Chapter+2

__**Information Gathering With Internet Resources**__

__**Meta-Search Engines**__ A subset of search engines. When a search is conducted using these particular search engines, information is gathered from a multitude of different search engines and the results are complied
 * [|Owl Purdue (Internet Searching)]
 * [|Internet Searching Skills (lesson)]
 * [|Open Directory Project]
 * [|I-Search Model]
 * [|Dogpile]
 * [|IxQuick]
 * [|MetaCrawler]


 * Meta-Search Engines that look for specific types of resources**:
 * [|Newslookup] - News Articles
 * [|WebMD] - Medical information
 * [|Whatis] - Technology Topics
 * [|ePals] - Education related

__**Invisible Webs**__ - Databases that are not directly indexed by conventional search engines and require a direct search. Information gained from using these data bases is typically easier to find, more specific and of better quality.


 * Free "Invisible Web" Databases:**
 * [|AskERIC]
 * [|FINDARTICLES]


 * Paid Access**:
 * [|EBSCO]
 * [|OVID]

(Vidmar,2003)
 * Strategies for Using Invisible Webs**
 * Consider the Web as just one part of the whole internet
 * Find an article title in ERIC or other databases and search for it with Google Scholar or other search tools
 * Look for Bibliographies on the Web that can be incorporated into searches for books, journal articles, or other documents
 * Search of authors from books and journals
 * Search fro organizations and government reports
 * Follow citations onto the Web
 * Check e-mail addresses to contact authors for further information

__**Feeds**__ RSS- (Really Simple Syndication) - first syndicated feed format feeds use XML technology (Extensible Markup Language) to deliver headlines and summaries right to your desktop or web browser.


 * Information**:
 * [|wikipedia- Feeds]
 * [|What is an RSS FEED]

__**Individualizing and Organizing Searches**__

[|Del.icio.us] [|Diigo- Delicious with Brains]- article comparing Diggo and Delicious
 * Social Bookmarking tools:**

- Allow users to store links online making them accessible from any computer.
 * Traditional Web-based bookmarking tools**
 * [|portaportal]
 * [|Backflip]
 * [|Trackstar]

__**Evaluating Sources Found on the Web**__
 * Directories for Educators:**
 * [|ethemes]
 * [|noodletools]
 * [|noodlequest]


 * Two Essential questions to ask when evaluating a sources**

1. Relevancy - Is the information pertinent to the topic being researched 2. Credibility -
 * Does it provided explanations, examples alternative perspectives
 * Evaluate the credibility of the information
 * Evaluate the treatment of the subject


 * Questions for Evaluation of Information:**
 * Who provided this information? Why?
 * Does the site author have authority in that field?
 * If the site is published by an organization, is it one you recognize?
 * Does the organization have a vested interest or bias concerning the information presented?
 * Is the site owner affiliated with an organization (such as an educational institution or a government agency) that has authority in the stated subject area?
 * Is it clear when the site was developed and last updated?
 * Is a bibliography or resource list included?
 * Are the references used in the bibliography credible?
 * How can we validate the information provided? Can we check the sources?


 * Questions for Evaluating the Treatment of the Subject**
 * Is someone trying to sell us a product or point of view?
 * What kind of site did it come from ( .com = commercial, .gov = government, .edu = educational institution, .org = nonprofit organization). How might the source affect the accuracy? Can we believe everything that comes from the government or an educational institution?
 * Is the content factual or opinion? Does the information represent theory or evidence, fact or fiction, and so on? How do we distinguish between these?
 * Does it follow logical presentation of sequence?
 * Is the intended audience clear?
 * Are there any gaps in logic, or is there missing information that is relevant to the subject?
 * Are there political or ideological biases?
 * Is this primarily an advertising or a marketing site?
 * If quotes or data are provided, are they properly referenced?
 * Is the language used inflammatory or extreme?
 * Is the text well written? Are there misspellings, or is poor grammar used?
 * How doe the visuals, sound or animation influence how we interpret the information? Do visuals and text convey the same meaning?

__** BIG ISSUES TO CONSIDER **__


 * Access VS Safety**

Children's Internet Protection Act (CIPA) passed in 2000
 * The advent of the School filtering systems**
 * required public libraries that receive government funding to install internet filtering software.
 * by 2003, 96% of all public schools had some sort of filtering system
 * Debates raged over what and who and how much should be blocked

[|netsmartz] - Aids students in understanding important issues of Internet usage.

[|National conference of State Legislature] - laws related to internet privacy
 * Privacy**

__**Using Information To Build Knowledge with Open-Ended, Student-Directed Research Projects**__ In both student-directed projects as well as open-ended ones, students are encouraged to collect and then synthesize information gathered on the web to create an original work that showcases their knowledge. Open-ended projects allow students to explore all aspects of a topic rather than simply answering questions provided by the teacher. In student directed projects, each individual is accountable for the making the key decisions on search strategies, content and topics of discussion.


 * Wireless Internet Learning Devices commonly known as (WILDs**) are already being used in Europe, China, Japan,and the Philippines.

[|Lessons using a GPS] [|Lesson Plans] [|USGS Education]
 * GPS Lesson:**

[|Teachers using Cell Phones for Class]
 * Cell Phones**

[|WebQuests] [|Webquests for learning] [|Best webquests] [|Webquests 101] [|FREE webquest generator]
 * WebQuests**

[|Edheads]

[|Wise]
 * Science based**

[|devices for the classroom] [|Palmspot]
 * Handhelds**

__**Essential Questions**__
 * How does technology both assist and hamper the research process?
 * With the advent of handheld devises what projects and types of research can now be utilized within the classroom that were not possible before?
 * In what ways can technology enhance and promote active, reflective, collaborative and complex learning?