Article sources Samlaget - learn the Internet has changed the structure of how we collect and produce information. The borders between the sender and recipient, producer and the consumer has been erased. Internet has made it possible for each and every one of us to publish information and knowledge on a whole new way. At the same time, this means a threat to the quality and truth content of the running. The texts published without control and without that they edited the proofs readers, publishers and responsible publishers. Texts on the Internet should be subject to the same source critical assessment as texts from other sources, said that in many cases. But is it really the same source critical assessment is needed? Stiller is not this new medium, new demands on our critical source approach? And how should we oppøve pupils source critical skills? The new technology also affect how teachers interact with students. Our expertise as teachers when it comes to search and source-critical methods affect students' development of this expertise. In this article I will look at what særpreger Internet as the source and how important it is that students learn search skills. The student text, there is great emphasis on this and I want to get into why this is necessary to enhance students' critical source skills. Internet in itself is, in other words, an important study object in terms of building up students' critical source of expertise. Similarly, the study of various search engines and how the various search engines work an important part of building expertise. I will also show how we can do this with concrete tips and advice. Internet as a source What is it then that separates texts on the Internet from other sources? An important difference is the physical existence. The physical location and layout of hieroglyphics egyptologene can provide a wealth of information. Pergamentrullene material is made of can give us information via analysis of how old they are. We can not work with texts on the Internet in this way. It is difficult from the text's appearance to determine if it is Socrates for over 2 400 years ago or an American student in high school who is the author. It does in other words, difficult to identify the source. The information on the Internet is volatile and forgjengeleg a very different way than books. Where before we could refer to the original text and return to it later for further analysis, so this is not as easily with sources on the Internet. Here I am, the author go back to my own text and change it when I have a new thought or a new perspective. Where the traditional source criticism based his method on that source is quite well serious, so do not need sources on the Internet to be. Here is the CNNjournalister and serious researchers, but there also forvirrede bad and possessed fanatics, mysterious and desinformatører dunkle political factions that all have one thing in common, to get me to believe in their message. Finally, we have hyper text that is pervasive on the Internet, where I can link my text to other texts. Should we include links when reviewing an Internet source? Maybe it's the only way that we can go in when we should consider the sources on the Internet is the text, and it is text criticism we are talking about. When are we left with two important questions. Who is the sender? What is the purpose of the text?   Evaluating new challenges are difficult. Evaluating in a world where information is spread happens so quickly that today is more difficult. Evaluating in a world where new media gives us all an opportunity to be medprodusenter is almost insuperable. At the same time, "said our source curricula that critical competence is a basic competence. How students behave on the Internet? Unfortunately, there is little research on how students behave on the Internet. Anders Eklöf University College in Malmo is the one that has been pursued most of this. His research shows that teachers have little methodological expertise of how to work with sources in the school. Moreover, we teachers uncertain about how to sources on the Internet. Moreover, we know too little about which strategies students use when the sources exercises. Anders Eklöf've found the following on how students behave on the Internet: • • • • • Students missing search strategies tasks that students receive, governs their use of sources students relate to ICT reproduce and less reflective students seeking information to find answers to their questions and less meaningful to create Elevenes attitude and motivation affects what they get out of the information search Factors affecting students There are several factors that affect students when working with sources. Eklöf points out the following factors: lack of knowledge and skills Did The design school pupils' knowledge culture and Pupils setting motivation interaction between teacher and student ? technology ? ? ? ? ? ? We should see some of these factors. Lack of knowledge and skills students are missing a great extent, information skills, in particular search skills. The "Googler", which means that they only use the Google search engine when they gather information. A search in Google on the Holocaust gives students over 29 million hits, it is like to say 'Good news! We have localized thing you're looking for. It is located on earth! "In the student text we have presented a search strategy for students related to the Holocaust. Here they are introduced for a way to gather information on who makes the quality of performance declines. The best results come first, when the students have little knowledge. It is important that students know what særpreger search engines and the Internet. One way to do this is to allow students to present today's professional website. They do manage how they found the site, the quality of the content on the site and provide a source critical assessment of it. In this way students receive regular training in how to search the Internet and to initiate a conversation about the site and about sources. Another way might be to introduce a search competition that runs every week, where students receive a task that they should resolve. Related to the topic Holocaust task can be as follows:   "Where was tyskernes destruction clay? Write cards with their own words what you have found. Write also how you searched and URLs where you found the answer. Include a source critical assessment of the sources. "In this way, we will have strengthened students' competence in terms of different types of sources and how the Internet is built up. Often the students do not see a difference between a web page that is produced by a university institution and a wikipedia. Getting up særpreger what's in a wiki, as is done in the student text related to Wikipedia, is important. If students only see on the web as an object and not look at the type of site it is and how it is produced, so there is missing out on an assessment of the website's value. Therefore, it is important that students with an understanding of what the Internet is. Internet in itself is, in other words, an important study object in terms of building up students' critical source of expertise. Similarly, the study of various search engines and how the various search engines work an important part of building expertise. In addition, we also look at the Web increasingly include complex texts, with sound, video and film. Thus, the knowledge of sound, video and film important, not least about how these texts can be manipulated in today's digital life. The school's culture and provided the design How we design the tasks students should resolve, affects a large extent how the students browse the Internet and how it again working on their sources. If we are largely asking students solve problems that have been reproduced, where they see the task to adapt the second authors' texts to a new whole, where facts are important, not so stimulated student to deal with the source critical of the texts they work with. If students are looking at his task as to find answers to the factual question we teachers ask, why can they be critical to the information they find? In today's school culture as it is to be found in textbooks, is much to pick out the facts of individual texts. The danger is that students are going to relate to the Internet as a knowledge base as they have traditionally dealt with the student and teachers us that knowledge base. The extension of this resolved by the students into safe sites on the Internet as a substitute for the student. This can cause the students end up in a false security and transfer this to other parts of the network. Moreover, we let the students miss out on the Internet force, the polyphonic that is there. It is therefore important to create tasks that stimulates the student to communicate something with his text, let the student become a producer rather than consumer. One way to do this is to give students assignments where their texts have actual recipients, it may be students in other countries, students at a lower levels or other. They may, for example, let students make a fagwiki in history with an emphasis on the Holocaust. The Wetpaint Wiki is a free and easy to use, both for students and teachers. An example here might be this fagwikien in civics. And why not let students make a pod cast on the subject? Students will in the course of seeking familiar with uncertain and dubious to work on this issue. It is therefore important that we as teachers advise students thorough in this process. To achieve that we must have resolved the task itself, made the search on the Web itself, so that we can help students further. Model for sources have been developed many different models for how we should work source critical of a historical material. In many of the model is still too much about who posted the Web site, and when. The following model appears in some contexts: ? Always critical   ? ? ? ? ? ? Focus on what you are looking for other sources Watch Who is the sender? What authority? Where applicable? What type of site? Such models have their weaknesses. It is important that we find out what text we have to do. It determines how reliable is the text. What it says about the past, and in the position to fortida's author? These are some relevant questions we can ask about the content, more support, you can find in the student Work Portal. Way to go How should we then proceed to oppøve pupils source critical skills? Here are some suggestions: • • • • • • A thoughtful teaching for higher skills. Evaluating is not something that just should be linked to history. It should go back as a red thread in all subjects. Source Critical exercises should be linked to the topic that students are working with. We should always make demands to source critical reasoning Source Critical issues should be taken up during the student work Source Critical issues should be taken in follow-up and assessment and the feedback we give students Tord slut "Knowledge of the network, network structure, search engines and search technology is a necessary precondition to lead the source critical reasoning about the work on the Internet. If a teacher does not have a basic understanding of how different search engines work, it is impossible to reason about the hits students receive. If the teacher lacks this expertise, we risk that the students managed unilaterally against authoritative pages and lose the point of working with the Internet, the diversity of voices. "(Anders Eklöf) Evaluating - some resources for learning Evaluating Course posted on the websites of Kongsberg high school. This course is the article written by the author and deals with various aspects of sources on the Web and includes exercises that can be used by students. Into the jungle Web resource developed by Skolenettet to identify, assess and present information. Web resource also includes a SMART way to check the information you find. About sources, developed by University Library of Trondheim resource presents four useful criteria - How to evaluate information, fitness - that can be used to evaluate the information. Project-related Training - developed by Deichmanske library resource designed for students who work with the project. The resource goes through all phases of a project, also sources and sources.   Kolla Källan, online resource for sources from the Swedish Schoolnet You'll find articles, educational materials, books and research materials about the sources. PIM - guide to sources guidance, study circle and help in everyday life if the use of ICT developed by the Swedish Ministry of Education. Jan-Arve Over's blog about the sources One of the categories on Jan Arve-Over Lands blog is about the sources Link Collection of sources Jan-Arve Over Lands favorites of sources collected on a service called del.icio.us. Instead of collecting their own favorites on the computer, they're out here. That way you can find only by access to the Internet, and that they can share their favorites with others. In addition, this is an excellent place when you are looking for other people's favorites. Other: http://docs.google.com/View?docID=afksg4gnwvnv_143g6v8nm&revision=_latest - article by Tord Høivik Sources: Anders Eklöf, "Medvetande and culture" http://www.distans.hkr.se/anders/texter/ medvetande_och_kultur.pdf Retrieved 22.03.07 Göran Leht and Torsten Thurén, "Källkritikk for Internet" http://www.psycdef.se/templates/PublicationItem____219.aspx Retrieved 22.03.07 Jan-Arve Overland