Introduction
A critical examination of website criteria in relation to technical, reliability and educational aspects presented in CARS (Harris,2007) and Evalutech (SREB,2010) reveals several strengths and weaknesses within a school context where teaching and learning are of paramount importance. Applying these findings to a critical evaluation of specific websites demonstrates the significance website criteria hold. This will be shown by evaluating websites relating to the effects of the atomic bomb on the people and city of Hiroshima for Year 9-10 students.
Evaluation of Criteria
The technical aspects of websites are a major concern in research by professionals such as Nielson and Loranger (2005) , Naidu,S (2005) and Sullivan, Norris and Peet (n.d.) where usability, navigability, searchability and appropriate design are shown to impact on learners. In survey results on value of websites ( Pfoeffer,P, 2002; Smith,A., 1997;Yang and Cheng, 2007)) organisation, appearance and ease of use were regarded with equal importance to content. Unfortunately the CARS criteria do not reflect any of this. The fact that research in this area concludes “children have special needs of their own” (Sullivan, Norris and Peet,n.d.) leaves CARS completely lacking in consideration of this well researched area not only for adults but also for younger audiences. Criteria relating to navigation and usability could be added to CARS as well as how engaging/entertaining the website is in relation to usability to help make web learning not just educational but also fun (Pfoeffer,P,2002). With regard to Evalutech, it is strong in providing technical criteria where not only navigation but presentation is given many sub criteria to evaluate a website against. However it is lacking in matching the abovementioned research completely in the area of ensuring usability being compatible with age of users as outlined by Pfoeffer (2002, pg11-13), with its only reference to appropriateness for the intended audience relating to legible text and print size. Both CARS and Evalutech need to include criteria on levels of digital literacy of the intended audience as outlined in Digital Literacy Across the Curriculum (Hague and Payten,2010) to determine their degree of “savvyness”(pg3) against a website allowing them to “participate meaningfully and safely” (pg3).
Professional writings concerning reliability of websites reveal the need to check authorship/authority, currency and accuracy of information (Alexander and Tate,1999; Katz,2002; Schrock, 2002 and Herring 2004) and to avoid bias (Katz,2002; Schrock, 2002). CARS provides an excellent checklist regarding these, with the heading and content of its four main criteria (credibility, accuracy, reasonableness and support) directly connected to and supporting these areas. While not so strong in areas of technical (see above) and K-12 educational aspects (as shown below), it is definitely strong here. CARS is particularly concerned with the author of websites, making note of author in each main criteria. This strengthens reliability and aids as a good reminder to choose websites with clear authorship, making it easier for students to avoid the ever increasing rate of plagiarism (Karena,C. ,2010), where it has been noted in The Australian Educator, “Widespread internet use is facilitating plagiarism.” (Karena, C., 2010, pg 34).
Evalutech is aligned very well with reliability research indicating need to avoid bias (Schrock,K,2002; Katz,2002) as well as the need to check currency, accuracy and authoritativeness (Alexander and Tate,1999; Katz,2002; Schrock, 2002 and Herring 2004). As research into website credibility grows (Boklaschuk,K and Caisse,K, 2001; Beck,S.,2002; Fogg, Soohoo and Danielson, 2002;) and guideline documents such as Stanford Guidelines for Web Credibility (2004) are developed, Evalutech provides a valuable set of criteria, as it fuels the need to judge a website before considering it trustworthy. It has been stated “Information is a source of influence and power” (Eslake,S,2006) and so accurate, reliable and timely information as outlined in Evalutech’s criteria and as stated by Eslake (2006) “is vital to effective decision making in almost every aspect of the human endeavour”.
In relation to educational criteria, CARS does not make strong links to the crucial areas of teaching and learning within school contexts. It does not provide criteria to adequately judge educational content of websites in support of aides such as Bloom’s taxonomy of the Cognitive Domain (Bloom and al., 1956) and Cyberguide (McLachlan, K, 2002). While providing criteria on objectiveness and truthfulness, it does not support the endeavour to analyse whether purpose of an inquiry is being met educationally in direct support of both teachers and learners (Boklaschuk and Caisse, 2001). Furthermore, whereas much has been written on importance of level of language (Schrock,2010; Osborne,H,2000; Callow,J, 2000, Herring,J. 2009), CARS does not refer to this, lacking in its applicability to judge a site against various reading levels, particularly important for K-12 learners. It may assume reading level is not an issue for the type of audience this set of criteria was written for, however even for adult learners, literacy levels can vary greatly (Measuring Literacy;Performance Levels for Adults, 2005; National Assessment for Adult Literacy, 2003).
Evalutech provides strong educational guidelines to evaluate websites as it supports the need to link websites with educational purpose of an inquiry and not just as it relates to content but also compatibility with learners’ abilities (Callow,J, 200). Including relevance to a K-12 curriculum and appropriateness with regard to content and ability of learners, aides such as Cyberguide (McLachlan,K,2002) and Bloom’s taxonomy are upheld. While it does not directly mention level of language (Schrock,2010; Osborne,H,2000; Callow,J, 2000, Herring,J. 2009), there is mention of intellectual compatibility and content/vocabulary being relevant to students’ abilities hopefully leading to specific consideration of literacy levels. Evalutech could be improved by formulating criteria directly regarding this. Both Evalutech and CARS could also include criteria on whether websites have any distracting material such as advertisements, surveys, unsuitable graphic material or unrelated links causing distraction from the overall purpose of inquiry.
Finally, CARS and Evalutech fail to provide adequate criteria addressing the affective domain, discussed by Kuhlthau (2004) in her process model and outlined in Bloom’s taxonomy. They do not provide criteria directly addressing whether or not readers are being stimulated to think at deeper levels of the affective domain into areas of intuition, convictions and beliefs to develop strong information literacy skills. Criteria to check if a website urges/prompts the audience to reflect upon information presented is needed to help learners develop new, original and meaningful understandings.
Using an analytical understanding of website criteria and applying this knowledge within a school context show just how valuable website criteria are as they help to determine whether specific websites truly reflect the teaching and learning needs of the school community. However it also reveals sets of website criteria need to be respected more as a guide and not the be all and end all of how one evaluates any particular website. They may have both weaknesses and strengths and understanding this will enable one to more accurately determine any website’s usefulness.
Saturday, April 2, 2011
Friday, July 30, 2010
Information Environment
Well, this subject so far is proving to be most informative and rewarding.
I really didn't realise how far behind the eight ball I was with my current researching skills.
I have to admit I am a confessed "googler" and have been most diasppointed at times with what it has come up with and yet I didn't think to even use other search engines!
I am also becoming increasingly aware of how important and connected we as TL's are to the teaching and learning that goes on in a school. Not only that but what that implies. Looking more in depth at Bloom's taxonomy was a little daunting for me as I haven't used it at all as a reference point in my teaching career but going through the excercise of using it really proves it to be a most useful tool in planning lessons.
It's is amazing how this course is helping me become a better teacher - in the areas of developping information literacy skills and how to go about a successful search on the internet for any given inquiry.
This subject is really opening my eyes to the vast resources to help one search successfully. I really did not know just how many search engines were out there, let alone search directories, nor what terms such as Boolean logic were although I have used them. Reading about them and understanding them more fully is a real eye opener and will hopefully help my search techniques in the future if I remember to use them.
As I prepare to engage in an assignment that is to critically evaluate two sets of webiste criteria and then critically analyze 4 websites, this course has really got me thinking that I am about to go through a most worthwhile process, and hopefully succeed. This is becoming increasingly more important to me to make sure I can determine appropriate websites that will enhance the information literacy levels in schools.
I really didn't realise how far behind the eight ball I was with my current researching skills.
I have to admit I am a confessed "googler" and have been most diasppointed at times with what it has come up with and yet I didn't think to even use other search engines!
I am also becoming increasingly aware of how important and connected we as TL's are to the teaching and learning that goes on in a school. Not only that but what that implies. Looking more in depth at Bloom's taxonomy was a little daunting for me as I haven't used it at all as a reference point in my teaching career but going through the excercise of using it really proves it to be a most useful tool in planning lessons.
It's is amazing how this course is helping me become a better teacher - in the areas of developping information literacy skills and how to go about a successful search on the internet for any given inquiry.
This subject is really opening my eyes to the vast resources to help one search successfully. I really did not know just how many search engines were out there, let alone search directories, nor what terms such as Boolean logic were although I have used them. Reading about them and understanding them more fully is a real eye opener and will hopefully help my search techniques in the future if I remember to use them.
As I prepare to engage in an assignment that is to critically evaluate two sets of webiste criteria and then critically analyze 4 websites, this course has really got me thinking that I am about to go through a most worthwhile process, and hopefully succeed. This is becoming increasingly more important to me to make sure I can determine appropriate websites that will enhance the information literacy levels in schools.
Saturday, July 24, 2010
Resourcing the Curriculum
Well, I am just at the end of my course on Resourcing the Curriculum.
At the start I began to think that a lot of what we were presented with to read was a lot of teaching us what was very obvious to do. I began to wonder if I would learn anything new as what I seemed to be picking up was just clarifying what I beleived should happen.
However by the end of the course I realised just how important this subject was. Not only did it become clear how important a professional Collection Policy was but also how valuable the excercise was in writing up one specific to a particular school. I became very pleased with my final Collection Policy. I now beleive this would be one of the first areas I would look into if I happen to obtain a TL position as a TL. I now understand how invaluable a professionalCollection Policy document for a most effective and relevant library service to exist.
At the start I began to think that a lot of what we were presented with to read was a lot of teaching us what was very obvious to do. I began to wonder if I would learn anything new as what I seemed to be picking up was just clarifying what I beleived should happen.
However by the end of the course I realised just how important this subject was. Not only did it become clear how important a professional Collection Policy was but also how valuable the excercise was in writing up one specific to a particular school. I became very pleased with my final Collection Policy. I now beleive this would be one of the first areas I would look into if I happen to obtain a TL position as a TL. I now understand how invaluable a professionalCollection Policy document for a most effective and relevant library service to exist.
Friday, October 16, 2009
Varying types of leadership
I must say that I haven't been so confronted before with so many types of leadership as presented in the Fullan text.
Not only are there so many types of different types of leaders but in order to be the most effective leader possible you have to be an expert at all types and know when and when not to use each style.
This is a real eye opener for me and difficult too as I am not good at certain styles of leadership as some styles come more naturally to me than others but it seems time now to throw away lack of ability in all styles and begin learning more aboout them all and gaining maturity in when to use each one.
It has surprised me as well that so many types of leaders exist and that they all seem to get in somehow. Why there isn't some cosmic barrier for preventing the less desirables to get in I don't know but that's just the way it is and I feel really sorry for those who are suffering under the hand of such ones.
As I have been reading, it is not just in the Fullan text that I have gain understandings of leadersship types. The writings by Donham (2005, pg 296-3-4), Cheng (2002, pg 56-57) and Beck , J and Yeager,N (1994, pg 184-206)also have revealed to me several leadership styles that have helped me to see just how wide and varied leadership needs to be in order to lead effectively.
I can also see that there is great complexity in leadership such as I have never really considered before. In reading Fullan (2004, pg 55-60) I cam confronted with the term "complexity science" and "complexities of leadership." This has got me thinking on the fact that leadership is in an environment way more complex than I had thought. Indeed I hadn't even given it much thought before but Nnow I can see that not only is leadership itself complex but so is the environment in which leaders function. And they need to become masters of it in order to be as successful as possible.And masters not just of the internal factors but external ones as well.
Not only are there so many types of different types of leaders but in order to be the most effective leader possible you have to be an expert at all types and know when and when not to use each style.
This is a real eye opener for me and difficult too as I am not good at certain styles of leadership as some styles come more naturally to me than others but it seems time now to throw away lack of ability in all styles and begin learning more aboout them all and gaining maturity in when to use each one.
It has surprised me as well that so many types of leaders exist and that they all seem to get in somehow. Why there isn't some cosmic barrier for preventing the less desirables to get in I don't know but that's just the way it is and I feel really sorry for those who are suffering under the hand of such ones.
As I have been reading, it is not just in the Fullan text that I have gain understandings of leadersship types. The writings by Donham (2005, pg 296-3-4), Cheng (2002, pg 56-57) and Beck , J and Yeager,N (1994, pg 184-206)also have revealed to me several leadership styles that have helped me to see just how wide and varied leadership needs to be in order to lead effectively.
I can also see that there is great complexity in leadership such as I have never really considered before. In reading Fullan (2004, pg 55-60) I cam confronted with the term "complexity science" and "complexities of leadership." This has got me thinking on the fact that leadership is in an environment way more complex than I had thought. Indeed I hadn't even given it much thought before but Nnow I can see that not only is leadership itself complex but so is the environment in which leaders function. And they need to become masters of it in order to be as successful as possible.And masters not just of the internal factors but external ones as well.
Tuesday, October 13, 2009
Moral purpose
Boy, is moral purpose an important ingredient in an organisation!!!
To do your job with conviction that one is involved in an endeavour that seeks the overall good of society is very rewarding and indeed leads to stronger work ethic and effort.
It was very encouraging to know that moral purpose is something that good and conscientious leaders are aspiring to uphold!
This is something intrinsic to us all but boy it is great to see how much of a highlight it is being given.
Indeed in the Fullan text, it is one of the 5 core elements of effective leadership. All I can say is thank goodness that we as up and coming leaders are being encouraged on a human level of leadership skills and not just had knowledge of how to go about things.
Moral purose really needs to be embraced by the leadership and indeed, not just embraced but exemplified in every interaction. It also needs to be ensured that it is addressed in the mission statement for that department and that this inclusion is in line with the moral purpose and overall values and goals of the organisation as a whole.
Along with this I have noticed that pwer and its use or abuse by those in leadership is a very important factor in how well an orgaisation runs. It seems increasingly to me that a person of a more altruistic nature is the ideal one to be vested with the honor of holding power and it is a shame that there have been many leaders who are seeking to do things from a selfish point of view.
To do your job with conviction that one is involved in an endeavour that seeks the overall good of society is very rewarding and indeed leads to stronger work ethic and effort.
It was very encouraging to know that moral purpose is something that good and conscientious leaders are aspiring to uphold!
This is something intrinsic to us all but boy it is great to see how much of a highlight it is being given.
Indeed in the Fullan text, it is one of the 5 core elements of effective leadership. All I can say is thank goodness that we as up and coming leaders are being encouraged on a human level of leadership skills and not just had knowledge of how to go about things.
Moral purose really needs to be embraced by the leadership and indeed, not just embraced but exemplified in every interaction. It also needs to be ensured that it is addressed in the mission statement for that department and that this inclusion is in line with the moral purpose and overall values and goals of the organisation as a whole.
Along with this I have noticed that pwer and its use or abuse by those in leadership is a very important factor in how well an orgaisation runs. It seems increasingly to me that a person of a more altruistic nature is the ideal one to be vested with the honor of holding power and it is a shame that there have been many leaders who are seeking to do things from a selfish point of view.
Different types of leaders
It has been very interesting for me to consider just how varying leaders can be.
I have personally experienced this and how different types of leaders in the same setting can drastically change the overall environment and atmosphere of an institution.
And now I have read in chapter 3 of the Fullan text about several different types of leaders and just how different each one is.
It is quite amazing that all these different sorts of leaders exist and that any one given organisation is at the mercy of the style of leadership allowed to operate.
Boy, leadership can really make a difference!!!!
And boy, we are as employees really at the mercy of whatever leadership we are under.
Whate surprises me is that the less desirable styles of leadership can still obtain positions of power - why can't those in the job of employing leaders be better equipped to understand who they are employing.
What this does for me personally as a possible up and coming leader is to make sure I have a very well rounded leadership style and can adapt my style according to presenting needs.
I have personally experienced this and how different types of leaders in the same setting can drastically change the overall environment and atmosphere of an institution.
And now I have read in chapter 3 of the Fullan text about several different types of leaders and just how different each one is.
It is quite amazing that all these different sorts of leaders exist and that any one given organisation is at the mercy of the style of leadership allowed to operate.
Boy, leadership can really make a difference!!!!
And boy, we are as employees really at the mercy of whatever leadership we are under.
Whate surprises me is that the less desirable styles of leadership can still obtain positions of power - why can't those in the job of employing leaders be better equipped to understand who they are employing.
What this does for me personally as a possible up and coming leader is to make sure I have a very well rounded leadership style and can adapt my style according to presenting needs.
Leaders in a culture of change
I has been a striking point to me personally that there is a clear distinction between leaders and managers
In the Fullan text on page 2 it clearly states that leadership is needed for problems that do not have easy answers.
This has got me thinking that leaders are not just good managers - they have a unique responsibility to mae sure people are aware of problems and the need to change and also to address them in a way that will bring about the best possible response from employees as possible.
Leaders are managers but also much more. They are not just managers.
On pafge 3 of theu Fullan text it states that lepasership is not mobilising others to solve problems we already know how to solve, but helping them to confront problems that have not yet been addressed successfully.
This has led to a personal relevation that if I am to be a good leader I need to be aware that I am to lead others not just to solve problems they can see and know how to answer but to direct their awareness to see andj understand that there may be problems either currently existing or coming up in the future to whcih there are no solutions yet available and upon which we all much collaboratively act.
I am not just to be a good manager but also a good insightful proactive foreseer of future problems and of problems that yet have no answers.
In the Fullan text on page 2 it clearly states that leadership is needed for problems that do not have easy answers.
This has got me thinking that leaders are not just good managers - they have a unique responsibility to mae sure people are aware of problems and the need to change and also to address them in a way that will bring about the best possible response from employees as possible.
Leaders are managers but also much more. They are not just managers.
On pafge 3 of theu Fullan text it states that lepasership is not mobilising others to solve problems we already know how to solve, but helping them to confront problems that have not yet been addressed successfully.
This has led to a personal relevation that if I am to be a good leader I need to be aware that I am to lead others not just to solve problems they can see and know how to answer but to direct their awareness to see andj understand that there may be problems either currently existing or coming up in the future to whcih there are no solutions yet available and upon which we all much collaboratively act.
I am not just to be a good manager but also a good insightful proactive foreseer of future problems and of problems that yet have no answers.
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