CEP 891 Spring 2012: Final Projects Gallery

Welcome to our CEP 891 Final Projects Gallery page! These projects were created during the Spring 2012 semester by students in the Michigan State University MAET program enrolled in CEP 891, "Online Literacy and Reading-to-Learn in the Digital Age."



Second Grade Plants, by
Leslie Gerth

This website is intended to be used with second graders as they study the life cycle of plants.  Online reading strategies such as skimming, looking for key words, and ignoring distractions are also introduced.  The unit should begin with a whole group introduction along with modeling of reading for information online.  Some of these activities are best done in a whole group setting and some can be done independently or with students paired strategically.

http://secondgradeplants.weebly.com/



 
Skimming for Information
, by Charlene Edwards


This project is for middle school students. They will learn how to apply the reading strategy of skimming to locate information while reading and completing a Webquest. A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. The WebQuest was created by Bernie Dodge at San Diego State University.

http://skimmingwebquest.weebly.com/index.html

 

Snagit Search Literacy Exercises
, by Dave McCollom

This site is designed to provide lessons that will give you a glimpse inside the thought process of your students as they construct internet search strings.  Students will use Snagit to record their screen and narrate their search process. The recorded videos will then be shared to Screencast.com and reviewed by peers and the teacher.

https://sites.google.com/site/snagitsearchliteracyexercises/

 
Distractions and Online Literacy
, by Roman Stotland

Distractions are everywhere, and the Internet is no different. This project provides more information on the research done about what distractions are and why exactly they affect us as they do. Aimed at online readers as well as web designers, we introduce different types of distractions, show distracting web design as well as different software that will help our readers stay focused on their tasks.

http://stotlan1.fts.educ.msu.edu/cep891/
 
 
Evaluating Internet Sites at the Elementary Level, by Julie Sheridan

I created a website geared towards upper elementary students that shows them step by step ways to determine the credibility of a website. The tutorial starts off by investigating the user’s prior knowledge, and then with the aid of a checklist students can watch two screencasts where I walk them through the process. The lesson wraps up with the students completing two evaluations on their own, and finally reflecting on what they have learned.

https://sites.google.com/site/evaluatinginternetsite/
 
Researching Information Online
, by Jamie Maurus

This website consists of three lessons and activities that will teach sixth grade students how to correctly research information online and help strengthen their online research skills. The lessons and activities that will be covered are "What is a Search Engine," "Using Key Words," and "Website Evaluation."

https://sites.google.com/site/researchingonline46443/
 
Traditional Searching vs. LICRA Searching
, by Sami Forster

This is a short lesson that prompts students to juxtapose traditional ways of researching using the Web and those skills associated with the LICRA search process.  Students are provided explanatory information regarding both processes and are asked to create screencasts of their thought process using both types of searches.  They will also be asked to compare the research results as a cumulative reflection to the lesson.

http://learntolicrasearch.weebly.com/
 
Student Website Evaluation for Middle School
, by Michelle Fairley

This project will provide instruction and practice on determining the validity of information provided by a web resource. Topics covered will include: domain, author credentials, date written as it applies to the latest data, and whether or not the information is appropriate for the needs of the researcher.

http://www.myhaikuclass.com/mfairley/evaluatingyourresources/cms_page/view
 
P-CITeS: A Framework for Critical Online Reading, by Jeff Gerlach

P-CITeS teaches five essential skills for becoming a more critical reader of online resources. These skills include activating prior knowledge about the subject and authorship, credentialing the author, identifying the purpose, figuring out if a resource is time sensitive or timeless, and recognizing site organization.

https://sites.google.com/site/pcitesgerlach/
 
Online Poetry Project, by Alejandro Gonzales

This project is dedicated to help students better understand poetry through the use of online tools. By searching, annotating, sharing, and reflecting on the text they encounter, students will be able to engage with online literacies with a purpose to study and learn about poetry. The activities presented in this project aim at improving student understanding of multiple forms of text online.

https://sites.google.com/site/onlinereadingproject/
 
How to Search for Specific and Reliable Sources, by Chris Norred

My project is about enlightening students on how to search the web for specific and reliable resources for research papers or projects. Most of my students like to use Google to search but do not know how to narrow their search down to help them find sources for their specific topics and needs. They will learn to use the Google advanced features. I have also created a checklist that students will use to question their sources to see if these are reliable.

https://sites.google.com/site/howtosearchforsources/
 
Skimming and Scanning within the Technical Drafting Classroom, by Phillip Grim

This project was developed with the idea of improving students' capabilities at skimming and scanning in reference to technical documents found within the drafting discipline. It includes the use of the online annotation tool Diigo as an aid in this overall process.

http://grimeng.com/cep891/
 

Final feedback teams for Exhibition Day
On Saturday you'll have a chance to see everyone's Project site, but you'll give feedback to just two classmates. Feedback should be emailed to your two classmates (and cc-ed to Paul & Michelle) no later than Monday 4/30.

Team 1: Sami F. -- Jeff G. -- Jamie M.
Team 2: Dave M. -- Chris N. -- Julie S.
Team 3: Charlene E. -- Michelle F. -- Leslie G.
Team 4: Alejandro G. -- Phillip G. -- Roman S.

In your feedback emails, please provide your classmates with (a) specific information about any little glitches you encountered when you clicked through their website (links that didn't work properly, page features that were difficult to use, text you found difficult to read, typos, etc.) and also (b) any specific suggestions you have re. what could have made your experience of using their Project site more engaging or effective or memorable.

After our Exhibition Day you will still have a few days to make final revisions to your Project--using the feedback you receive during and after our Exhibition sessions from your classmates and instructors.

The final due date for your Project is Friday, May 4th at 11:59pm EDT.