WEEK 3. Etwining Project Draft

PROYECT DRAFT

Title: Media Literacy. How to evaluate information from the web.

Age: 15 and up

Language: English

Abstract: (Short Summary)  

Given the qualitative findings from a study carry out by Julie Coiro   On which content analysis reveals that middle school students:

·          Are more concerned with content relevance than with credibility.

·         They rarely attend to source features such as author, venue or publication type to evaluate reliability and author perspective.

·         When they do refer to source features in their explanations, their judgments are often vague, superficial and lack reasoned justification.

We are motivated to take into the account those findings and prepare a project to help prepare students with a different mentality to relate with information on websites and establish definitions and discussions of the dimensions that are involved in the normal activities of looking for information and retrieval it.

Goals: (Realistic Objectives) Participants will

1. - Differentiate the dimensions of critical evaluation using specific terminology.  

2. - Compare and contrast the terms through a strategy.

3. - Apply the strategy to information documented by students during the process.

4. - To socialize ideas with friend, parents and community.

5. - To reach to conclusions about how to read information.

6.- To change attitude about information in Internet.

Work Process: (4 parts A: with 4 stages. B,C,D)

A.-Describe your main work lines:

 Stage 1 :  Concepts and Content

(Teachers) To prepare a video explaining the concepts that have to be  analyzed,( suggested by Julie Coiro):  The terms: Relevance. Accuracy. Perspective. Reliability (defining and discussing). Considering the strategy of seeing:  quality of content and of the author. In the video also it is explained how to:

·         Verify and refute online information

·         Investigate author credentials

·         Detect bias and stance

·         Negotiate multiple perspective

 (Teacher) The video (is posted in the web, special place to be created.) will be seen at home so in the class students will discuss and reach conclusions. (Flipped-Classroom).

(Teacher) Provide opportunities for students to apply strategies, and gives demonstrations about with this process.

(Students) To ask students to look documentation selected by them when preparing homework or papers for their studies.* Ask students to apply the process of; Verify,Investigate, Detect, Negotiate ; to their own data. Autoevaluate.

(Teachers) Prepare prompts to ask students to look for evidence. To ask students to utilice the prompts.

(Group) In the Classroom teacher allow time to let students present their ideas about the video.  Once the group is clear about the concepts and the strategy for judging the quality of information (explained in the video) group proceed to stage 2

Stage 2: Hands in the Problem (Teacher monitors and helps to organize)

1.-Students share their documentation* and organize themselves in groups of interest: History, Literature, Social Studies.

2. - Groups of interest apply the strategy to the documentation:  Quality of Content: To look for Relevance (important) and Accuracy (factual).

 Quality of Author: To look for Reliability (Trusworthy) and Perspective (Slant)

Stage 3: Socializing Findings

3. - Groups of interest   reach conclusion and socialize with the rest of the class in a Bulleting Board with Stickers, and if it is possible en a Linoit    http://en.linoit.com/  In each presentation the group first part is to auto evaluate the process and explain the problems to reach to the conclusions. The teacher monitor the process and evaluate the procedure and findings.

4. - Te teacher explains the formative evaluation and gives feedback. Discuss and Appraises

5. - The class interact with each group and gives suggestions and apprise the work done.  The Bulleting Board is modified with the suggested ideas from the class and the teacher’ evaluation.

6. - The Class decides that are ready to Share.

Stage 4: Sharing the well Done Work

5. - Conclusions will be documented and posted, by the students, in a Padlett specially created for the purposes. In this Padlett all the work groups for different school or communities will be appreciated.

B. - How will partners communicate?

A special site will be created to post videos and information from the project.

If there are different schools participating, teachers will communicate through  Tweeter with an specific # Participations of students in Tweeter will be discuss depending of age and authorization form parents.

The Sharing of work to be done will be organized by students in Linoit created by the teacher.

The work well done will be published in Padlet created by the teacher, to students communicate and share publically.

C. - How have you planned evaluation?

So Far we have thought in:

Autoevaluation of each student about the form to look and manage information.

Evaluation between students to appraise each  group work.

Formativ evaluation from the teacher to give feedback.

Sumative evaluation from the teacher to certificate   each group.

D.- How will the students’ work organized?

Students in class get together physically or connected to share information between them. Teacher monitor the process and together create the forms and procedures to carry out the project.

To organize a Bulletin Board with all the student’s contribution. Once organized to translate the findings to a Linoit    http://en.linoit.com/  specially created to have together all the different  findings of the community of  participants.

Subjects involved: Language, Social Studies.

  

Results:

·         Change of attitude and behavior related to the way students relate to the information in the web. This will be appraised through the development of the project and the products elaborated, how they differentiated from the original documents brought the class.

·         Some impact in the internal school community due to the elaboration and disseminations of actions and products created during the project ejecution.

We hope to include:

·         The final documents prepared in the Bulletin, the Linoit and the Padlet.

·         An storify about Tweeter with other schools and parents.

·         The video taken for the students about the interaction in class.

·         The summary of the presentation to the school community.

·         Disseminate the events to repeat  the experience.

References: ( In development)

Beth Holland (2014) The 4Ss of Note-Taking With Technology. http://www.edutopia.org/blog/the-4ss-of-note-taking-beth-holland

Beth Holland (2014) Take Note: How to Curate Learning Digitally. http://www.edutopia.org/blog/take-note-curate-learning-digitally-beth-holland

Coiro Juie (2014) Teching Adolescents How to Evaluate the Quality of Online Information.    http://www.edutopia.org/blog/evaluating-quality-of-online-info-julie-coiro

Coiro Julie Partial results of a Study conducted in 2012: The ORCA (Online Reading Comprehension Assessment) Project.

http://www.edutopia.org/blogs/tag/media-literacy Find and share resources to help students learn to analyze, evaluate, and communicate in a world with countless media sources and constant access to powerful computers. to help students learn to analyze, evaluate, and communicate in a world with countless media sources and professional development constant access to powerful computers. Facebook, Twitter, Pinterest, Instagram as learning tools? Discover innovative ideas for using social-media tools in the classroom.