Internet Searches: How to Find and Select Authentic Sources
Part 1: Lesson Description
Lesson Title
Internet Searches: How to Find and Select Authentic Sources
Abstract
Whether information is needed for study or daily life, the Internet has developed into an essential source of knowledge. Collecting information from the Internet may seem simple, however, at times one may get an overwhelmingly large number of results for simple queries, some of which may not be relevant or reliable. This lesson teaches learners a step-wise approach to defining keywords, using search parameters to refine a search, and evaluating the appropriateness of sources. It prepares learners to conduct Internet searches effectively, and collect relevant information in the least amount of time.
Learner Audience / Primary Users
Learners are adults who are upgrading skills in order to complete the GED. They would have previously received formalized training in computers and conducting Internet searches, and have a basic understanding that not all information available on the Internet is reliable.
Educational Use
- Curriculum / Instruction
College & Career Readiness Standards (CCRS) Alignment
- Level: Adult Education
- Grade Level: E
- Subject: English Language Arts / Literacy
- Domain or Strand: Reading strand
- Sub-strand:Reading of Scientific and Technical text
- Standard Description: RST.11-12.2 “Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.”
Language
English
Material Type
- Instructional Material
Learning Goals
The purpose of this lesson is for learners to be able to:
- Use critical thinking skills and a structured plan to collect and evaluate sources.
- Select the most appropriate sources based on certain criteria for evaluating a web resource.
Educators are attempting to "hone critical thinking skills to distinguish hope from hype". [1]
Keywords
- Designers for Learning
- Adult Education
- Internet searches
- Evaluating sources
- RST.11-12.2
- Search parameters
Time Required for Lesson
60 minutes
Prior Knowledge
Learners should have a basic understanding of using a computer, accessing the Internet and sending emails. They should be able to use a search engine, navigate to a specific website, and create MS Word documents. They should also know how to use the various features of Adobe Connect for interacting and communicating in a virtual classroom.
Required Resources
The learner will require access to the Internet through a computer or tablet. They will need headphones/speakers to hear the instructor and other learners as well as a microphone for speaking. Webcam is optional. An invite to the Adobe Connect virtual classroom needs to be sent to each learner prior to the scheduled time for the lesson. Learners need to complete the 'Connection Test' prior to the lesson to ensure all system requirements are met and they can access the Adobe Connect virtual classroom.
Lesson Author & License
- Lesson Author: Denize Rodricks
- License: Creative Commons License; Creative Commons CC BY 4.0 license
Part 2: Lesson
Learning Objectives
By the end of this lesson, the learner should be able to:
- Brainstorm alternative keywords for a given key phrase.
- Use search parameters to make an Internet search more specific.
- Evaluate the credibility of a web resource.
- Select appropriate sources using critical thinking skills.
Lesson Topics
Key topics covered in this lesson include:
- Potential Sources of Information on the Internet
- Criteria for Evaluating Web Resources
- Search Parameters
Context Summary
Adult learners have completed some High School and would have received formal instruction in computers and using the Internet to search for information. They have basic technology skills and would be comfortable navigating an online course or participating in a virtual classroom. They would have used the Google search engine to conduct searches previously, but may not know how to use the various search parameters to narrow down the search or how to evaluate the search results for reliability and accuracy of information.
This lesson would be conducted through Adobe Connect virtual classroom with an instructor present. The maximum number of learners is 10 for each instructor.
Relevance to Practice
Adult learners need to access quality information to complete assignments which may be required as part of their upgrading program. It is necessary to separate potential sources of information into one of two categories, either a reliable source or an inappropriate source. A structured approach will help them decide whether a source may be considered for inclusion into the research material. The skills of evaluating and critiquing evidence can be applied to other, more practical areas in life, including the ability to discern reputable information and websites and not believing everything one may see on the Internet.
Key Terms and Concepts
Abstract: Is a brief summary paragraph of a research article, paper or thesis. It is often used to help the reader quickly ascertain the paper's purpose.
Academic Database: Is a collection of information that is commonly used as a source for research and writing. It may include access to academic journals.
Almanac: Is an annual publication that includes information such as weather forecasts, farmers' planting dates, tide tables and tabular information often arranged according to the calendar.
Bibliography: Is a list of all sources used (whether referenced or not) in the process of researching a work. It generally includes authors' names, titles of the works, publisher details etc. and is typically printed as an appendix.
Citation: Is a reference to the source from where certain material in a person's work came from.
Scholarly Journal: Is a periodical in which researchers and experts publish their most recent findings. It is also known as academic journal.
Instructional Strategies and Activities
Warm-Up
Time: 5 minutes
The instructor will share a personal story of an Internet search where thousands of search results made the instructor frustrated. Learners will be encouraged to share their own brief stories. As the learners speak, the instructor will type out points on the whiteboard.
Introduction
Time: 5 minutes
The instructor will describe using a search engine to conduct research on a health or wellness topic. The instructor will use a key phrase such as 'meldonium use in sports' as an example and ask learners to suggest synonyms and alternative keywords through chat. The instructor will provide correction or examples as needed.
The instructor will explain the format of the lesson:
- Slide on potential sources of information.
- Slide on criteria for evaluating search results.
- Screen sharing on using search parameters while running a search.
- Group activity
Presentation / Modeling / Demonstration
Time: 25 minutes
- The instructor will explain the points on 'Slide 1 - Potential Sources of Information' with examples.
- The instructor will explain the points on 'Slide 2 - Evaluating Web Results'. The instructor will share their screen and run a search for a key phrase (may use the same key phrase in the Introduction) on Google. The instructor will ask learners to select the reliable sources from the search results displayed onscreen. This will be discussed by the class.
- The instructor will show Slide 3 - Search Parameters, and share their screen to demonstrate how various search parameters can be used to make a search more specific.
- The instructor will provide an opportunity to answer questions individually or as a group.
Guided Practice
Time: 15 minutes
- Learners will be divided into groups of 2-3 persons and assigned one topic for which they will brainstorm a few key phrases. Suggested topics are 'assisted suicide in Canada', 'solar powered vehicles', and 'dangers of Zika virus to pregnant women'.
- Learners will access the Google search engine, and use search parameters and evaluation criteria to narrow down potential sources. The instructor will be available to guide learners as needed.
- Learners will document the sources by typing them in the Chat window.
Evaluation
Time: 10 minutes
Instructor will provide feedback as a group discussion. The instructor will show Slide 4 of the Powerpoint Presentation and summarize the lesson before concluding.
Application
Time: n/a
As a homework assignment, the learners will pick a topic of their choice and conduct an Internet search. They will provide three alternative keywords and five sources considered appropriate for their research. This should be added in a new MS Word document and emailed to the instructor or uploaded onto the learning management system for evaluation.
Part 3: Supplementary Resources and References
Supplementary Resources
External resources:
CRAAP Test for Evaluating Sources, CC BY-NC 4.0
Primary, Secondary and Tertiary Sources of Information, CC BY-SA 4.0
How to Google Like a Pro, Standard YouTube License
Attribution Statement
Internet Searches: How to Find and Select Authentic Sources by Denize Rodricks is licensed under a Creative Commons Attribution 4.0 International License.
References
Primary, Secondary and Tertiary Sources of Information