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www.pdst.ie  ©  PDST  2014  

This  work  is  made  available  under  the  terms  of  the  Crea7ve  Commons  A9ribu7on  Share  Alike  3.0  Licence  h9p://crea7vecommons.org/licenses/by-­‐sa/3.0/ie/.  You  may  use  and  re-­‐use  this  material  (not  including  images  and  logos)  free  of  charge  in  any  format  or  medium,  under  the  terms  of  the  Crea7ve  Commons  A9ribu7on  Share  Alike  Licence.  

 www.pdst.ie  

   

Every  Student  Is  Capable  of  Success    

JCSP:  Cri6cal  Thinking  

 in  the    Online  Context  

   

Gráinne  Dennison  Denise  O’Flanagan  

                                     

 www.pdst.ie  

           

.      

What  is  the  JCSP?    

The JCSP is an intervention within the Junior cycle aimed at those students who are identified as being at risk of leaving school early perhaps without completing

The Junior Certificate.

JCSP Students sit the Junior Cert examinations

A Social Inclusion Programme

 www.pdst.ie  JCSP  -­‐  AIMS  of  the  Programme  

To retain students To bridge the gap

To build strong and positive learning

foundations

To make school relevant and accessible to

young people who find it difficult to cope with the

school system.

 www.pdst.ie  

Teaching team

Coordinator

Profiling

Celebration

Active Learning

Literacy and numeracy strategy

Initiatives

Parents

State Exam

JCSP - Elements of the Framework

Framework  supports  student  learning  

 www.pdst.ie  

"It  is  not  the  resources  available  on  the  Internet,  though  these  are  considerable,  that  will  make  a  difference  for  your  students.  Instead,  your  students’  successes  at  life’s  opportuni>es  will  be  determined  by  what  you  decide  to  do  with  these  resources...  .  The  Internet  is  redefining  what  it  means  to  be  literate.  If  we  are  to  prepare  children  for  their  tomorrows,  we  need  to  embrace  the  opportuni>es  the  Internet  provides  for  new  forms  of  literacy."  

                       Donald  J.  Leu  

 www.pdst.ie  

Learning  Outcomes    

•  To  support  students  to  engage  in  meaningful  and  effec7ve  internet  research  

 •  To  develop  students’  cri7cal  reading  

and  thinking  skills  

 www.pdst.ie  

Trouble  Shoo6ng  Hardware  Tips  

Check  all  cable  connec7ons  first  

Try  closing  programmes  and  restar7ng  

Frozen  PC  –  try  ‘three  fingered  salute’  <Ctrl+Alt+Delete>    

Use  student  exper7se  

 www.pdst.ie  

Golden  Rules  

Have  a  Plan  B  

SAVE  EARLY  –  SAVE  OFTEN  

 www.pdst.ie  

Images  Created  by  Will  Lion  

 www.pdst.ie  

 ‘Just  because  our  students  are  able  to  cruise  through  the  internet  with  speed  and  what  looks  like  skill  does  

not  mean  they  know  what  they  are  doing’  Kajder  (2003,  p.49)  

Key  Ideas:    

Reading  the  web  is  the  same  as  print  reading  just  more  complex  

 

 www.pdst.ie  

Web  Reading–    Hypermedia  

Audio   Visual   Text   Image  

Video     Anima6on   Virtual  reality  

 www.pdst.ie  

Reading  

Fluency

Comprehension Vocabulary

 www.pdst.ie  

• Readers  must  be  able  to  decode  quickly,  with  ease  in  order  to  be  considered  fluent  (Pikulski  and  Chard,  2005).  

• They  must  also  have  adequate  syntac7c  awareness  to  a9end  to  punctua7on  cues.  

• Fluency  is  equally  important  for  web  reading.  • Readers  must  decide  to  adjust  their  rate  of  reading,  depending  on  purpose.    This  can  vary  from  

 1.  visual  scanning  for  par7cular  word  or  phrase  2.  skimming  through  text  3.  careful  reading  of  web  page  

Fluency  

 www.pdst.ie  

• Readers  with  weak  vocabulary  will  most  likely  struggle  with  comprehension  (Blachowics  &  Fisher,  2003)  

• Addi7onal  knowledge  is  required  when  reading  web    Ø knowledge  of  key  vocabulary  of  topic    Ø knowledge  of  vocabulary  of  Web  itself  -­‐eg  understand  terms  such  as  search  engine,  back  buLon,  scroll,  drop  down  menu    • Reader  needs  to  determine  key  words  (that  match  topic  and  purpose)  to  use  in  the  search  engine  

Vocabulary  

 www.pdst.ie  

Web  Reading–  Huge  Challenge                        Vocabulary  Skills  

Web  language  

Keyword  selec7on  

Key  Concept  

Knowledge  

Hyperlink    Skills  

Naviga7on  of  websites  

Web  Reading–  Vocabulary  Skills  

 www.pdst.ie  

Internet  Knowledge  

Access  the  internet     Use  Browser  

Scroll  Bar  Naviga7on  Skills  

Troubleshoot  

Use  Tabs  

Keywords  Use  Basic  Computer  

soeware   Hypermedia  Media    

Mouse  &  keyboard  skills  

Download  Images     Boolean  Operators  

Urls  Domain  Names  

Search  Engines   Domains  

Strategy  for  commercial  pop  ups    

Evaluate  search  engine  results  

‘Refresh’  &  ‘History’  tools  on  web  browser    

JCSP  resource:  Keywords  to  Know  pads  

 www.pdst.ie  

Research  Strategy  

1. Question

2. Understand

3. Evaluate

4. Synthesize

6. Transform

Eagleton  and  Dobler,  2007  

 www.pdst.ie  

• Research  oeen  ini7ated  without  a  plan  of  ac7on  or  explicit  research  ques7ons  

• Key  Ques7ons:    Ø What  do  I  want  to  know?    Ø What  is  my  plan  for  finding  out?  

• We  ask  ques7ons  before,  during  and  aeer  reading  

• Student  choice  NB  

Step  1:    Ques6on  ?  

Resource:  Project  planning  hand-­‐out  

 www.pdst.ie  

Why  Ques6ons  are  Important  

Print  Reading    Ac7vates  prior  knowledge    Checks  comprehension    Clarifies  ideas    Focuses  a9en7on  on  the  task  

Online  Reading    Ac7vates  prior  knowledge    First  step  in  inquiry  process    Monitors  if  we  are  on  task    Enables  decision  making  when  on  line-­‐  what  links  to  follow  

 www.pdst.ie  

• Student  generated  •   Appropriate  scope:  Not  too  skinny  -­‐  eg  When  was  Henry  8th  born?  Not  too  fat  eg  -­‐What  was  the  Reforma7on?  

• It  must  be  a  researchable  ques7on  i.e.  informa7on  found  on  internet,  not  evalua7ve  ques7ons  that  rely  on  opinion,  not  vague  ques7ons,  not  personal  ques7ons.  

• Student  should  not  have  too  li9le  or  too  much  prior  knowledge  about  the  ques7on  

What  are  good  research  ques6ons?  

 www.pdst.ie  

• Explain  what  a  good  research  ques7on  is.    • Use    Research  Ques7on  Hand-­‐out  to  check  for  student  understanding.  

How  do  we  teach  ques6oning  strategies?  

 www.pdst.ie  

Ques6oning  Strategy  Theme  

Topic    

Ques6ons?    

1.    2.                        

 

Focus  

Adapted  from  Eagleton  and  Dobler,  2007  

Who?  What?  Why?  

When  ?  Where?  

Focus  

 www.pdst.ie  

Ques6on  Strategy  

Child  Care  Project  

Child  Development    (0-­‐12  years)  

1)  What  foods  are  important  for  child  development?  

2)  Why  is  play  important  for  child  development?  

Foods  for  babies   Play  

 www.pdst.ie  

Project  Prepara6on  

The purpose of my project is

To inform To entertain To persuade To express myself

My audience is?

1. 2.

My research questions are?

1. 2.

 www.pdst.ie  

Ac7va7ng  Prior  Knowledge    • Areas  of  the  topic    • Text  structure  (informa7onal  texts)  • Website  organisa7ons  • Search  engine  formats  

   

Step  2:  Understanding      

 www.pdst.ie  Step  2:    Understanding  

•  How  will  I  find  out?  •  Iden7fying  resources  •  U7lising  the  Internet  •  Choosing  search  tools  •  Selec7ng  keywords      

 www.pdst.ie  

• Use  of  KWL  • Brainstorming  • Padlet  • Mind  Maps  • Think  Pair  Share  

How?  

 www.pdst.ie  

• 98%    web  texts  –informa7onal    (Kamil  and  Lane,  1998)  • Descrip7ve:  present  facts  that  describe  the  characteris7cs  of  persons,  places,  things  and  events-­‐  may  include  persuasive  details.  

• Sequen7al:  arrange  informa7on  and  events  in  order,  oeen  chronologically  

• Compare/contrast:  organise  informa7on  about  two  or  more  topics  according  to  their  similari7es  and  differences  

• Cause/effect:  provide  reasons  or  explana7ons  for  an  event  or  occurrence  

• Problem/solu7on:  pose  a  problem  and  its  poten7al  solu7on  

   

Common  Informa6onal  Text  Structures      

 www.pdst.ie  

• On  web  called  between  different  types  of  informa7onal  text  structures  quickly  

• Web  pages  inconsistent  in  their  use  of  text  features  eg  headings,  cap7ons  (Dobler  2003)  

• Huge  variety  of  new  text  genres  eg  bulle7n  boards,  chat  rooms,  emails  etc.  

• New  text  genres  have  generated  new  vocabulary  eg  emo7cons,  spam  

 

Informa6onal  Text  Structures  and  the  Web  

 www.pdst.ie  

Choosing  a  Search  Engine  

   

• www.askforkids.com  • www.ask.com        • www.yahooligans.com  • www.yahoo.com    • www.kidsclick.org      • www.google.com    

• Uses  natural  language  • Can  select  one  of  two  reading  levels   • Uses  categories • Useful  if  not  sure  where  to  start  searching   • A  librarian  selected  database     • Protects  from  inappropriate  sites • Uses  text  matching • Can  ac7vate  safe  search  (click  on  link  for  preferences)

 www.pdst.ie  

Step  3:    Evalua6ng  

   

Evalua7ng    

Is  this  what  I  need?  Is  this  informa7on  

useful?  Is  this  informa7on  

true?  

 www.pdst.ie  

 The  Web  is  a  vast,  open  and  uncatalogued  library,  and  one  in  which  reference  librarians  are  nowhere  to  be  found.  

-­‐  Sorapure,  Inglesby  and  Yatchisin  (1998)  

Authorship  is  no  longer  rare.  -­‐  Kress  (2003)  

 Access  to  vast  amounts  of  informa>on  is  not  the  whole  answer.  The  power  to…separate  nice  to  know  from  need  to  know  info  is  essen>al  if  superhighway  users  do  not  drown  in  electronic  junk.  

-­‐  Kehoe  (1993)  

 

Why  evaluate?  

 www.pdst.ie  

Students  may  •  have  limited  prior  knowledge  to  draw  on  •  equate  amount  of  informa7on  with  quality  of  informa7on  

•  be  misled  by  the  appearance  of  a  website  

 www.pdst.ie  

•  Cri>cal  thinking  skills  –  disposi7on  for  interroga7ng  the  text,  evalua7ng  arguments  and  ques7oning  content  

•  Cri>cal  reading  skills  –  ability  to  evaluate  relevancy,  accuracy  and  reliability  

•  Cri>cal  mul>media  informa>on  literacy  skills  –  a  capacity  to  cri7cally  consume  informa7on  and  to  separate  the  medium  from  the  message  

•  Cri>cal  literacy  skills  –  ap7tude  to  view  informa7on  as  value  laden  and  not  neutral  

 Harrison,  Dwyer  and  Castek  (2010)  

 

Cri6cal  evalua6on  of  online  informa6on  encompasses  

 www.pdst.ie  

Online  Research  

Plan    

Predict  

Monitor  

Evaluate  

What  do  I  want  to  find  out?  Write  research  ques6on  

Where  do  these  links  go?  

Does  this  make  sense?  

Have  I  got  the  correct  informa6on?  More  checking?  

 www.pdst.ie  

 :    

Scanning  and  Filtering  Search  Results    

 www.pdst.ie  

Students  should  ask  themselves:    

•  How  many  results  were  returned?  

•  Which  website  gives  me  the  informa7on  I  need?  

•  Have  I  looked  at  the  domain  names  and  URLs?    

 

Scanning  a  Search  String  

 www.pdst.ie  

 Students  should  ask:  •  Who?  •  What?  •  When?  •  Where?  •  Why?  

Adapted  from  Kathy  Schrock  

Evalua6ng  trustworthiness  of  a    website:  Schrock’s  5  Ws  approach  

http://www.schrockguide.net/

 www.pdst.ie  

 Glossary:  •  Domain  -­‐  It  is  a  unique  name  that  iden7fies  an  internet  

resource  such  as  a  website.  •  Domain  name  extension  –  Three  le9er  extension  at  end  or  

just  before  /  in  a  web  address.  •  Server  -­‐  A  computer  connected  to  the  Internet  so  that  it  can  

provide  documents  via  the  World  Wide  Web.  Also  called  HOST  computer.  Web  servers  are  the  closest  equivalent  to  what  in  the  print  world  is  called  the  "publisher"  of  a  print  document.  

•  URL  -­‐  Uniform  Resource  Locator.  The  unique  address  of  a  website.  

•  WWW  –  World  wide  web  

 

 Scanning  the  homepage  

 www.pdst.ie  

Website  Organisa6ons:    URL  and  Domain  Names  

•  Commercial  site  

.com  

•  Government  site  

.gov  •  Commercial  site  

.net  

•  Educa7onal  site  

.edu  •  Country  site  

.irl  

•  Charity  site  

.org  

URL  • address  

HTTP  •  Used  for  moving  hypertext  across  the  internet  

 www.pdst.ie  

Domain  extension   Type  .edu   Educa7on  .gov   Government  .org   Organisa7on  (Usually  non-­‐profit)  .com   Commercial  .net   Commercial  

What  type  of  domain?  

Country  codes   Country  .ie   Ireland  .uk   United  Kingdom  .us   United  States  of  America  

 www.pdst.ie  

•  Is  this  someone’s  personal  page?  •  What  type  of  domain  is  it?  (Educa7onal,  government…?)  

•  Where  is  the  site  published/hosted?  •  Can  I  cross-­‐check  the  informa7on  somewhere  else  –  eg  website/print?  

Looking  at  the  URL:  Key  Ques6ons  

 www.pdst.ie  

URL   Site  hgp://allaboutexplorers.com/   All  About  Explorers  

hgp://www.dhmo.org/   Dihydrogen  Monoxide  Research  Division  

hgp://zapatopi.net/treeoctopus/   Pacific  Northwest  Tree  Octopus  

hgp://zapatopi.net/afdb/   Aluminium  Foil  Deflector  Beanie  

hgp://www.sudkw.com/jackcon.htm   The  Jackalope  Conspiracy  

hgp://www.buydehydratedwater.com/   Buy  Dehydrated  Water  

hgp://www.thedogisland.com/   Dog  Island  

Evalua6ng  a  Website:  Hoax  Websites  

Use with Worksheet: Evaluating a Website

 www.pdst.ie  

45  45  

Bloom’s  Taxonomy  proposed  that  knowing  is  composed  of  six  successive  levels  arranged  in  a  

hierarchy    

1.  Knowledge  -­‐  recall  

2.  Understand,  explain  

3.  Apply  

4.Analyse  

5.  Evaluate  

6.  Create  

 www.pdst.ie  

 Clay,  M  (1991):  Becoming  literate:  The  construc7on  of  inner  control.  .  Portsmouth,  NH:  Heinemann  Eagleton,  Mary  B  and  Dobler,  E  (2007):  reading  the  Web  Strategies  for  Internet  Enquiry  The  Guilford  Press,  US  Goodman,  KS  (1996):  On  reading.  Portsmouth,  NH:  Heinemann.  Harrison,  Dwyer  and  Castek  (2010):  Using  Technology  to  Improve  Reading  and,  Shell  Educa7on,  CA,  USA  Kajder,  SB  (2003):  The  tech-­‐savvy  English  classroom.  Portland,  ME:  Stenhouse  Kehoe,  L  (1993):  Cas7ng  the  net  worldwide.  Financial  Times,  p.11  Kress  (2003):  Literacy  in  the  new  media  age.  London:  Routeledge  Donald  J.  Leu  Jr.,  Maria  H.  Malle9e  &  Rachel  A.  Karchmer    (2001):  New  reali7es,  new  literacies,  and  new  technologies:  Redefining  the  agenda  for  literacy  research,  Reading  Research  and  Instruc7on,  40:3,  265-­‐272  Sorapure,  Inglesby  and  Yatchisin  (1998):  Web  literacy.  Computers  and  Composi7on,  15  (3),  409-­‐424    Kathy  Schrock  hLp://www.schrockguide.net/    Kathy  Schrock’s  Guide  to  Everything      

References  

www.pdst.ie  

The  PDST  is  funded  by  the  Teacher  Educa6on  Sec6on  (TES)    of  the  Department  of  Educa6on  and  Skills  (DES)  and  is  managed    

by  Dublin  West  Educa6on  Centre  

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This  work  is  made  available  under  the  terms  of  the  Crea7ve  Commons  A9ribu7on  Share  Alike  3.0  Licence  h9p://crea7vecommons.org/licenses/by-­‐sa/3.0/ie/.  You  may  use  and  re-­‐use  this  material  (not  including  images  and  logos)  free  of  charge  in  any  format  or  medium,  under  the  terms  of  the  Crea7ve  Commons  A9ribu7on  Share  Alike  Licence.    

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