EVALUATING ONLINE RESOURCES PLAN

SHOW ME THE RECEIPTS!

(EVALUATING ONLINE RESOURCES)

ISTE STANDARDS FOR STUDENTS

1.2 Digital Citizen

Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an
interconnected digital world, and they act and model in ways that are safe, legal, and ethical.

Substandard:
1.2.b Students engage in positive, safe, legal, and ethical behavior when using
technology, including social interactions online or when using networked devices.
1.2.c Students demonstrate an understanding of and respect for the rights and
obligations of using and sharing intellectual property.

1.3 Knowledge Constructor

Students critically curate a variety of resources using digital tools to construct knowledge, produce
creative artifacts and make meaningful learning experiences for themselves and others.
Substandard:
1.3.a Students plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits.
1.3.b Students evaluate the accuracy, perspective, credibility and relevance of
information, media, data, or other resources.

FOCUS QUESTION

How can you determine the creditability of online sources?

RELATED QUESTIONS

How can you find and summarize relevant online scholarly sources?

Why is it important to be mindful and check sources while exploring online?

Where can students get quality information from the internet?

OBJECTIVE
Students will demonstrate an understanding of how to evaluate and compare online information sources
for accuracy.

Students will apply their understanding of reputable online sources to determine which sites are credible
and which are not.

RESOURCES NEEDED

Student handout-WebQuest (digital or hard copy)

Laptop with audio and video capabilities, internet connection, screen projector capabilities.

Pre-Assessment- https://quizizz.com/admin/quiz/63483e9bf02587001e273d80/evaluating-internet-
resources?selfCreated=true

Lateral Reading video (optional)- https://youtu.be/SHNprb2hgzU

Food Allergies WebQuest-

https://docs.google.com/document/d/12qiODTHaMwp36scSBlf9NBl94PvrLEXCLDJe_erZFVM/edit?usp=sh
aring

ACTIVITY DESCRIPTION

Opener:

Begin the lesson by asking students to complete a pre-assessment via Quizizz.

Ask students how often they evaluate what they watch or read online. Do you research every article you
read or video you see to check for credibility? Discuss.

Mini Lesson:

Show the video Evaluating Evidence: Crash Course Navigating Digital Information. Ask students to make a
T-Chart. On the left side of the T-chart, have students write down “Bad Evidence,” on the right side, have
students write “Good Evidence”. At the end of the video, students should have a list of tips and
guidelines that can help them determine trustworthy sources online.

Next, tell students you are going to teach them a quick and easy way to evaluate online sources using
Lateral Reading then they will use what they’ve learned to complete a Food Allergies WebQuest.

Show students a quick example of Lateral Reading. You can do this by showing students a video or
demonstrating an example of lateral reading.

Demonstration Example (optional):

1. Find a source on the internet.

2. Open a few tabs on your browser.
3. Google the name of your original source. Research what OTHER sources have to say about your
original source in the opened tabs. Explain to students that this is called lateral reading because
 you are reading what other sources say by reading laterally across your browser, instead of
scrolling down the page and reading vertically.
4. In an opened Google tab, type the name of the organization responsible for the source. Now,
look to see what other organizations say about the organization. Do the other organizations
confirm the credibility of the organization?

Work Session

Students will complete a Food Allergies WebQuest (teachers may use any WebQuest that applies to their
content) while evaluating online resources. While students complete the WebQuest, they will need to use
the Lateral Reading method to check for the credibility of the sources listed within the WebQuest. While
completing the WebQuest, have students use the following three strategies to ensure they are using the
correct evaluation method:

1. Check to see if the source has previous work. Open a few tabs and check to see if another source
has already fact-checked your original source.
2. Next, try to find the original source to understand the accuracy of the information.
3. Read what other sources have to say about the source. Again, open a new tab and Google the
information or the source.

Closing/Summarizer

Discuss the following questions with the class:

1. Were you able to find the source of the information?

2. Was the source recommended? Why or why not?
3. What successes and challenges did you face when determining whether or not the source was
credible?

Review the pre assessment questions and answers that were given at the beginning of the lesson.

Have students evaluate their own learning. They can do so by answering the following reflection
question:

What is your comfort level with lateral reading?

1. Even with assistance from the teacher or a peer, I don’t get it.
2. Help me a little, and I got it.
3. I need a little more practice.
4. I need more challenging exercises to practice lateral reading.

EXTENSION IDEAS

If students need more practice with lateral reading, you can demonstrate more examples of lateral
reading within your context.

Show students additional lateral reading videos.

Assign specific articles within your content area for students to evaluate and practice lateral reading.
Give students or groups a list of topics (related to your content area) and corresponding websites then
invite groups to select a topic of interest from the list. Together, students can determine whether the
article or website is credible based on lateral reading techniques.

Students can create Lateral Reading infographics to hang in the classroom.

TEACHING TIPS

The teacher will need to be familiar with the lateral reading method before teaching it to students.

The teacher will need to find examples of non-credible and credible sources related to their content area.

Provide students with issues that can arise if using information from a non-credible source.

Provide articles with varying reading levels to ensure all students are challenged appropriately.

Provide students with a list of credible sources.

ONGOING PLAN

The next steps for evaluating online resources will be to continue adding mini lessons within my context.
I think the more students practice the method of checking their sources, the more it will become second
nature to them.

I would also like students to complete a lesson using the CRAAP Test to evaluate websites and watch
more videos on the topic.

I would like to implement at least one lesson per standard. This would mean students would receive at
least one- two lessons every month for each 18-week semester long course.

I will evaluate the effectiveness of the lessons by giving students a reflection question or assessment at
the end of each lesson. Eventually, I think it would be beneficial to share the lessons with the school’s
digital/media team and create lessons for other teachers to use within their content area.

Activity Description for Ongoing Plan:

For my Nutrition and Food Science course, students will be tasked with finding credible sources of
nutrition information using the CRAAP Test method.

Ask students if one study is enough to make a guideline or recommendation or to cure a disease? Discuss
and explain to students that science involves several steps and is built upon research and evidence and
can sometimes be inaccurate or unreliable. Also explain, how someone can be misled if they don’t know
where to find reliable nutrition information. Hence, the importance of finding credible sources of
nutrition information.

Give students several nutrition and food science headlines from various articles and sources.
Example: “New study shows that coconut oil is proven to reduce the LDL levels in your bloodstream and
significantly reduce the risk of heart disease.”

Ask students how they feel or react when reading the headlines. If using the example above, you could
ask students if the statement makes them want to consume more coconut oil? Remind students that one
study or article does not prove or disprove anything, especially if the information isn’t coming from a
reliable source. Explain to students that the statement above is false and unreliable. Remind students
that when reading a scientific article or report it should disclose the methods used, should include details
on the subjects in the study, and simply ask, “does this make sense?”

Now, students will use the CRAAPP Test to evaluate the credibility and accuracy of various nutrition and
food science articles.

Give or show students the CRAAP Test Principles through a presentation or YouTube video.

Demonstrate with the students how to use it.

Then, have students choose an article or research study from the list you provide them and determine
whether it is false or accurate. “Is it Truth or Trash?” After students have evaluated their article, you can
have one side of the room labeled as “Truth” and the other side labeled as "Trash” and have each student
stand on the side of the room they think describes their article or study. Once each student has chosen a
side, you will have each student give a few reasons they think their article or study is accurate or false.

RATIONALE

I selected to use a WebQuest and articles for the lateral reading lesson because for almost every
standard, I have my students use some form of WebQuest, scavenger hunt or article that relates to the
content we’re learning in class. I think it would be best if students practice evaluating online sources using
materials that they’re already familiar with and use most often in class and it includes real-life scenarios.

When developing the lesson, I wanted to choose an activity that incorporates different cultures and
varying levels of reading to ensure all students’ needs are met. The readings that were selected within the
WebQuest include articles from different countries and cultures. Additionally, the WebQuest includes
video and audio sources to address different modes of communication.

According to Mike Ribble, author of Digital Citizenship in Schools, one of the top three digital literacy
issues is evaluating online resources (determining the accuracy of content on websites, and wikis,
assessing the trustworthiness and security of online vendors, recognizing phishing attacks, and so on)
(2015, p. 36). I feel like my lesson plan helps to address the issue because students are learning a method
to use for evaluating an online source. In addition, students can apply the method to real-life scenarios
which addresses ISTE Standard 1.3d.

Furthermore, with the world of fake news and sponsored articles, and numerous other misleading
content, the ability to properly investigate information has become an essential skill. A study led by Sarah
McGrew (2018) from Stanford University found that students at all levels from 6th grade through college,
struggle to evaluate online information.

“We are in the midst of an information revolution in which we increasingly learn about the world
from screens instead of print. Although the Internet has the potential to democratize access to
information, it puts enormous responsibility on individuals to evaluate the reliability of
information. If citizens are not prepared to critically evaluate the information that bombards
them online, they are apt to be duped by false claims and misleading arguments.” (McGrew et al.,
2018)

The study also found that students rarely did extended research beyond the article or information
presented to them. “Students need to be explicitly taught how to evaluate evidence. They need support
as they practice evaluating the sources of evidence (just as they do when they evaluate sources of articles
or webpages).” The study then concluded that if students received more support, training and repeated
opportunities for practicing the skills learned, the more they will improve.

REFLECTION

The mini lesson developed for this unit was successful. Most students were able to grasp the concept
quickly. With the help of a paraprofessional, I was able to get assistance with students who require
extended time and oral reading of materials. For future lessons I think it will be best to the students that
need extra assistance complete the lessons in the adjacent classroom. With the parapro reading some of
the articles aloud to a few of the students it became clear that it was a distraction to other students
completing the assignment.

EMOTIONS

As I developed the plan, I had mixed feelings because I had never taught a lesson on lateral reading or the
CRAAP Test. I had to do a great deal of research prior to creating the lesson to ensure I was able to
deliver the lesson confidently. I think the more lessons I create, the more confident I will become.

PERSPECTIVES

Student perspective- I will read articles, watch videos, and listen to an audio recording embedded within
a WebQuest related to Food Allergies. While completing the WebQuest, I will evaluate and determine
the credibility of various sources found within the WebQuest. I will also establish a list of tips to use when
evaluating online sources.

Teacher perspective- I will teach students how to use the lateral reading method when evaluating online
sources. I will do this by showing a video on lateral reading and have students write down evidence of
good and bad sources on a t-chart. I will also give students a pre-assessment to assess their prior
knowledge of evaluating resources, and review and discuss their answers at the end of the lesson.

ADDRESSING DIVERSE LEARNERS

 As a digital citizenship educator, I was not able to address the needs of all learners by providing varying
levels of articles for each student to read based on their learning needs. I’ve also used audio, video, and
articles as examples in the WebQuest to address different types of learners; furthermore, the examples
include different cultures and countries that relate to the diversity of learners within my classroom.

POSITION

As an educator, I value modeling what I expect of my students. While creating the lesson for this unit, I
did extensive research to help fully develop my understanding of evaluating online resources. I always
want my students to always have a clear understanding of what is expected of them. Therefore, if I’m
using technology in my classroom, I should be able to teach digital citizenship too. This will help my
students become respectful, responsible, and safe anywhere online and it can even apply to real-life
situations outside of the digital world. Teaching students about the various topics and threats that they
may encounter is a great way to ensure that my students are protected and safe. I know that many of my
students are considered digital natives; however, they may not know or understand how to use certain
tech tools and methods responsibly. With the increasing use of technology year after year, I want to
continue to provide an abundance of ways to implement digital citizenship into my lessons.

ACTIONS

As a digital citizenship educator, I will continue to provide as many opportunities as possible for students
to learn about digital citizenship within each lesson. I will make an effort to accommodate all learners and
cultures for each lesson and provide differentiation to address the needs of all my students. Moreover, if
a paraprofessional is needed for the lesson, I will review the lesson with him/her prior to implementation
to ensure full understanding of the objectives for each lesson.

References

Ribble, M. (2015). Digital Citizenship in Schools: Nine Elements All Students Should Know (3rd ed.).
Washington DC: International Society for Technology in Education.

Sarah McGrew, Joel Breakstone, Teresa Ortega, Mark Smith & Sam Wineburg (2018) Can Students
Evaluate Online Sources? Learning From Assessments of Civic Online Reasoning, Theory & Research in
Social Education, 46:2, 165-193, DOI: 10.1080/00933104.2017.1416320