Internet+Research

** Chapter 5 ** **........................** ** Teaching Information Literacy and Digital Citizenship **

 * Key Topics **
 * ===**Digital**===

**Website Evaluation** ......
|| === Internet Facts and Figures ..... === || === Search Engines ===

....
|| === .... ** Using Wikipedia **=== || === e-Books, e-Readers, ===

Homegrown Digital Texts
|| === Special Topic Page ===

|| === Cyberbullying and ===

Bullying in Schools
||

**Digital Literacy and Website Evaluation**

 * See Special Topic Page for definitions and strategies**

===[|Microsoft Digital Literacy Curriculum]===

[|Student Research: The Right Information at the Right Time] from Edutopia, December 19, 2012.

**Website Evaluation Strategies**
[|5 Ws of Website Evaluation]: Who, What, When, Where, Why

[|11 Hilarious Hoax Sites to Test Website Evaluation] from the TeachBytes blog.
 * Included in the list is the Pacific Northwest Tree Octopus that we discuss in the book.
 * This site includes a link to the [|Checklist for Evaluating Websites] from the University of Southern Maine.
 * For commentary on student responses to fictional the Northwest Tree Octopus website, see an interview with Donald Leu from the University of Connecticut, "[|Don't Believe Everything You See on the Internet]."

[|Google Digital Literacy and Citizenship Curriculum]

Internet Facts and Figures
The Size of the World Wide Web (the Internet) updated every day
 * [|What Happens in a Internet Minute] (2015)
 * [|The Internet Then and Now] an infographic from Technorati (August 2013)
 * [|Who's Not Online and Why]from Pew Internet & American Life Project (September 2013)
 * 15 percent of Americans age 16 and older do not use the Internet or email.
 * 7 percent of non-users cite the lack of availability or access for their reasons for not being online
 * [|Mary Meeker's Eye-Popping Annual Internet Trends Report hits the Web], May 2012.
 * At that time, there were 2.4 billion Internet users worldwide and that figure was expanding by 8 percent yearly.
 * There were 1.1 billion smartphone subscribers worldwide.
 * Nearly one in three (29 percent) of adults in the U.S. own a tablet or e-reader.
 * Mobile devices accounted for 13 percent of worldwide Internet traffic, up from 4 percent in 2010.
 * The State of the Internet Now! noted that in July 2011 this world wide network had 1.97 billion users and 266 million websites.
 * See also the [|Internet Map] for a visual representation of different sizes online.


 * In 2011, the [|United Nations Special Rapporteur on the Promotion and Protection of the Right to Opinion and Expression] declared that access to the Internet is a fundamental human right and governments must "ensure that Internet access is maintained at all times, including times of political unrest."


 * Click here for the [|home page of Internet inventor Tim Berners-Lee] at Massachusetts Institute of Technology.


 * [|The Birth of the Web]reviews the creation of the World Wide Web by Tim Berners-Lee in 1989.


 * [|The Document that Officially Put the World Wide Web into the Public Domain on 30 April 1993]


 * **[|Teen Trend Data]**from Pew Internet & American Life Project including teen Internet user demographics. [|Search and Email Still Top the List of Most Popular Online Activities] from the Pew Internet & American Life Project, 2011.


 * Every [|6 hours the National Security Agency collects as much information as is stored in the entire Library of Congress]. For comparison, see [|Library of Congress Statistics for 2010]

Search Engines and Student Research Online


[|Advent of Google Means We Must Rethink Our Approach to Education], by Sugata Mitra, June 17, 2013. Mitra is a professor of educational technology at Newcastle University and winner of the $1 million TED Prize 2013.
 * Mitra refers to the importance of **SOLE (Self-organized learning environment)** where a group of students work around a computer to solve problems and answer questions that matter to them.

[|How To Create Google Scholar Alerts] from the Free Technology for Teachers Blog. Google Scholar is a powerful search tool for students and teachers.

[|Now You Can Ask Google Search to Compare, Filter and Play] explains new ways for the search engine to support more open-ended searches.

[|Why Teachers Worry about Students Online Research Skills] outlines a 2012 survey from the Pew Internet & American Life Project., "How Teens Do Research in the Digital World."
 * 2462 AP and National Writing Project teachers surveyed
 * Internet has significantly impacted how students do research
 * Students expect to find information quickly and easily
 * How students use the Internet for research
 * 94% use Google
 * 75% use Wikipedia
 * 52% use YouTube
 * 42% use peers
 * 41% use Cliff Notes
 * 25% use news sites (NBC, Fox, etc.)
 * 18% use print or e-textbooks
 * 17% use online databases
 * 16% use a librarian
 * 12% use books

**Google**
Top 15 Most Popular Search Engines (September 2016)

Google has continued to be the dominant search engine with 66.7 percent of use as compared to 15.4 percent for Bing and 13.4 percent for Yahoo. Yet, the //Boston Globe// reported that reviewers found Bing outperformed Google in video searches while Google remained the top choices for general searches as well as searches related to maps, social media, shopping, and travel.


 * Bray, H. (2012, June 23). [|Which search engine hits the mark?] //The Boston Globe//, pp. B5, B9.


 * [[image:Screen Shot 2016-01-04 at 11.31.08 AM.png]]Class Activity **


 * Ask students to conduct general, map, social media, shopping, travel and video searches using different search engines and compare the results.
 * How do their findings compare with those from the //Boston Globe//?
 * What do students see as the advantages and disadvantages of different search engines when conducting different kinds of searches?

[|12 Ways to Be More Search Savvy] from MindShift

For the latest information on search engine usage, see the site, [|Search Engine Watch]

Try [|Handwrite] from Google that lets you write search terms with your fingers on a mobile device.

For a report on students and online research, see [|How Teens Do Research in the Digital World] from the Pew Internet & American Life Project (November 1, 2012).

[|Visual Search Engines] display information in different formats including outline, map, carousel, tag cloud and text. Grokker, Kartoo, Viewzi, SearchMe, and Quintura are popular visual search engines.

For a comparison, see [|Search Engine Features Chart] from the website Search Engine Showdown.

**Kid-Friendly Search Tools**

 * [|Kid Rex].
 * [|KidsClick!]
 * [|Quintura Kids]

**Copyright and Copyright Laws**

 * [|Finding Copyright Friendly Photos for the Google Image Generation]**

[|The (non-existent) 30-Second Rule]. Teachers and students are not allowed to use up to 30 seconds of someone else's music without permission.

[|Digital Copyright Slider]from the American Library Association's Copyright Advisory Network offers a sliding graph that shows what works published in the United States are subject to copyright protection and which are now in the public domain and free for teachers and students to use.

**Children's Internet Protection Act**

 * [|Straight from the DOE: Dispelling Myths about Blocked Sites] presents information about the rules for teachers and schools under the Children's Internet Protection Act.

Social Bookmarking
[|72% of Online Adults are Social Networking Site Users] from Pew Internet & American Life Project (August 5, 2013).

[|Using Diigo in the Classroom]

[|Should Students Use Wikipedia?] from the blog, Wired Science.

[|Big List of Social Bookmarking and Networking Sites]

**Using Wikipedia in the Classroom**

 * Wikipedia: Statistics**
 * [|Wikipedia] and its [|sister projects] develop at a rate of over 10 edits per second
 * [|English Wikipedia] includes 5,235,679 articles and it averages 800 new articles per day


 * [|A Teacher's Guide to Wikipedia] from Edudemic**

[|47 Alternatives to Wikipedia] from Neatorama (February 23, 2015).

[|Wikipedia's Global Breakdown: Number of Edits]

For a perspective on the use of Wikipedia by teachers and students, see [|The History Teacher and Wikipedia: Teaching and Learning in an Era of "Instant Historying"] from the journal, //The History Teacher.//

[|Citizendium] is an alternative to Wikipedia seeks to be a trustworthy free encyclopedia. Contributors use real names and "gentle expert oversight" is used to help maintain integrity and reliability.

[[image:https://upload.wikimedia.org/wikipedia/commons/1/1d/Wikimedia_logo_family_complete-2013.svg width="320" height="320" align="right" caption="Wikimedia projects logo family"]]

 * Wikipedia Sister Projects**
 * Wiktionary (Dictionary)
 * Wikibooks (Textbooks)
 * Wikinews (News Source)
 * Wikiquote (Collection of Quotations)
 * Wikisource (Source Documents)
 * Wikiversity (Educational Research)
 * Wikivoyage (Travel Guide
 * Wikispecies (Data on Life Forms)
 * Wikimedia Commons (Media Files)
 * Wikimedia Incubator
 * Meta-Wiki
 * Wikidata
 * Wikimania

e-Books and Homegrown Digital Texts
[|A Next-Generation Digital Book], Mike Matas, Ted Talk (March 2011) based on the book //Our Choice//, Al Gore's sequel to //An Inconvenient Truth//.

See the trailer for [|Al Gore's e-book, Our Choice] from Push Pop Press.


 * [|Interactive eBook Apps: The Reinvention of Reading and Interactivity]reviews the development of increased interaction within digital book designs and content. **

Teachers writing their own e-books is an emerging trend. See "Teaching Writing It Their Way," by Dave Saltman, Harvard Educational Letter (2012, July/August). Teachers can also involve students in creating digital books and digital materials for classes. Tools and resources include:
 * ibooks Author
 * CK-12 Foundations Flex Book
 * Digital Textbook Playbook from the Federal Communications Commission

From [|Paper to Pixel: Digital Textbooks and Florida Schools]. Marcia Mardis, et. al. Florida State University PALM Center, 2010.

[|Can e-Readers Help Reluctant Readers Enjoy Books?] from EdTEch Magazine.


 * e-Book Reading Apps**:
 * [|ICDL Books for Children] --International Children's Digital Library


 * [[image:http://upload.wikimedia.org/wikipedia/commons/e/e7/Reports.gif]]e-Learning Research and Trends**

[|An Assessment of College Students' Attitudes Toward Using an Online Textbook] from the //Interdisciplinary Journal of e-Learning and Learning Objects// (2013).

[|Kids's eBook Reading Nearly Doubled Since 2010, Scholastic Reading Survey Finds] (January 2013).

[|E-Book Reader Ownership Doubles in Six Months] (as of May 2011), reports the Pew Internet & American Life Project. For more recent research, see [|The Rise of e-Reading] from Pew Internet Libraries.

In 2011, 8 percent own tablet computers such as the iPad, although the growth of this technology has not been as dramatic as that of e-readers.

See Special Topic Page on Digital Citizenship
See //Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying//. S. Hinduja & J. W. Patchin, Corwin Press, 2008.

[|App allows Students to Report Bullying]

[|Respect Rap] on YouTube shows elementary school students uses music to teach about respect in school.


 * [[image:Screen Shot 2016-02-09 at 12.56.56 PM.png]]For more resources, see LGBTQ and Bullying on the TEAMS-Tutoring in Schools wiki.**


 * Text of a [|2010 Massachusetts Bullying Prevention law].**


 * [|No Name Calling Week], January 20-24, 2014.**

[|Cyberbullying Study One of the First to Research Elementary School-Aged Youth] reported by the Christian Science Monitor (July 25, 2013).
 * 11,700 third, fourth and fifth graders surveyed by the Massachusetts Aggression Reduction Center at Bridgewater State College.
 * Both bullying and cyberbullying increased from Grade 3 to Grade 5
 * As kids move up in grade level, the anonymity of the bullying decreases
 * One-time meanness more common than the repeated kind

For complete summary, see [|Cyberbullying among 11,700 Elementary School Students, 2010-2012.]

For current research and additional information, go the the[| Cyberbullying Research Center]

Bullying and Cyberbulling: //What Every Educator Needs to Know//. Elizabeth Kandel Englander. Harvard University Press, 2013.

[|Resolution on Confronting Bullying and Harassment], National Council of Teachers of English, 2011

@http://www.cybersmart.gov.au/Young%20Kids/Hectors%20World/THINK.aspx

N[|ew York's Cuomo Signs Cyberbullying Bill into Law], Education News, July 17, 2012.

[|A. S. King and C. J. Bott Talk about Bullying] features a dialog between a young adult author and an expert on bullying prevention.


 * [|Researchers: Cyberbullying Not as Widespread, Common as Believed] features a paper presented in 2012 at the American Psychological Association conference that cyberbullying is "a low-prevalence phenomenon, which has not increased over time and has not created many 'new' victims and bullies, that is, children and youth who are not also involved in some form of traditional bullying."**


 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/5/5a/Old_computer_game.svg/200px-Old_computer_game.svg.png width="60" height="60"]]Click here for [|interactive information about cyberbullying] from the Royal Canadian Mounted Police.**

[|Boston vs. Bullies] is an initiative from the Sports Museum in Boston, Massachusetts featuring local sports figures speaking out against bullying.


 * [|For Most Bullied Gay Kids, Things Do "Get Better," Study Finds].** In this study of 4000 teens in England, half of the gay and lesbian teens said they had been bullied in school, but that bullied dropped dramatically once they got older.

[|Professor Garfield Learning Lab Cyberbullying]offers interactive activities to explore the issue and create effective responses.

[|It Gets Better] offers videos from LGBT youth about their struggles and successes in overcoming prejudice and discrimination.


 * See also the[| Fair, Accurate, Inclusive and Respectful Education Act] which mandates California schools teach about the contributions of women, people of color, and other historically underrepresented groups. On January 1, 2012, the state updated these guidelines to end the exclusion of people with disabilities and lesbian, gay, bisexual and transgender people from history and social studies lessons. **

===**Critical Analysis of Computers and the Internet**===


 * //The Shallows: What the Internet is Doing to Our Brains//**, Nicholas Carr, 2011.


 * Eli Pariser//. The Filter Bubble: What the Internet is Hiding from You//, Penguin Press, 2011.**

In The Filter Bubble, Eli Pariser shows that the process of searching for information online a much more problematic activity that is commonly assumed. Google’s technology enables “every search to fit the profile of the person making in query” (Halpern, 2011, p. 34). After several searches that establish a baseline of a person’s interests and patterns, Google’s technology predicts what search results someone will find most useful. Such personalized searches mean that even with the same keywords as search terms, different people will get different results, for instance, a search on climate change will produce different results for an environmental activist and an oil company executive. In Pariser’s terms, “there is no standard Google anymore.”

Personalized search advocates cite the utility of getting information one needs more quickly and efficiently. Consumers do not have to wade through less relevant information sites because the computer has done the work for you. You know where to go to get the latest products and services that best fit your needs. But critics worry that personalization distorts democracy’s need for citizens using information to make decisions. Google,’s personalized searches may be directing people to materials and sources that is most likely to reinforce one already established views and perspectives.