Module 4 | Prompt: You are undertaking collaboration for an environmental issues unit and would like to "vet" some resources before you get started with your colleague. There are two parts to this activity: first, do a "quick ccrap" analysis of 4 different sites or resources. Be sure to include at least one from the section 2: retrieval resources databases from module 3-- that you examined. Then, do a "deep ccrap" analysis of two of these (again, of these two should be a informational database from section 2). |
CCRAP - Evaluating Print and Electronic Sources for Reliability and Credibility
I am guilty of not taking the time to evaluate websites. Mostly, I use the district "approved" digital subscription services and other resources I know are reliable (e.g. World Fact Book, National Geographic, NASA, Canadian Geographic, etc.). This lesson has taught me that evaluating websites is NOT a time-consuming task; actually, I rather enjoyed evaluating the websites and now want to evaluate sites I have used in the past.
Regarding my students and them becoming information-literate learners, I do provide mini-lessons on what type of websites are reliable. What the "Quick" and "Deep" CCRAP sheets provide is a further reliability test. Teachers and students should know when a site was created and updated, who the author is and whether the source of information is accurate. This is similar to "weeding" and "selecting" library resources. Are the resources accurate, biased or stereotyping a particular cultural group?
With the development of a school library learning commons, it is paramount that the resources linked to its "virtual space" are authenticated.
I am guilty of not taking the time to evaluate websites. Mostly, I use the district "approved" digital subscription services and other resources I know are reliable (e.g. World Fact Book, National Geographic, NASA, Canadian Geographic, etc.). This lesson has taught me that evaluating websites is NOT a time-consuming task; actually, I rather enjoyed evaluating the websites and now want to evaluate sites I have used in the past.
Regarding my students and them becoming information-literate learners, I do provide mini-lessons on what type of websites are reliable. What the "Quick" and "Deep" CCRAP sheets provide is a further reliability test. Teachers and students should know when a site was created and updated, who the author is and whether the source of information is accurate. This is similar to "weeding" and "selecting" library resources. Are the resources accurate, biased or stereotyping a particular cultural group?
With the development of a school library learning commons, it is paramount that the resources linked to its "virtual space" are authenticated.
Evaluating Websites | |
Evaluating Websites with the 5 W's | |