Marjorie Renfrow

LIS 416
Dr. Melanie J. Norton
ASSURE Lesson Plan: Digital Literacy: Determining Reliable Internet Sources

Introduction
This lesson is intended to instruct students in grades 7-8 to determine reliability of
internet resources and information. Each student will review several websites
individually to determine reliability of information and complete a questionnaire as well
as a written analysis of findings to show understanding of the concepts addressed. This
lesson will take approximately 60 minutes during one class period.
Learner Analysis
General Characteristics

7-8 grade students (12-14 years old)

Male and female
Diverse socioeconomic backgrounds
Diverse ethnic backgrounds

Entry Competencies

Age/Grade appropriate reading skills

Age/Grade appropriate listening skills
Basic computer operations skills
Basic Internet navigation skills

Learning Styles

Verbal/Linguistic
Visual/Spatial
Logical/Mathematical

State Standards and Objectives

Standards
From Mississippi Department of Educations Office of Curriculum and Instruction:
Prior to completion of Grade 8, students will:
1. Apply strategies for identifying and solving routine hardware and software problems
that occur during everyday use.

2. Demonstrate knowledge of current changes in information technologies and the effect

those changes have on the workplace and society.
3. Exhibit legal and ethical behaviors when using information and technology, and
discuss consequences of misuse.
4. Use content-specific tools, software, and simulations (e.g., environmental probes,
graphing calculators, exploratory environments, web tools) to support learning and
research.
5. Apply productivity/multimedia tools and peripherals to support personal productivity,
group collaboration, and learning throughout the curriculum.
6. Design, develop, publish, and present products (e.g., web pages, videotapes) using
technology resources that demonstrate and communicate curriculum concepts to
audiences inside and outside the classroom.
7. Collaborate with peers, experts, and others using telecommunications and
collaborative tools to investigate curriculum-related problems, issues, and information,
and to develop solutions or products for audiences inside and outside the classroom.
8. Select and use appropriate tools and technology resources to accomplish a variety of
tasks and solve problems. 2004 Mississippi Business and Technology Framework
9. Demonstrate an understanding of concepts underlying hardware, software, and
connectivity, and of practical applications to learning and problem solving.
10. Research and evaluate the accuracy, relevance, appropriateness,
comprehensiveness, and bias of electronic information sources concerning real-world
problems.
Objectives
Students will become familiar with website navigation techniques, keywords, URLs
(uniform resource locator), layout, content, and style indicators to determine reliability of
electronic resources through exploration of websites, included hyperlinks, supporting
research citations, and webpage copyright dates.
Select Strategies, Technology, Media, and Materials
Strategies
This lesson will use the following strategies for instruction: demonstration, discussion,
problem solving, discovery, and cooperative learning. Examples include a class
discussion of key terms and indicators of reliable information while viewing a common
webpage as a class, completing a WebQuest
(https://sites.google.com/a/eagles.usm.edu/internet-source-web/) on an individual level
and comparing results in groups, and exploring websites individually to determine
authenticity.

Technology, Media, and Materials

This lesson requires that each student have access to a fully functioning computer,
printer, internet connection, word processing software, and web-browsing programs.
Each student will be provided an in-class example of what to look for as a website is
explored by the teacher and students are instructed in key items to look for. Each
student will also receive a hand-out form to complete as they examine websites and a
grading rubric.
Utilize Technology, Media, and Materials
Preview Materials
The instructor must preview the websites to be visited by the students, ensure each
computer module and web-browser are fully functioning, and all equipment is in proper
working order. The instructor should be able to identify the differences in several URL
addresses, find the webpage copyright date, identify hyperlinks, navigate a site map,
explore tabs or additional pages connected to the home page of the original source,
and be able to troubleshoot any problems or broken links encountered.
Prepare Materials
To prepare the materials, ensure that each computer is in proper working order, all
handouts have been printed or copied, each computer is properly connected to the
internet or network, each computer is properly connected to the printer, and word
processing and web-browsing software are working correctly.
Prepare the Learner

Introduce the concepts of the sample webpage to the class

Explain what items are being looked for on each page they should visit and why
each is important
Ask students to identify copyright dates, author names, professional affiliations,
and hyperlinks on the sample webpage
Discuss instructions for the WebQuest and answer any preliminary questions
students may have about procedures of the overall experience

Provide the Learning Experience

Have each student sit at a computer module, turn the computer on, log in, and
open a web-browser.
As a class, have each student visit a common webpage and follow navigation
along with the teacher on the Smart Board, highlighting selected items to review
to determine authenticity of a website.
Ask students questions about the items in question, the layout of the page, the
content, hyperlinks, professional affiliation provided or mentioned, and any other
indicators they chose to evidence their determination of authenticity.

Give students initial handout and direct them to links for additional copies within
the WebQuest.
Direct students to complete a new form for each webpage either in a word
processing program or as a hard-copy from a printed version.
After the allotted 60 minute time-frame, combine students into groups to
compare/contrast and evaluate results.

Require Learner Participation

To ensure learner participation students will:

Be called on to answer questions

Be expected to complete questionnaire for each website visited
Complete a collaborative evaluation of results with classmates
Complete a one-page evaluation of combined results, with evidence to support
findings
Turn in completed forms and evaluations either hand-written or typed and
printed.

Evaluate and Revise

Handout #2 is a grading rubric designed for the purpose of assessment.

Examine the instructional process and identify high points and low points.
Examine the learning objectives and student outcomes, identify discrepancies
between these variables, and revise the lesson to improve a particular aspect of
the lesson.