Evaluating Internet Resources

Step One: Preparation

It often helps students to use a graphic organizer or worksheet when evaluating web resources.  Here is a sample worksheet you can adapt. More examples of checklists and graphic organizers, can be found on the web, on education sites (such as Discovery Education) and library sites (like this checklist one posted on University of Alberta’s website)

Step Two: Introduction to web media literacy

Before having students evaluate web resources, you may want to spend some time having them brainstorm reasons that they would trust and not trust information they found on the internet.  You can record this information in a chart on the board.  Common reasons for trusting information on the web includes:

-        Comes from a reputable source, like a university or well-known periodical

-        Is linked to by a reputable organization.

-        Is written by an expert in the field.

-        Has been recently updated.

Reasons to possibly not trust a source on the internet include:

-        Do not know who the author is.

-        Site has not been updated for several years.

-        Author is not an expert on the topic.

-        Site contains information that contradicts information that you have seen in other sources

During this introduction to web media literacy, you may wish to define these words with students: accuracy, bias, credibility, author, audience, purpose, message.

Step Three: Model how to evaluate a web resource

Before having students evaluate web resources on their own, do an example together as a class.

Step Four: Students work in pairs or small groups
Especially when starting off, it is best to have students evaluate web resources in pairs of small groups.  This way, they can help each other locate and interpret relevant information.  You could also have students work independently and then compare their evaluation with a partner or small group.

Step Five: Debrief

After evaluating resources on the web, have students reflect on one or more of the following prompts in their journals and/or a class discussion:

-        What is bias? Do all resources have a bias? Why or why not?

-        Why is it important to recognize the perspective or bias of the resources we use?

-        What are the consequences of getting information from an inaccurate source?

-        In democracies, citizens enjoy freedom of speech. Do you think that the right to post information, even information that is untrue, should be protected? Why or why not?

-        What is propaganda? What is the difference between propaganda and other forms of information on the web?  When does propaganda, or other forms of information on the web, become unethical or abusive?