i'm just going to jump in and put this out there. i'll need lots of feedback.
first, i am not teaching this fall. no access to students but could drag a few friends into this.
the idea of looking at how students actually find information is still interesting to me but to focus the inquiry - could i compare the differences between the design of each site. Does the location of the search field or the ads on the page make a difference towards preference? Or could I take a look at the initial question students ask in order to find information. For example, is it easier for students to find information when they type in a full sentence or when they choose keywords? Maybe how they choose keywords is important?
Hi Libby. These are all great ideas. My plan was to focus on the readability and reliability of the results of my searches. This were 2 of the hot issues that came up in our initial class discussion. Last year I taught 1st and 2nd grade and these two issues are huge. Most of the time my students couldn't read the websites they were using to do their research. I am also not teaching this fall and plan to simply conduct my inquiry project with the mindset of my former students. Again, your ideas are great. I don't think that Dr. Wong has a set of issues he wants us to address. I think he's looking for our ideas and what interesting things come up for us in our searches.
Thanks, Crystal! I really appreciate the feedback.
Your comments make me feel better about using ideas from last year’s students.
I found a good article which categorized three issues or skills students used as they read from the internet. They tried to identify what made some readers more successful than others. Here is the link: http://www.jstor.org/stable/4151792 if it might interest you. What I got out of the article was that background knowledge, reading skills and the ability to make inferences played a big part in student success. I think this might help me further focus my inquiry – if I can identify areas same or different for my students. I feel like I need to still focus my approach.
Sounds like the internet is a tough place for first and second graders. I agree with you though and say no matter the age of the student they all tend to use sites that are too difficult. Interesting topic! What’s your first step?
Libby, I think your idea about site design is interesting. Is it actually the text that draws a student in, or pictures, or ads etc. Your other idea about what is put in the search field also seems intriguing. Perhaps that could include the use of quotations to find an exact phrase, or use of words like "or" and "and" in searches. Just some ideas!
Crystal, I think reliability and readability are two big issues! How are you thinking you might form this as a question or narrow it down as your topic?
I'm thinking about doing an idea similar to Libby, but a little more broad. My potential question right now is, "How do student choose which sources of information they will use from the Internet?" As students are searching, I'm curious as to what makes them choose one source, while ignoring another. Is it readability? Is it features (as Libby mentioned) like ads or pictures? Is it subheadings that fit with their topic? Basically, I'm wondering what the determining factors are in deciding which sites are valuable and which are not.
What do you think of this topic? Does it sound doable? I also want to make sure it is not a "dull" topic!
After reading your comments I've realized that I need to narrow in on a specific question rather than two big issues with young readers on the internet. This is what I'm thinking...
What are my young readers doing when they visit a website?
(The question is still a work in progress… I know it needs some adjusting).
*Basically, do they stop and go to another site? Do you simply look at the pictures and graphics? Do they even attempt to read the words? Are they learning anything by viewing sites?
I’m considering doing a bit of an experiment. I think I’ll create a “mock website” probably using powerpoint and display conflicting information. The text of the site will say one thing and the graphics on the site will say another. After students have looked at the page I can ask them questions and see if their responses come from information from the text or pictures. This way I can actually assess what it is they are looking at.
I like your idea about how much aesthetics matters versus text. I do remember asking kids this question last year (very informally)because the all seemed to have very strong views on their favorite search engines and finding sites I had not thought to use. I think this is a great window into their thoughts on searching which needs to be understood before we go further. Crystal has a great example on how to test this…… I am stuck right now with the same questions – how to take down data/information about my idea.
Crystal,
Looks like you have a great and also empirical method to answering your questions! The mock site is a great idea. Is there a way you track what they might click on as well as a survey?
I also think the mock site is a great idea and would help deal with the problem of readability for younger students. Interviewing is a great way to find out information about what students are thinking too.
For my project...
In fifth grade, our students must complete a research report as one of their writing themes or genres. I usually embed this into science and our study of ecosystems. I'm thinking that I will initially have my students begin researching for these ecosystem reports using the Internet and what they already know about how to use it. They are put into groups, so several people will each be researching the same topic. Then I'm thinking about asking them to find two websites that they feel will be very useful with their reports and to document why they chose it. Asking questions like, "What made you choose this site? What is it about this site that you think makes it a useful, high-quality website?" Maybe I'll also ask what made them skip over websites they decided not to choose.
From there, I think I'll read over their responses to the questions and look at the websites they chose. Then perhaps have a whole class discussion about the process to gain even more information about their choices.
This is my idea in the works. What do you think? I'm interested to see if they pay attention to readability and reliability.
Libby,
Have you decided on a topic you might be interested in yet? I think we are wanting to try very similar things. Another idea I considered for a while was creating a survey for students to complete after the Internet search. It could ask them about the different text features and which ones influenced their decisions when choosing a website to utilize. I look forward to hearing what you decide!
here is my inquiry: Which strategies for choosing keywords are the most useful for students? Keeping in mind the first article i read, the focusing on - how do reading skills, inference abilities and prior knowledge influence the success of a search.
After this inquiry, could i learn more about how students do or do not use these skills and how best to support their searches before they actually begin to carry out a search.
I am beginning to think we are asking them to use the internet as though they already have a deep knowledge of the subject.
I think we are coming at this topic the same way. Perhaps the purpose of the inquiry is to see what they do know about searching the Internet to then know what further instruction would be necessary to help them become more successful. I think that is pretty much what you were saying too. It is hard to know what students do to search on the Internet without giving them time to try it before any further instruction. I think your plan makes sense.
So I am sure that most of us are busy working in the classrooms on our inquiry project. Shall we talk about the design of the project itself a bit? I understand it is a powerpoint which can consist of audio, visuals, etc. Anyone have anything they want to share on their ideas for their powerpoint. Anyone have any questions for the group?
My results have been pretty interesting. Generally speaking, I found that students considered the amount of information, the pictures, familiarity with a site, and the relation to the topic when choosing a website to utilize. A great number of students also mentioned subtopics as a way of choosing a website. They were researching ecosystems, so topics like climate, animals, and plants attracted them to certain sites.
I did not have one student mention readability, and when I asked them to go back and look over the websites they chose, many reported having difficulty understanding the content. Additionally, only a few discussed not trusting a site (reliability).
They did discuss avoiding websites that were not related to the topic they were seeking or that had only a few pieces of information.
I think our next lesson will be to discuss finding reliable and readable websites! It was very interesting to hear their thoughts.
Sounds like your on your way! Are you collecting responses on a chart or as narratives? Just asking because I too am thinking abouy how to present this data we are collecting. Are you asking about how they decided to use subcatagories? if some of your students use those catagories and others not - i wonder what makes the difference for the use of subcatagories.
I just got a few surveys back... you would think it was my birthday - kinda fun! The most interesting right now is that our questions about the internet and how to use it better seem to be "answerable". At least there is a useful way into thinking about how to answer these questions based on how we are carrying out these projects.
I'm doing both. I've tallied some of the results from what the students wrote and shared in our discussion, but am also using quotes from the students too.
I've done a few surveys and enjoy getting them back too! :) I look forward to hearing more about your results.
seems as though the adults in my survey use the internet the same way your students are. some have made comments about the reliablility of information from the web. i imagine they have had more exposure to the idea of reliability but it is hard to say if they all function as dialectical readers.
Hi Elizabeth and Jen. I am finding similar results in the 2nd graders that I am working with. The readability of the sit is really hindering them accomplishing the task of finding information. I did my mock website (created a page using powerpoint and asked students questions about the topic on the page, BUT didn't tell them that the pictures and the text contradicted each other). I found that the students were relying 100% on the pictures. 100%! That is incredible to me. I figured at least a quarter of the students would scan through the text to figure out some of the words, therefore answering the questions correctly.
As for sharing my data I am not using charts or graphs, simply stating my results using percentages and dialogue.
I am thinking of going back into the classroom tomorrow to assess their viewpoints on reliability of a site, again by either creating a mock website or finding a site that is plastered with advertisements and other propaganda.
My percentage for students who paid attention to the pictures was much lower than yours! I wonder if that is something that changes as students get older. Perhaps they come to rely lesson pictures and more on text?
I just taught a lesson about reliability and readability today and then asked my students to re-evaluate the websites they chose. Some decided they had indeed made good decisions, while others decide to look for a new site. Given a checklist and having discussed the criteria, my students made much better decisions. I think it goes to show that this is a skill that must be taught!
a loose connection but your discussion brings this to mind - i asked the same question for two different topics and for the less familiar topic more people reported liking the look of their chosen website. when searching for information on a less familiar topic... maybe adults revert to design and pictures al little bit, too ??
hello all!
ReplyDeletei'm just going to jump in and put this out there. i'll need lots of feedback.
first, i am not teaching this fall. no access to students but could drag a few friends into this.
the idea of looking at how students actually find information is still interesting to me but to focus the inquiry - could i compare the differences between the design of each site. Does the location of the search field or the ads on the page make a difference towards preference? Or could I take a look at the initial question students ask in order to find information. For example, is it easier for students to find information when they type in a full sentence or when they choose keywords? Maybe how they choose keywords is important?
Thoughts?
Hi Libby. These are all great ideas. My plan was to focus on the readability and reliability of the results of my searches. This were 2 of the hot issues that came up in our initial class discussion. Last year I taught 1st and 2nd grade and these two issues are huge. Most of the time my students couldn't read the websites they were using to do their research. I am also not teaching this fall and plan to simply conduct my inquiry project with the mindset of my former students. Again, your ideas are great. I don't think that Dr. Wong has a set of issues he wants us to address. I think he's looking for our ideas and what interesting things come up for us in our searches.
ReplyDeleteThanks, Crystal! I really appreciate the feedback.
ReplyDeleteYour comments make me feel better about using ideas from last year’s students.
I found a good article which categorized three issues or skills students used as they read from the internet. They tried to identify what made some readers more successful than others. Here is the link: http://www.jstor.org/stable/4151792 if it might interest you. What I got out of the article was that background knowledge, reading skills and the ability to make inferences played a big part in student success. I think this might help me further focus my inquiry – if I can identify areas same or different for my students. I feel like I need to still focus my approach.
Sounds like the internet is a tough place for first and second graders. I agree with you though and say no matter the age of the student they all tend to use sites that are too difficult. Interesting topic! What’s your first step?
libby
Hi group!
ReplyDeleteLibby, I think your idea about site design is interesting. Is it actually the text that draws a student in, or pictures, or ads etc. Your other idea about what is put in the search field also seems intriguing. Perhaps that could include the use of quotations to find an exact phrase, or use of words like "or" and "and" in searches. Just some ideas!
Crystal, I think reliability and readability are two big issues! How are you thinking you might form this as a question or narrow it down as your topic?
I'm thinking about doing an idea similar to Libby, but a little more broad. My potential question right now is, "How do student choose which sources of information they will use from the Internet?" As students are searching, I'm curious as to what makes them choose one source, while ignoring another. Is it readability? Is it features (as Libby mentioned) like ads or pictures? Is it subheadings that fit with their topic? Basically, I'm wondering what the determining factors are in deciding which sites are valuable and which are not.
What do you think of this topic? Does it sound doable? I also want to make sure it is not a "dull" topic!
~Jennifer N.
After reading your comments I've realized that I need to narrow in on a specific question rather than two big issues with young readers on the internet. This is what I'm thinking...
ReplyDeleteWhat are my young readers doing when they visit a website?
(The question is still a work in progress… I know it needs some adjusting).
*Basically, do they stop and go to another site? Do you simply look at the pictures and graphics? Do they even attempt to read the words? Are they learning anything by viewing sites?
I’m considering doing a bit of an experiment. I think I’ll create a “mock website” probably using powerpoint and display conflicting information. The text of the site will say one thing and the graphics on the site will say another. After students have looked at the page I can ask them questions and see if their responses come from information from the text or pictures. This way I can actually assess what it is they are looking at.
Jennifer,
ReplyDeleteI like your idea about how much aesthetics matters versus text. I do remember asking kids this question last year (very informally)because the all seemed to have very strong views on their favorite search engines and finding sites I had not thought to use. I think this is a great window into their thoughts on searching which needs to be understood before we go further. Crystal has a great example on how to test this…… I am stuck right now with the same questions – how to take down data/information about my idea.
Crystal,
Looks like you have a great and also empirical method to answering your questions! The mock site is a great idea. Is there a way you track what they might click on as well as a survey?
libby
Crystal,
ReplyDeleteI also think the mock site is a great idea and would help deal with the problem of readability for younger students. Interviewing is a great way to find out information about what students are thinking too.
For my project...
In fifth grade, our students must complete a research report as one of their writing themes or genres. I usually embed this into science and our study of ecosystems. I'm thinking that I will initially have my students begin researching for these ecosystem reports using the Internet and what they already know about how to use it. They are put into groups, so several people will each be researching the same topic. Then I'm thinking about asking them to find two websites that they feel will be very useful with their reports and to document why they chose it. Asking questions like, "What made you choose this site? What is it about this site that you think makes it a useful, high-quality website?" Maybe I'll also ask what made them skip over websites they decided not to choose.
From there, I think I'll read over their responses to the questions and look at the websites they chose. Then perhaps have a whole class discussion about the process to gain even more information about their choices.
This is my idea in the works. What do you think? I'm interested to see if they pay attention to readability and reliability.
Libby,
Have you decided on a topic you might be interested in yet? I think we are wanting to try very similar things. Another idea I considered for a while was creating a survey for students to complete after the Internet search. It could ask them about the different text features and which ones influenced their decisions when choosing a website to utilize. I look forward to hearing what you decide!
Jennifer
hi all!
ReplyDeletehere is my inquiry: Which strategies for choosing keywords are the most useful for students? Keeping in mind the first article i read, the focusing on - how do reading skills, inference abilities and prior knowledge influence the success of a search.
After this inquiry, could i learn more about how students do or do not use these skills and how best to support their searches before they actually begin to carry out a search.
I am beginning to think we are asking them to use the internet as though they already have a deep knowledge of the subject.
thoughts?
I think we are coming at this topic the same way. Perhaps the purpose of the inquiry is to see what they do know about searching the Internet to then know what further instruction would be necessary to help them become more successful. I think that is pretty much what you were saying too. It is hard to know what students do to search on the Internet without giving them time to try it before any further instruction. I think your plan makes sense.
ReplyDeleteSo I am sure that most of us are busy working in the classrooms on our inquiry project. Shall we talk about the design of the project itself a bit? I understand it is a powerpoint which can consist of audio, visuals, etc. Anyone have anything they want to share on their ideas for their powerpoint. Anyone have any questions for the group?
ReplyDeleteI'm collecting data using a survey from surveymonkey. I am using adults so hopefully this will lead to good ideas for the middle school classroom.
ReplyDeleteAnyone want to take the survey? I can send you the link.
I'd be happy to take the survey to help you out. :)
ReplyDeletethanks!
ReplyDeletehere is the link
http://www.surveymonkey.com/s.aspx?sm=bksR0SVR1CAJNAjDjAb88A_3d_3d
My results have been pretty interesting. Generally speaking, I found that students considered the amount of information, the pictures, familiarity with a site, and the relation to the topic when choosing a website to utilize. A great number of students also mentioned subtopics as a way of choosing a website. They were researching ecosystems, so topics like climate, animals, and plants attracted them to certain sites.
ReplyDeleteI did not have one student mention readability, and when I asked them to go back and look over the websites they chose, many reported having difficulty understanding the content. Additionally, only a few discussed not trusting a site (reliability).
They did discuss avoiding websites that were not related to the topic they were seeking or that had only a few pieces of information.
I think our next lesson will be to discuss finding reliable and readable websites! It was very interesting to hear their thoughts.
hi jen!
ReplyDeleteSounds like your on your way! Are you collecting responses on a chart or as narratives? Just asking because I too am thinking abouy how to present this data we are collecting.
Are you asking about how they decided to use subcatagories? if some of your students use those catagories and others not - i wonder what makes the difference for the use of subcatagories.
I just got a few surveys back... you would think it was my birthday - kinda fun! The most interesting right now is that our questions about the internet and how to use it better seem to be "answerable". At least there is a useful way into thinking about how to answer these questions based on how we are carrying out these projects.
I'm doing both. I've tallied some of the results from what the students wrote and shared in our discussion, but am also using quotes from the students too.
ReplyDeleteI've done a few surveys and enjoy getting them back too! :) I look forward to hearing more about your results.
seems as though the adults in my survey use the internet the same way your students are. some have made comments about the reliablility of information from the web. i imagine they have had more exposure to the idea of reliability but it is hard to say if they all function as dialectical readers.
ReplyDeleteHi Elizabeth and Jen. I am finding similar results in the 2nd graders that I am working with. The readability of the sit is really hindering them accomplishing the task of finding information. I did my mock website (created a page using powerpoint and asked students questions about the topic on the page, BUT didn't tell them that the pictures and the text contradicted each other). I found that the students were relying 100% on the pictures. 100%! That is incredible to me. I figured at least a quarter of the students would scan through the text to figure out some of the words, therefore answering the questions correctly.
ReplyDeleteAs for sharing my data I am not using charts or graphs, simply stating my results using percentages and dialogue.
I am thinking of going back into the classroom tomorrow to assess their viewpoints on reliability of a site, again by either creating a mock website or finding a site that is plastered with advertisements and other propaganda.
My percentage for students who paid attention to the pictures was much lower than yours! I wonder if that is something that changes as students get older. Perhaps they come to rely lesson pictures and more on text?
ReplyDeleteI just taught a lesson about reliability and readability today and then asked my students to re-evaluate the websites they chose. Some decided they had indeed made good decisions, while others decide to look for a new site. Given a checklist and having discussed the criteria, my students made much better decisions. I think it goes to show that this is a skill that must be taught!
a loose connection but your discussion brings this to mind - i asked the same question for two different topics and for the less familiar topic more people reported liking the look of their chosen website. when searching for information on a less familiar topic... maybe adults revert to design and pictures al little bit, too ??
ReplyDelete