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OBJECTIVEExplore Connection Between:Explore Connection Between:

1.1. Ohio Teacher & Academic Content StandardsOhio Teacher & Academic Content Standards

2.2. Information LiteracyInformation Literacy

In Relation To:In Relation To:

• INFOhioINFOhio

• Copyright LawCopyright Law

• Evaluating Web SitesEvaluating Web Sites

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GREEN HANDOUT

Jeanette Albiez Davis LibraryUniversity of Rio Grande

OHIO TEACHING STANDARDS & INFORMATION LITERACY

INCLUDING OHIO ACADEMIC CONTENT STANDARDS, INFOHIO, COPYRIGHT LAW, & EVALUATING INTERNET RESOURCES

ASK US at [email protected] for help with resources and services in Davis Library by emailing both Reference Librarians simultaneously: Tim Snow, Reference Librarian, Phone: 740-245-7344, [email protected]; Amy Wilson, Reference Outreach Specialist, Phone: 740-245-7382, [email protected]. Call Toll Free in OH, WV, KY, PA: 800-282-7201.


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I. Ohio Teacher Standards – Insuring that teaching is a profession that is dedicated to

student learning, while upholding high standards for professional performance, and raising the standards for teachers, strengthening their educational preparation and creating performance-based assessments that demonstrate accomplished application of standards.

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Ohio Teacher Standards

A. Ohio Department of Education [http://www.ode.state.oh.us/] – Develops systems of licensing and performance-based assessment of educators that holds them accountable for student learning.

B. The Ohio Resource Center for Mathematics, Science, and Reading (ORC) [http://www.ohiorc.org/default.aspx] - ORC enhances teaching and learning by promoting standards-based best practices in mathematics, science, and reading for Ohio schools.

C. Ohio Literacy Institute [http://www.ode.state.oh.us] - Promotes convergence in teacher preparation programs to reflect current understanding about student learning and about teacher standards regarding knowledge, abilities and skill development.

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II. Ohio Academic Content Standards –

“Academic Content Standards describe the knowledge and skills that students should attain - often called the ‘what’ of ‘what students should know and be able to do.’ They indicate the ways of thinking, working, communicating, reasoning and investigating, and important and enduring ideas, concepts, issues, dilemmas and knowledge essential to the discipline.”


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II. Ohio Academic Content Standards - Ohio Department of Education (ODE)

1. Clearly defined statements and/or illustrations of what all students, teachers, schools and districts are expected to know and be able to do.

[http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?Pag].

2. General information on Ohio’s technology content standards is also provided and what they mean for student achievement in Ohio schools.

[http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3].


GREEN HANDOUTB. Ohio Academic Content Standards – ODE Standards & Management System Links

1. Browse and download Ohio Academic Content Standards [http://ims.ode.state.oh.us/ODE/IMS/ACS/default.asp].

2. Align your resources to the content standards by viewing them in a hierarchical order from content area to grade level indicator – [http://www.infohio.org/librarystaff/odeosic/].

3. Get information on how to plan for standards based instruction - [http://ims.ode.state.oh.us/ODE/IMS/Lessons/default.asp].

C. Useful Web Links from the Institute for Library and Information Literacy Education (ILILE)

B. Lesson planning links – [http://www.ilile.org/modules/mylinks/viewcat.php?cid=6].


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III. Information Literacy - The acquisition, interpretation, and dissemination of information. Information literacy focuses on effective methods for locating, evaluating, using, and generating information.

Technology-based information literacy skills encompass the utilization of the Internet and other electronic information resources for research and knowledge building.


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III. Information Literacy

A. The Institute for Library and Information Literacy Education (ILILE) [http://www.ilile.org/] - Provides local, regional and national leadership in fostering valuable collaboration among teachers, school library media specialists and academic faculty who work together to promote information literacy in the K-16 classroom.

B. American Library Association’s (ALA) Information Literacy Website [http://www.ala.org/ala/acrl/achtm].

C. Directory of Online Resources for Information Literacy [http://bulldogs.tlu.edu/mdibble/doril/].


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IV. INFOHIO [http://www.org/] - A statewide cooperative school library and information network, uses technology to ensure curriculum and instruction of information literacy by providing greater access for Ohio's learners and educators. INFOhio's components include electronic resources for schools, instructional development for teachers, library automation, media booking, and a statewide union catalog.

Ohio Teacher Standards - Technology Operations and Concepts:

1. Demonstrate introductory knowledge, skills, and understanding of concepts related to technology.

2. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

Also available from INFOhio

200+ titles200+ titles

Available as:Available as:

• Streaming videoStreaming video

• Download to computerDownload to computer

Contact your Contact your

Area Media Center Area Media Center

for complete information.for complete information.


GREEN HANDOUT

IV. INFOHIO [http://www.org/] - A statewide cooperative school library and information network, uses technology to ensure curriculum and instruction of information literacy by providing greater access for Ohio's learners and educators. INFOhio's components include electronic resources for schools, instructional development for teachers, library automation, media booking, and a statewide union catalog.

Ohio Teacher Standards - Technology Operations and Concepts:

1. Demonstrate introductory knowledge, skills, and understanding of concepts related to technology.

2. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.


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V. COPYRIGHT LAW – A form of protection provided by the laws of the United States (title 17, U.S. Code) to the authors of “original works of authorship,” including literary, dramatic, musical, artistic, and certain other intellectual works.

Ohio Teacher Standards - Social, Ethical, Legal, and Human Issues:

1. Model and teach legal and ethical practice related to technology use.


GREEN HANDOUT

A. United States Copyright Office [http://www.copyright.gov/] – Provides expert assistance to Congress on intellectual property matters.

B. Copyright Clearance Center [http://www.copyright.com/] - Provides copyright licensing.

C. Copyright Society of the USA [http://www.csusa.org/] - Since 1953 this nonprofit group’s primary function is the gathering.

D. The TEACH Toolkit: An Online Resource for Understanding Copyright and Distance Education [http://www.lib.ncsu.edu/scc] - The TechnologyEducation, and Copyright Harmonization Act (TEACH Act) is now law.

E. Copyright & Fair Use [http://fairuse.stanford.edu/] - Directory of information concerning copyright.

What is Copyright?

•Copyright is a statutory privilege extended to Copyright is a statutory privilege extended to creatorscreators of works fixed in a tangible medium of of works fixed in a tangible medium of expression. expression.

•Copyright laws legally protect the potential Copyright laws legally protect the potential monetary valuemonetary value of creative endeavors as a way of creative endeavors as a way of encouraging the producers of information and of encouraging the producers of information and entertainment to publish their work, and thus to entertainment to publish their work, and thus to share it with others.share it with others.

Copyright Owners Have Exclusive Rights To:

•Reproduce the work Reproduce the work

•Prepare a derivative work Prepare a derivative work

•Distribute the work Distribute the work

•Perform the work publicly Perform the work publicly

•Display the work publiclyDisplay the work publicly

Establishing Copyright

•In the USA, everything created after April 1, In the USA, everything created after April 1, 1989 is copyrighted and protected whether it 1989 is copyrighted and protected whether it has a notice or not. has a notice or not.

•Copyright is established the moment a work is Copyright is established the moment a work is fixed in tangible form and lasts until 50 years fixed in tangible form and lasts until 50 years after the author dies.after the author dies.

Copyright Notice

•Although not necessary, a notice of copyright Although not necessary, a notice of copyright helps strengthen the protection. The correct helps strengthen the protection. The correct form of notice: form of notice: Copyright [dates] by [author/owner] Copyright [dates] by [author/owner]

•You may use © in a circle instead of copyright You may use © in a circle instead of copyright but not (C) in parentheses.but not (C) in parentheses.

Fair Use

Four factors are to be considered in determining Four factors are to be considered in determining whether or not a particular use of a copyrighted whether or not a particular use of a copyrighted work is fair: work is fair:

1.1. Purpose and character of the use (nonprofit Purpose and character of the use (nonprofit educationaleducational use vs. use vs. commercialcommercial purposes). purposes).

2. 2. Nature of the copyrighted work.Nature of the copyrighted work.

3. 3. Amount and substantiality of the portion Amount and substantiality of the portion used in relation to the work as a whole.used in relation to the work as a whole.

4. 4. Effect of the use upon potential market Effect of the use upon potential market for value of the work.for value of the work.

Fair Use Purpose

•The intent of fair use is to allow for criticism, The intent of fair use is to allow for criticism, commentary, news reporting, research, commentary, news reporting, research, educationeducation and parody about copyrighted works. and parody about copyrighted works.

• NOT to allow schools and educational NOT to allow schools and educational institutions free rein to use copyrighted institutions free rein to use copyrighted materials, especially if those works are materials, especially if those works are published or viewed outside of the classroom.published or viewed outside of the classroom.

Trademarks and Patents

•A A patentpatent is a grant of exclusive rights issued is a grant of exclusive rights issued by the U.S. Patent and Trademark Office that by the U.S. Patent and Trademark Office that gives an gives an inventorinventor a 20-year monopoly on the a 20-year monopoly on the right to "practice" or make, use, and sell his or right to "practice" or make, use, and sell his or her invention. her invention.

•A A trademarktrademark is any word, name, symbol, or is any word, name, symbol, or device, or any combination thereof, adopted device, or any combination thereof, adopted and used by a and used by a manufacturer or merchantmanufacturer or merchant to to identify his or her goods and distinguish them identify his or her goods and distinguish them from those manufactured or sold by others.from those manufactured or sold by others.

Photocopying

TeachersTeachers can do the following copying for can do the following copying for their own scholarly research, use in teaching, their own scholarly research, use in teaching, or preparing to teach a class. or preparing to teach a class.

Multiple copies (one copy per student in a Multiple copies (one copy per student in a course) can be made if it meets the criteria of course) can be made if it meets the criteria of brevitybrevity, , spontaneityspontaneity, and , and cumulative effectcumulative effect..

Brevity

•A complete poem printed on no more than two pages or A complete poem printed on no more than two pages or an excerpt from a longer poem not to exceed 250 words. an excerpt from a longer poem not to exceed 250 words.

•A complete article, story or essay of less than 2,500 A complete article, story or essay of less than 2,500 words may be copied in its entirety. For other kinds of words may be copied in its entirety. For other kinds of prose, such as a play or novel, a copy must not be more prose, such as a play or novel, a copy must not be more than 1,000 words or 10% of the whole, whichever is than 1,000 words or 10% of the whole, whichever is less. No matter how short the work, one may copy an less. No matter how short the work, one may copy an excerpt of 500 words.excerpt of 500 words.

• One chart, graph, diagram, cartoon, or picture per book One chart, graph, diagram, cartoon, or picture per book or periodical issue.or periodical issue.

Spontaneity

•Copying is done by the teacher when there is Copying is done by the teacher when there is not a reasonable length of time to request and not a reasonable length of time to request and receive permission to copy.receive permission to copy.

Cumulative Effect

•The copying is only for one course and only The copying is only for one course and only nine instances of multiple copying per course nine instances of multiple copying per course during one class term is allowed. during one class term is allowed.

•Not more than one short poem, article, story, Not more than one short poem, article, story, essay or two excerpts may be copied from the essay or two excerpts may be copied from the same author, nor more than three from the same same author, nor more than three from the same collective work during on class term.collective work during on class term.

You Do Not Have Permission to Copy If:

•Copying is done to create or replace or substitute for Copying is done to create or replace or substitute for anthologies, compilations, or collective works. anthologies, compilations, or collective works.

•The item is consumable (i.e. workbooks).The item is consumable (i.e. workbooks).

•You are in any way substituting for purchasing books, You are in any way substituting for purchasing books, periodicals, etc. periodicals, etc.

•You intend to charge the student more than what the item You intend to charge the student more than what the item actually cost to copy. actually cost to copy.

•You intend to use it term after term.You intend to use it term after term.

Video Use At School Must:

•Take place in a classroom or similar place of Take place in a classroom or similar place of instruction. instruction.

•Be part of the regular instructional process, not Be part of the regular instructional process, not recreational. recreational.

•Be in the course of face-to-face teaching Be in the course of face-to-face teaching activities. activities.

•Be a lawfully-made or acquired copy.Be a lawfully-made or acquired copy.

Videotaping GuidelinesTaped Shows:

•Cannot be kept for more than 45 days after the recording date. Cannot be kept for more than 45 days after the recording date.

•Can only be shown within the first 10 days of that 45-day period. Can only be shown within the first 10 days of that 45-day period.

•Can only be made through a teacher request, not in anticipation of Can only be made through a teacher request, not in anticipation of a need. a need.

•Can only be shown two times within a single class.Can only be shown two times within a single class.

Videotaping Guidelines•After 10 days the tapes can only be reviewed After 10 days the tapes can only be reviewed by the teacher for possible purchase and by the teacher for possible purchase and curriculum inclusion. curriculum inclusion.

•Duplicate copies of the same program can be Duplicate copies of the same program can be made to fill teacher requests. made to fill teacher requests.

•Tapes cannot be altered in any way. Tapes cannot be altered in any way.

•All copies must include copyright notice.All copies must include copyright notice.

Computer Software and CD-ROMs

•Only load software on the number of machines for Only load software on the number of machines for which you have permission. which you have permission.

•Do not load drivers for CD-ROMs onto multiple Do not load drivers for CD-ROMs onto multiple machines. machines.

•Upgrades of programs become your legal copies - Upgrades of programs become your legal copies - discard earlier versions.discard earlier versions.


•Do not load school software onto home computers Do not load school software onto home computers (and vice versa). (and vice versa).

•Follow shareware and freeware rules. Follow shareware and freeware rules.

•Old copies of software can be given away (and not Old copies of software can be given away (and not used at school anymore). used at school anymore).

•Multi-platform CD-ROM drivers can only be loaded Multi-platform CD-ROM drivers can only be loaded onto the one platform of choice.onto the one platform of choice.


•You can legally use one program with one child or You can legally use one program with one child or group of children as long as you’re only on one group of children as long as you’re only on one machine. machine.

•Anything a student creates belongs to the student and Anything a student creates belongs to the student and not the school. not the school.

•Before loading a program on another computer it must Before loading a program on another computer it must first be deleted from the previous computer (for one first be deleted from the previous computer (for one license).license).


•If a school consolidates or moves to a new If a school consolidates or moves to a new building, the software transfers as well. building, the software transfers as well.

•Purchasers are allowed to make one backup copy Purchasers are allowed to make one backup copy of software for archival purposes only. of software for archival purposes only.

•Keep all software licensing documentation.Keep all software licensing documentation.

Shareware

•Shareware allows users to try software Shareware allows users to try software before purchasing it. before purchasing it.

•If it is found to be of use, the user then pays If it is found to be of use, the user then pays a fee to the shareware author. a fee to the shareware author.

•The fee paid is determined by the author The fee paid is determined by the author (usually found in a “read me” file with the (usually found in a “read me” file with the software) and is paid on the honor system.software) and is paid on the honor system.

Freeware

•The freeware software producer retains the The freeware software producer retains the copyright to the product however no fee is copyright to the product however no fee is charged. charged.

•Freeware generally comes with many of the Freeware generally comes with many of the restrictions found in shareware or fee licensed restrictions found in shareware or fee licensed software. software.

Public Domain

•Items placed intentionally into public domain by Items placed intentionally into public domain by the author/creator are not copyrighted. the author/creator are not copyrighted.

•Material on which the copyright has expired is Material on which the copyright has expired is also considered public domain. also considered public domain.

•Granting something to the public domain is a Granting something to the public domain is a complete abandonment of all rights and derivative complete abandonment of all rights and derivative works can be made and copyrighted from public works can be made and copyrighted from public domain material.domain material.

Multimedia Fair Use Guidelines

You May Use: •10% or 3 minutes, whichever is less, of a motion 10% or 3 minutes, whichever is less, of a motion media work. media work.

•10% or 1,000 words, whichever is less, to 10% or 1,000 words, whichever is less, to incorporate into a multimedia project. incorporate into a multimedia project.

•Up to 10%, but never more than 30 seconds, of Up to 10%, but never more than 30 seconds, of music and lyrics.music and lyrics.

Multimedia Fair Use Guidelines

You May Use: •No more than 5 images by the same artist or No more than 5 images by the same artist or photographer. photographer.

•No more than 10% or 15 images, whichever is less, No more than 10% or 15 images, whichever is less, of a collective work. (photos and illustrations). of a collective work. (photos and illustrations).

•Up to 10% or 2500 fields or cells, whichever is less, Up to 10% or 2500 fields or cells, whichever is less, of a database.of a database.

Copyright and the Internet

•Under the guidelines of copyright, media on the Under the guidelines of copyright, media on the Internet is copyrighted—whether it expressly Internet is copyrighted—whether it expressly says so or not. says so or not.

•Either ask and receive permission to use Either ask and receive permission to use copyrighted materials on your Web site or use copyrighted materials on your Web site or use public domain or original media.public domain or original media.

Linking to Web Pages

•Like a street address, a URL for a Web page is Like a street address, a URL for a Web page is not copyrightable. not copyrightable.

•Therefore, listing a link on your Web site does Therefore, listing a link on your Web site does not require permission. not require permission.

•However, copying an entire list of links from However, copying an entire list of links from another Web page could be.another Web page could be.

Linking to Web Pages

You also might want to:You also might want to:

•Remove a link to another person’s Web page if Remove a link to another person’s Web page if asked to do so. asked to do so.

•Remove links to pages where you suspect the Remove links to pages where you suspect the author(s) have included materials without the author(s) have included materials without the copyright owner’s permission.copyright owner’s permission.

Violation of Copyright

•Violation of copyright laws is usually a civil Violation of copyright laws is usually a civil matter, resulting in lawsuits instead of criminal matter, resulting in lawsuits instead of criminal trials. trials.

•However, if the case involves more than 10 However, if the case involves more than 10 copies and a value of over $2,500, it can be made copies and a value of over $2,500, it can be made a felony. Under U.S. law, infringement may a felony. Under U.S. law, infringement may result in civil damages of up to five years result in civil damages of up to five years imprisonment and/or a $250,000 fine.imprisonment and/or a $250,000 fine.

Following Copyright Laws and Guidelines Allows You To:

•Be a good role model. Be a good role model.

•Support creative endeavors and the ability to Support creative endeavors and the ability to profit from them. profit from them.

•Avoid lawsuits and other trouble!Avoid lawsuits and other trouble!


GREEN HANDOUT

V. COPYRIGHT LAW – A form of protection provided by the laws of the United States (title 17, U.S. Code) to the authors of “original works of authorship,” including literary, dramatic, musical, artistic, and certain other intellectual works.

Ohio Teacher Standards - Social, Ethical, Legal, and Human Issues:

1. Model and teach legal and ethical practice related to technology use.


GREEN HANDOUT

A. United States Copyright Office [http://www.copyright.gov/] – Provides expert assistance to Congress on intellectual property matters.

B. Copyright Clearance Center [http://www.copyright.com/] - Provides copyright licensing.

C. Copyright Society of the USA [http://www.csusa.org/] - Since 1953 this nonprofit group’s primary function is the gathering.

D. The TEACH Toolkit: An Online Resource for Understanding Copyright and Distance Education [http://www.lib.ncsu.edu/scc] - The TechnologyEducation, and Copyright Harmonization Act (TEACH Act) is now law.

E. Copyright & Fair Use [http://fairuse.stanford.edu/] - Directory of information concerning copyright.


GREEN HANDOUTVI. EVALUATING INTERNET RESOURCES – Investigating to insure

that websites are accurate, current, objective and authoritative.

Ohio Teacher Standards - Research Skills:

1. Evaluate the usefulness and credibility of data and sources.

2. Explain the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date and coverage) and define primary and secondary sources.

3. Determine the accuracy of sources and the credibility of the author by analyzing the sources' validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).



GREEN HANDOUT

A. Evaluate Web Pages [http://www.widener.edu/Tools_Resources/Libraries/] - Tutorial and exercises to evaluate the quality of information found on the Web.

B. Evaluating Web Pages: Techniques to Apply & Questions to Ask [http://www.lib.berkeley.edu/TeachingLib/ – Tutorial on evaluating web sites.

C. Evaluation of Information Sources [http://www2.vuw.ac.nz/staff/alastair] - Contains pointers to criteria for evaluating Internet information resources, particularly those on the Internet. particularly useful to those who are selecting sites to include in an information resource guide, or informing users as to the qualities they should use in evaluating Internet information.

D. Librarians’ Internet Index [http://lii.org/] – A publicly funded website that features dozens of high quality websites carefully selected, described, and organized by a team of librarians.

Scope

• What items are included in the resource? What items are included in the resource?

• What subject area, time period, formats or What subject area, time period, formats or types of material are covered? types of material are covered?

• Does the actual scope of the resource match Does the actual scope of the resource match expectations? expectations?

Aspects of the Scope Include:

• BreadthBreadth– Are all aspects of the subject covered? Are all aspects of the subject covered?

• DepthDepth– To what level of detail in the subject does the resource go? To what level of detail in the subject does the resource go?

• TimeTime– Is the information in the resource limited to certain time periods? Is the information in the resource limited to certain time periods?

• FormatFormat– Are certain kinds of Internet resources (for example PDF, FTP) Are certain kinds of Internet resources (for example PDF, FTP)

excluded? excluded?

Content

• Is the information factual, or opinion? Is the information factual, or opinion?

• Does the site contain original information, or Does the site contain original information, or simply links? simply links?

• Specific aspects related to the content include Specific aspects related to the content include the accuracy, authority, currency and the accuracy, authority, currency and uniqueness of a resource. uniqueness of a resource.

Accuracy

• Is the information in the resource accurate? Is the information in the resource accurate? – You may wish to check this against other resources, or You may wish to check this against other resources, or

by checking some information about which you have by checking some information about which you have special knowledge. special knowledge.

• Are there political or ideological biases? Are there political or ideological biases? – The Internet has become a prime marketing and The Internet has become a prime marketing and

advertising tool, and it is advisable to ask "what advertising tool, and it is advisable to ask "what motivation does the author have for placing this motivation does the author have for placing this information on the Net". information on the Net".

Authority

• Does the resource have some reputable organization or expert behind it? Does the resource have some reputable organization or expert behind it?

• Does the author have standing in the field? Does the author have standing in the field?

• Are sources of information stated? Are sources of information stated?

• Is the information verifiable? Is the information verifiable?

• Can the author be contacted for clarification or to be informed of new Can the author be contacted for clarification or to be informed of new information? information?

• Examine the URL can give clues to the authority of a source. For instance Examine the URL can give clues to the authority of a source. For instance a tilde "~" usually indicates a personal web directory, rather than part of a tilde "~" usually indicates a personal web directory, rather than part of the organization's official web site. the organization's official web site.

Internet Domain Extensions

• .gov - Government body.gov - Government body– http://www.ed.gov/index.htmlhttp://www.ed.gov/index.html

• .ca - Country or state codes.ca - Country or state codes– http://www.ode.state.oh.ushttp://www.ode.state.oh.us

• .edu - Educational institution, used in the U.S..edu - Educational institution, used in the U.S.– http://www.rio.eduhttp://www.rio.edu

What Domain Extension Mean

• When looking through result lists the following When looking through result lists the following extensions extensions can can carry more credibility:carry more credibility:

.gov.gov

.edu.edu

• Carefully review other sites, looking for Carefully review other sites, looking for information about the organization involved.information about the organization involved.

Internet Domain Extensions

• .org - Organization that may be non-profit.org - Organization that may be non-profit

• .net - A top-level domain name used for Internet .net - A top-level domain name used for Internet administrative sites in the Unitedadministrative sites in the United

• .com - A commercial enterprise.com - A commercial enterprise

“.org” Examples

.org - Organization that may be non-profit.org - Organization that may be non-profit

Good?Good?

http://www.redcross.orghttp://www.redcross.org

Bad?Bad?

http://martinlutherking.org

“.org” Examples

.org - organization that may be non-profit.org - organization that may be non-profit

Good?Good?

http://www.redcross.orghttp://www.redcross.org

Bad?Bad?

http://martinlutherking.org

“.net” Examples

.net - A top-level domain name used for Internet .net - A top-level domain name used for Internet administrative sites in the United States. administrative sites in the United States.

Good?Good? http://www.microsoft.nethttp://www.microsoft.net

Bad?Bad?http://www.kkk.net/home.htmhttp://www.kkk.net/home.htm

“.com” Examples

.com - A commercial enterprise .com - A commercial enterprise

Good?Good? http://www.bobevans.comhttp://www.bobevans.com

Bad?Bad?http://www.smokingsection.com

Tips & Tricks

• Most Web servers use the tilde (~) to representthe personal directories of individuals.

• Home pages often have URLs ending in:

/welcome.html/index.html/default.html

http://members.chello.nl/~f.dejonge/rs.html

Currency

• How frequently is the resource updated, or is it a How frequently is the resource updated, or is it a static resource? static resource?

• Are dates of update stated, and do these correspond to Are dates of update stated, and do these correspond to the information in the resource? the information in the resource?

• Does the organization or person hosting the resource Does the organization or person hosting the resource appear to have a commitment to ongoing maintenance appear to have a commitment to ongoing maintenance and stability of the resource? and stability of the resource?

Links Made to other Resources

• If the value of the site lies in its links to other If the value of the site lies in its links to other resources, are the links kept up to date, and resources, are the links kept up to date, and made to appropriate resources? made to appropriate resources?

• Are the links made in such a way that it is Are the links made in such a way that it is clear that an external site is being referred to. clear that an external site is being referred to.

Quality of Writing

• Is the text well written? Is the text well written?

Purpose

• What is the purpose of the resource? What is the purpose of the resource?

• Is this clearly stated? Is this clearly stated?

• Does the resource fulfill the stated purpose? Does the resource fulfill the stated purpose?

Audience

• Who are the intended users of this resource?Who are the intended users of this resource?

• At what level is the resource pitched: a subject expert, a At what level is the resource pitched: a subject expert, a layperson, or a school student? layperson, or a school student?

• Will the resource satisfy the needs of the intended Will the resource satisfy the needs of the intended users? users?

• Does your user group correspond to the intended Does your user group correspond to the intended audience? audience?


GREEN HANDOUTVI. EVALUATING INTERNET RESOURCES – Investigating to insure

that websites are accurate, current, objective and authoritative.

Ohio Teacher Standards - Research Skills:

1. Evaluate the usefulness and credibility of data and sources.

2. Explain the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date and coverage) and define primary and secondary sources.




GREEN HANDOUT

A. Evaluate Web Pages [http://www.widener.edu/Tools_Resources/Libraries/] - Tutorial and exercises to evaluate the quality of information found on the Web.

B. Evaluating Web Pages: Techniques to Apply & Questions to Ask [http://www.lib.berkeley.edu/TeachingLib/ – Tutorial on evaluating web sites.

C. Evaluation of Information Sources [http://www2.vuw.ac.nz/staff/alastair] - Contains pointers to criteria for evaluating Internet information resources, particularly those on the Internet. particularly useful to those who are selecting sites to include in an information resource guide, or informing users as to the qualities they should use in evaluating Internet information.

D. Librarians’ Internet Index [http://lii.org/] – A publicly funded website that features dozens of high quality websites carefully selected, described, and organized by a team of librarians.


GREEN HANDOUT

Jeanette Albiez Davis LibraryUniversity of Rio Grande

OHIO TEACHING STANDARDS & INFORMATION LITERACY

INCLUDING OHIO ACADEMIC CONTENT STANDARDS, INFOHIO, COPYRIGHT LAW, & EVALUATING INTERNET RESOURCES

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Documents

ohio literacy institute

ohio literacy institute

ohio schools

high standards

general information

dissemination of information

ohio department of b

ohio resource center