As Schiebe and Regrow had indicated, for those who live in developed nations are surrounded by media (2012, pp.11). The internet is all about marketing and false information today. So how much of the information and resources on line are real today? How can we tell? As adults, it’s hard to tell so how can we teach younger learners what to do when searching on the web?
As more and more people are just relying on the internet for “digital” news rather than buying an actually newspaper. It is important that they know how to evaluate to see if those sources are reliable. In this week’s blog, I would like to focus on how teachers can teach their learners on how to search and rely on proper sources that are available online. During the last few weeks, we focused on how to include D&ML in curriculum(s) but this week, we should just take a step back on what we kind of media learners should trust before applying them into their assignments.
Everything starts with the search button. Even my cousin at the age of five searches on the web, where she can get her “Shopkins.” Especially with younger learners, educators should inform them at a younger age on what resources to rely on. Educators should teach students how to search effectively. As mentioned by ISTE, one way to teach students how to “search” properly educators use the SEARCH acronym as a tool to guide them through the steps of the internet search process.
What does SEARCH actually stand for?
Search
The whole process begins when they type what they are looking for in the search engine.
Evaluation
Evaluating is the hardest part to teach learners. They would have to look into the sources and credibility of the website. You and I must have trusted news on Myspace or Facebook when were younger. It is important that learners dig deeper into the source and find more about the author and what the purpose of the source is about.
Add quotation marks or Boolean terms
As mentioned by ISTE, the use of quotation marks with keyword phrases ensures key words are searched in the order in which they are entered.
Refine searches
Learners conduct advance searches to narrow down their preferences. For example, they may just be looking for what’s in PDF files. While advance searching that, only PDF files will show up. This way they can narrow down on sources and get what they are looking for sooner.
Check the URL
When I was younger, my teachers told us that .edu and .gov websites are more “legit” with website ending with .com or .org websites. To be honest, when I was younger, it was so hard to tell the difference between a blog and an actual article. ISTE stated, understanding the URL can help students find author information as well as the geographical location of the server (uk, ca).
Hunt for important information
During the last process, students should be able to look into the “reliable” sources for information. I would like the also call this step the “look what I found” step. This is the step where they are able to capture the information and share with others.
Photo by Tonefotografia on Pexels.com
It is important to teach students on what tools or information they can use online. The SEARCH acronym identified by ISTE can help educators support web literacy skills in a way that tell students the difference between factual or inaccurate news.
Photo by Voyata from Pixels.com on Pexels.com
I find this video very interesting and I would like to share with you guys!
Without restrictions on the web, do you think it will confuse learners on what’s real and what’s not? Without restrictions where everything is online, do you think learners get to be expose to new ideas or it may mislead them into believing something that’s not true (a.k.a. brainwashing)? So would educators responsible for educating them what to believe or not? Or who do you think should be responsible for that?
References:
Pilgrim, J., and E. Matinez. “Media Literacy Starts with SEARCHing the Internet.” ISTE | Blog, 28 Feb. 2018, http://www.iste.org/explore/articleDetail?articleid=2138.
First-genchallenges.wordpress 