4 Motives. and this one on spotting the difference between mis, dis, and mal-information. They are doing a book club on their book soon, starting on August 23.
Recent tweet/meme from Jennifer LaGarde:
Jennifer is quoted in this great article... The Sneaky Truth About Memes by Laura Anastasia.
Be Internet Awesome
Be Internet Awesome
Be Internet Awesome from Google has some good resources on this, especially Unit 2: Don't Fall for Fake. There is a PDF of resources you can download at this link, just scroll down a bit.
Common Sense Media
Common Sense Media
These resources, even if you don't use them as-is, may give you some good ideas:
https://www.commonsense.org/education/news-media-literacy-resource-center
https://www.commonsense.org/education/digital-citizenship/curriculum?topic=news--media-literacy
https://www.commonsense.org/education/lesson-plans/evaluating-websites
Some more YouTube videos on this topic:
Some more YouTube videos on this topic:
Writing Videos for Kids: How to Evaluate Sources for Reliability
Writing Videos for Kids: How to Evaluate Sources for Relevance
Evaluating Sources | Informational Text Family Videos | PBS KIDS for Parents
Source Evaluation USU University
School Library Connection
School Library Connection
Here are some more posts on School Library Connection that might help (some of these are more about research than evaluation, but all related) (We have access to these thanks to KET. Let me know if you need the username and password)
Process Apart from Product: Two Not-Really-a-Paper Research Papers by Alyssa Mandel and Christina Pommer
Reflective Questions through the Process of Inquiry by Barbara K. Stripling https://schoollibraryconnection.com/Content/Article/2272911?terms=research&topicCenterId=2252404&citeId=2
Inquiry Framework: What Makes Sense? by Iris Eichenlaub
https://schoollibraryconnection.com/Content/Article/2254393?terms=research&citeId=2
A Librarian Asks "How Can I Assess Student Curation?" by Debbie Abilock
Research: Learning by Teaching by Tasha Bergson-Michelson and Sara Zoroufy
Research Skills at the Ready by Jane Cullina
Tightening the Knot on Inquiry and Research by Leslie K. Maniotes https://schoollibraryconnection.com/Content/Article/2212471?terms=teaching+research&topicCenterId=1945912&citeId=2
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