11/5 - 11/6 (S / A): How to Read Websites Effectively

 "When you open a webpage, it may contain many things that want your attention, like ads, related articles, or clickbait. Although it may seem overwhelming at first, we'll show you how to read a webpage so you can ignore the distractions and focus on the main content." - GCFGlobal.org

Today we will continue learning about webpages, internet safety, and how to Read a Webpage effectively.  We will discuss topics such as specific parts of a webpage (both full size and mobile), tips for understanding content on websites, and think about sponsored content and define what click-bait is.  We will use a variety of sources and there will be a constructed response in your TFDL Digital Portfolio at the end of the session.  Please spend time reviewing the resources below, and make sure that you review the presentation tomorrow and complete the Internet Website Identification Student Worksheet tomorrow during your ASYNCH class period.  Good Luck!  - Mr S

(❗️) CONSTRUCTED RESPONSE (TFDL Digital Portfolio Journal Entry)

Explain why students should learn to Read Websites critically?  Make sure explain how to avoid sponsored content and clickbait.  Cite at least one specific site you use regularly and ways you can make sure you are evaluating the sources of the information.

Create a NEW Journal Article on your TFDL Digital Portfolio Journal (Google Drive)

EXAMPLE: 05 November 2020: Reading Web Pages Critically

3-4 Sentences written about the article

R.A.C.E.S. Method R - Repeat the Question, A - Answer the Question, C - Cite Evidence, E - Examples / Explanation, S - Summarize your Thoughts

(❗️)  Send Gmail Verification

Copy and Paste your Journal Entry to a Gmail to Mr. S for credit.  Please use the following email address to send a copy of your Journal entry to Mr. S: harvey.scribner@techfreire.org

REFERENCE LINKS

"How to Read a Webpage" Google Slides Class Presentation (For Review)

(❗️) "Internet Website Identification Student Worksheet" Google Document
You must open the document, click FILE and MAKE A COPY, and SHARE it with Mr. S (harvey.scribner@techfreire.org) for credit!

VOCABULARY

Accuracy the condition or quality of being true, correct, or exact; freedom from error or defect; precision or exactness; correctness

Bias a particular tendency or inclination, or prejudice

Credible worthy of belief or confidence; trustworthy

Credentials anything that provides the basis for confidence, belief, credit, etc

Domain Extension the suffix at the end of a web address, such as .com or .org.

Evaluate to judge or determine the significance, worth, or quality of

Publisher a person or company whose business is the publishing of books, newspapers, online articles, computer software, etc.

Relevance relation to the matter at hand

Skeptic a person who questions the validity or authenticity of something appearing to be factual

URL web address you type into a browser to reach a website

STANDARDS ADDRESSED

• ALA Standard 2:1: Student determines accuracy, relevance, and comprehensiveness.
• ALA Standard 2:2: Student distinguishes among fact, point of view, and opinion.
• ALA Standard 2:3: Student identifies inaccurate and misleading information.
• ALA Standard 2:4: Student selects information appropriate to the problem or question at hand.
• ALA Standard 6:1: Student assesses the quality of the process and products of personal information seeking.
• CCSS: RI.3.5: Use text features and search tools (e.g, key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
• CCSS: RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
• CCSS: W.6.1.b: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
• CCSS: 7.1.b, 8.1.b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
• NETS: 3:b: Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• NETS: 3:c: Students evaluate and select information sources and digital tools based on the appropriateness to specific tasks.