Website Evaluation and the CRAAP test.
Submitted by asboltz on Mon, 06/09/2014 - 23:05
Grade Level:
9
Type of Lesson:
Lesson in a unit
Type of Schedule:
Combination
Collaboration Continuum:
Moderate
Content Area:
Language Arts
Content Topic:
Students will learn to evaluate information during research.
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.2 Use prior and background knowledge as context for new
learning.
2.1.3 Use strategies to draw conclusions from information and apply
knowledge to curricular areas, real-world situations, and further
investigations.
2.1.4 Use technology and other information tools to analyze and
organize information.
Dispostion Indicator(s):
1.2.2 Demonstrate confidence and self-direction by making
independent choices in the selection of resources and information.
1.2.4 Maintain a critical stance by questioning the validity and
accuracy of all information.
Responsibilities Indicator(s):
1.3.5 Use information technology responsibly.
4.3.2 Recognize that resources are created for a variety of purposes.
Self-Assessment Strategies Indicator(s):
1.4.3 Monitor gathered information, and assess for gaps or
weaknesses.
2.4.1 Determine how to act on information (accept, reject, modify).
Scenario:
This lesson is designed to teach early high school students about the
importance of website evaluation during the research process. The
wide variety of information available on the Internet can be confusing.
Much of it appears to be legitimate, even when the information that it
contains is dubious at best and outright false at worst. This lesson will
teach students how to use the website evaluation tool known as the
CRAAP test, first developed by the Meriam Library at CSU, Chico to
evaluate websites before including their information in research or
other projects.
Overview:
This lesson is designed to teach students to use critical thinking to
evaluate websites and other information for its use in research. The
librarian will provide instruction in the need for proper evaluation.
Examples of both good and bad information will be provided. The
CRAAP test and worksheet will be introduced.
Final Product:
The students will complete the CRAAP test worksheet for two websites
and compare findings with other students in small groups and the
entire class. If the students find that they have made different
decisions on the reliability of the website information, they will discuss
how they made the decision and decide which is right. The teacher and
librarian will help to guide the students in the use of the CRAAP test
worksheet developed by Champlain Valley Union High School.
Library Lesson:
By the end of this lesson, the students will be able to explain why it is
important to evaluate sources of information before using them in
research, complete an evaluation using the CRAAP test worksheet and
discuss the reasons for including or excluding information from
research.
Estimated Lesson Time:
45 minutes
Assessment
Product:
The students will complete at least two CRAAP test worksheets on two
different websites.
Process:
The students will be provided with two website addresses. They will fill
out one worksheet for each website. After completing the websites,
the students will come together in small groups and discuss their
determinations on the reliability of the two websites. If they have
different answers, the students will discuss why they made the choices
they did and discuss the options to come to a final decision on each
website.
Instructional Plan
Resources students will use:
Interactive Resource (i.e. webpages, multimedia learning objects, chat
services)
Physical Object
Interactive Resource URL:
http://moodle2.cvuhs.org/pluginfile.php/20047/mod_resource/content
/1/CRAAPTestWorksheet.pdf
Resources instructor will use:
Projector
Laptop
Instruction/Activities
Direct instruction:
The librarian will lead a discussion on why information needs to be
evaluated. Examples of phony news sources such as The Onion and
other similar websites will be provided to demonstrate how inaccurate
or unreliable information can be made to look authentic. The CRAAP
test will be introduced and copies of the worksheet will be handed out.
Modeling and guided practice:
The librarian will demonstrate evaluating a website using the CRAAP
test worksheet. As the students break off to individual computers to
complete their own websites, the librarian and teacher will be available
to assist the students in locating the information needed to complete
the worksheet.
Independent practice:
Students will fill out at least two CRAAP test worksheets for two
separate websites to determine if the information they contain is
reliable or unreliable.
Sharing and reflecting:
The students will discuss their results in small groups and come to an
agreement on the reliability of each of the websites. As a class the
students will share some of their findings and explain why they
decided a website was determined to be reliable or unreliable. The
students will discuss whether they found the exercise useful and how
they might use the worksheet as they complete research.
AASL/Common Core/Virginia SOL Crosswalk
Common Core State Standards
CC.9-10.R.I.8 Integration of Knowledge and Ideas: Delineate and
evaluate the argument and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
CC.9-10.SL.1.d Comprehension and Collaboration: Respond
thoughtfully to diverse perspectives, summarize points of agreement
and disagreement, and, when warranted, qualify or justify their own
views and understanding and make new connections in light of the
evidence and reasoning presented.
CC.9-10.SL.2 Comprehension and Collaboration: Integrate multiple
sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the credibility and accuracy
of each source.
CC.9-10.W.7 Research to Build and Present Knowledge: Conduct short
as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under
investigation.
CC.9-10.W.8 Research to Build and Present Knowledge: Gather
relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of
each source in answering the research question; integrate information
into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
CC.9-10.W.9.b Research to Build and Present Knowledge: Apply
grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate
and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious reasoning”).
Virginia Standards of Learning
9.1 k) Summarize and evaluate information presented orally by others.
9.2 The student will produce, analyze, and evaluate auditory, visual,
and written media messages.
9.2 d) Evaluate sources including advertisements, editorial, and
feature stories for relationships between intent and factual content.
9.5 The student will read and analyze a variety of nonfiction texts.
9.8 CF Differentiate between reliable and unreliable resources.
question the validity and accuracy of information:
° Who is the author or sponsor of the page?
° Are there obvious reasons for bias?
° Is contact information provided?
° Is there a copyright symbol on the page?
° What is the purpose of the page?
° Is the information on the page primary or secondary?
° Is the information current?
° Can the information on the Web page be verified?
9.8 c) Find, evaluate, and select appropriate sources to access
information and answer questions.
9.8 d) Verify the validity and accuracy of all information.