WEB LITERACY: FINDING YOUR SOURCES ON THE W EB

How to Use the Internet to find Reliable Information

Wes Bartlett, Jim Becker, Jamel Hobson, MaryEm Musser 12/4/2011 Purdue University: EDCI 572

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W EB LITERACY : FINDING YOUR SOURCES

ON THE

W EB

How to Use the Internet to find Reliable Information

TABLE OF CONTENTS
Introduction ................................................................................................................. 3 Goal Statement and Analysis ..................................................................................... 4 Goal Statement ......................................................................................................... 4 Goal Analysis ............................................................................................................ 4 Sub-skills analysis .................................................................................................... 4 Entry behaviors ...................................................Error! Bookmark not defined. Learners And Performance ......................................................................................... 5 Learner interviews ................................................................................................... 5 Learner description .............................................Error! Bookmark not defined. Description of performance context, implications for instruction .......................... 8 Information Categories: Data Sources Performance Site Characteristics ............ 9 Performance objectives ............................................................................................. 9 Assessments ............................................................................................................... 13 Samples assessments for each objective ................................................................ 13 Instructional Strategy ............................................Error! Bookmark not defined. Describe instructional sequence and proceduresError! Bookmark not defined. Objectives ................................................................Error! Bookmark not defined. Teacher Guide.........................................................Error! Bookmark not defined. Student Guide .........................................................Error! Bookmark not defined. Materials Needed ...................................................Error! Bookmark not defined. Other Resources .....................................................Error! Bookmark not defined. Describe pre-instructional activities...................................................................... 17 Information/example for each objective ................................................................. 17 Practice/feedback for each objective ...................................................................... 17 Describe strategy for teaching terminal objective ................................................ 17 1

12/4/2011 Student Groupings and Media Selections ................................................................ 17 Student groupings .................................................................................................. 17 Media selections ..................................................................................................... 17 Describe characteristics of learners used for small-group evaluation- how close are they to targeted learners? How do they differ? How might this impact the accuracy of your evaluation of the instruction? ................................................................................................... 17 Evaluation and Analysis ........................................................................................... 17 Describe all the materials and instruments used in the small-group evaluation18 Describe the procedures in evaluation of instruction ........................................... 20 Present and analyze the data from evaluation ..................................................... 20 Describe revisions to instruction and assessment ................................................ 22 Appendix .................................................................................................................... 27 Pre- and Posttests................................................................................................... 27 Instructional materials ............................................................................................. 28 Client questions and answers: .................................................................................. 34

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EXECUTIVE SUMMARY
On Target Designs is pleased to provide Elm Street Middle School with this workshop for your middle school students on web literacy. Through our design process we identified a particular framework that will help guide the students as they learn about web literacy as well as serving as a mnemonic device to aid recall after the workshop. The proposed method is referred to as the ABCs of web literacy and is the core of the workshop. Learners will be guided through a short presentation introducing the concepts of web literacy and the ABCs of web literacy. Part of the presentation is a guided evaluation where a group of web sites are provided to demonstrate how to apply the ABCs of web literacy. After presentation is finished the students will be paired off in groups to evaluate web sites for use in their research papers. A pretest & posttest have been included to serve as immediate feedback on topic retention. Our pilot group of instruction went very well, and identified a few areas for improvement notably in terms of motivation for this information. We revised our introduction to the workshop to accommodate that feedback and believe the staff of Elm Street Middle School will be pleased with the results of this workshop. Beyond that feedback there were a few other cosmetic issues to address. Overall the pilot instruction measured great, as shown in the data from the testing done before and after the workshop, with positive growth in understanding and application of the concepts. It has been a pleasure to work with your team, and please feel free to contact us with any questions you have about the proposed workshop.

Wes Bartlett, Jim Becker, Jamel Hobson and MaryEm Musser

INTRODUCTION

12/4/2011 Internet savvy is a critical skill for students to discern Internet sources from reliable to unreliable. With over 8 billion pages on the Internet, 5 simple things students can look for to quickly evaluation the reliability of a web source is critical.

GOAL STATEMENT AND ANALYSIS

Goal Statement
The goal of this project is to build the skills in learners so they will be able to define web literacy and demonstrate the ability to classify resources as being a good or poor choice for use when conducting research on the internet.

Goal Analysis

Sub-skills Analysis & Entry Behaviors

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LEARNERS AND PERFORMANCE

Learner interviews

DESCRIPTION OF LEARNERS
From our client, we received the following details of our target audience.

Target Audience

They are middle school aged learners, covering the grades of 7, 8, and 9. Ages are 13 15. There are 22 total learners that are targeted, in a population of 200 within the middle school.

Entry Skills

We can assume the learners are comfortable using the web and have no problems with basic web searching and navigation. They would be described as wired or connected, so they are comfortable with technology concepts.

Prior Knowledge of Topics Area

They have no prior knowledge of web literacy concepts.

LEARNER INTERVIEWS
The target audience for this project was provided to us by our client along with specific descriptors noted above. Following are additional questions to clarify entry skills, attitudes and motivation of the targeted audience.

Entry Skills:

From our client we received the following description connected or wired definitions received from client. Additional questions to provide more detail on those descriptions are;

(1) How much time, per day do you use a computer or phone to access the web? a. b. c. 30 minutes -1 hour 1-2 hours 2-4 hours

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d. 5+ hours

(2) Does your family have a computer in your home? a. b. Yes No

(3) What is your primary means of access the web? a. b. c. Smart Phone Computer / Laptop iPad

(4) Why do you primarily use the internet? a. b. c. d. Social Networking Education Research Shopping

(5) Which of the following would be considered a search engine. a. b. c. d. www.navyfederal.org www.google.com www.whitehouse.gov www.purdue.edu

Attitudes

This project from our clients was driven by the goals of the school administration. Teachers and administrators felt it was important to build this skill in their student population. To better address how the students felt about using the web as a source, researching, and their attitudes regarding the training, the following additional questions can be used:

1.

I enjoy using my computer to access the internet. a. strongly disagree b. disagree c. undecided d. agree e. strongly agree I enjoy using my phone or iPad to access the internet.

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a. strongly disagree b. disagree c. undecided d. agree e. strongly agree I enjoying learning new things. a. strongly disagree b. disagree c. undecided d. agree e. strongly agree I enjoying researching new topics. a. strongly disagree b. disagree c. undecided d. agree e. strongly agree

3.

4.

5.

I consider myself to be internet savvy. a. strongly disagree b. disagree c. undecided d. agree e. strongly agree

Prior Knowledge

The following questions address clarifying the prior knowledge definition received by client which was no prior knowledge of web literacy.

(1) What of the following BEST defines the word bias? a. b. c. d. A prejudice outlook toward something To occupy the attention of A very high point A sad of depressed state

(2) The author, publisher and/ or server will help you analyze a web pages ____. a. b. Bias Accuracy

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c. d. Authority Currency

(3) Which will of the following will help you determine the accuracy of a website? a. b. c. d. Other sources are cited The website is selling a product A recently updated date You are familiar with the author

(4) When a website is trying to sell an idea, product or service and is only presenting favorable information that supports its goals is an example of ____? a. Accuracy b. Authority c Currency d. Bias

Description of performance context, implications for instruction

Analyzing Performance Context For Middle School Students: Literacy Project

Information Categories
1. Principal/Teacher Support

Data Sources

Performance Site Characteristics

Interviews/Survey questions for Overall support for technology Principals and teachers and any in the classroom and attitude other appropriate support staff towards importance of proper usage of the internet. Facilities: Computer Lab

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2. Technological aspects of classroom Interviews: Teachers and staff Equipment : 17 Computers (9 supervising access to in Laboratory and 8 computers and the additional) connectivity, internet.Observations: Observe projection. the lab and equipment for adequate speed and specifications to support internet research Observations: Observe adequacy of classroom/computer lab to Interviews: Teachers and supervisory staff, students. Timing: 60 minutes available for training session.

3. Physical aspects of the site

4. Social aspects of site

Supervision, 22 students interaction with teachers during discussions. The students using technology and new skills. Effectively using skills to identify appropriate web based sources for information

5. Relevance of skills to the Interviews: Same as above. classroom

Meet identified needs: Able to define web literacy, the importance of web literacy and evaluate a web site with regard to authority, authorship, bias, and misinformation.

Performance objectives
Learners will be able to define web literacy and demonstrate the ability to classify resources as being a good or poor choice for use when conducting research on the internet. Main steps in instructional g Step Performance Objective

12/4/2011 1. Define web literacy After instruction the learner will be able to define what web literacy is, and the importance of it. This definition will be used to guide the evaluation of web resources. After picking a research topic, the learner will conduct web research to support their paper. After defining a research topic, the learner will complete a targeted web search to limit search results. Those results will then be evaluated for use in their paper. After conducting a web search, the leaner will evaluate the web resources. The evaluation process will provide the learner with quality resources for use in their paper. After determining a web resource is quality, the leaner will use it for their research paper. The learner will learner will repeat this process as necessary to obtain the required number of quality resources.

2. Define a research topic

3. Conduct a web search

4. Evaluate web resource

5. Use quality resource in research paper

Subordinate Skills

Subordinate Skills 1.1 List 5 ABCs of web literacy

Subordinate Objectives 1.1 After instruction the learner will be able 10

12/4/2011 to identify the 5 ABCs of web literacy. The learner should be able to define what each ABC stands for.

1.1.a When asked either orally or in writing to list the 5 ABCs of web literacy, the learner will be able to list all 5 successfully. 1.2 State why web literacy is important 1.2 After instruction the learner will be able to identify why web literacy is important. The learner will be able to define why web literacy is important to their research.

1.2.a When asked orally or in writing to describe why web literacy is important, the learner will be able to list 2 reasons why it is important.

1.2.b When asked orally or in writing to describe what misinformation is, the leaner will be able to provide one example of how misinformation could be used when poor web literacy is practiced. 3.1 Use good search techniques to limit results seen 3.1 Given a search topic, the learner will apply good search techniques to limit the search results. The learner will demonstrate how to restrict results to a single website.

3.1.a When asked orally or in writing to provide example of how to limit search results, the learner will list 2 methods to limit search results.

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12/4/2011 4.1.1 Evaluate resource on Authority 4.1.1 Given a search result, the leaner will evaluate the authority of the website. The learner should be able to identify if the website has legitimate authority on the content. 4.1.2 Given a search result, the leaner will evaluate the accuracy of the website. The learner should be able to identify if the website has accurate information presented on it. 4.1.3 Given a search result, the leaner will evaluate if bias is present on the website. The learner should be able to identify if the website has content that is biased by design. 4.1.4 Given a search result, the leaner will evaluate the currency of the website. The learner should be able to identify if the website has information that is current. 4.1.5 Given a search result, the leaner will evaluate the coverage of the website. The learner should be able to identify if the website is a good fit for the type of research needed. 4.2.1 Given a website, the learner will establish who the author of the website is and what authority they have on the topic. The learner will identify the author and if there are any issues with their authority.

4.1.2 Evaluate resource on Accuracy

4.1.3 Evaluate resource on Bias

4.1.4 Evaluate resource on Currency

4.1.5 Evaluate resource on Coverage

4.2.1 Define who the author is and what authority they have on the subject

4.2.2 Evaluate the information used 4.2.2 Given a website, the learner will by the author establish the source of the information presented. The learner will identify the source of the information and any problems 12

12/4/2011 with the cited information. 4.2.3 Evaluate if the information is unbalanced or attempting to sell something 4.2.3 Given a website, the learner will establish if the information is attempting to inform or persuade. The learner will identify if the information is informative or not. 4.2.4 Given a website, the learner will establish the timeliness of the information presented. The learner will identify the last time the information was updated. 4.2.5 Given a website, the learner will establish if the information is of the appropriate level for the research. The learner will identify if the website is a good resource for use in their paper.

4.2.4 Evaluate when the information is from and the last time it was updated

4.2.5 Evaluate if the information is of sufficient depth on the research topic

Terminal Objective
Having completed this workshop, learners will successfully evaluate websites using the ABCs of web literacy. Learners will demonstrate this by completing website evaluation checklists to determine if a web resource is a good source for their research paper.

ASSESSMENTS
Objective Assessments Listing 1.1a Now that you know the ABCs of web literacy please list the five different ABCs. Short answer 1.1 Please list each individual ABC and a short description of what it means.
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1.2 Please write a sentence or two about why web literacy is important. 1.2a Please give at least 2 reasons why web literacy is important when using the Internet for research. 1.2b Misinformation occurs when something presented is taken as fact without practicing good web literacy, please list one possible example this. (Does not need to be an actual website, verbal description will suffice) 3.1.a Please list any two possible ways to restrict the results returned from a search engine (google, yahoo, bing, etc) Checklist (yes/no) 4.1.1 Author identified? Is the author a credible source? 4.2.1 Able to identify the author? Able to identify the connection between author and content posted? 4.1.2 Does the website have citations? Are the citations from more than one or two pages? Is the website accurate? 4.2.2 Able to identify if there is cited material? Able to identify if cited materials are credible? 4.1.3 Is the website selling anything? Does the website discredit other viewpoints without reason? Is the website free of bias? 4.2.3 Is the web site taking a moral stance? Is the web site attempting to sell any products? 4.1.4 Is there a created or modified date? Does other information on this topic have similar dates? Is the website a current source of information? 4.2.4 Able to find date published?
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Able to find date last updated? Is the date on this website similar to other related websites? 4.1.5 Does the website cover the topic being researched? Does the website have the correct depth of information? Does the website have the correct amount of coverage for the research? 4.2.5 Does this website cover the information needed? Is the information presented of the correct depth for your research? Alternative Assessments 3.1 Demonstrate how to restrict the results of a web search to a single website. Scale 0-3 0 = unable to complete 1 = restricts to a top level domain (.com, .edu, .gov) 2 = able to restrict to a single website 3 = able to restrict is a single website and makes use of additional search modifiers

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Describe pre-instructional activities

Pre-instructional Activities Motivation: Welcome the learners to the workshop, have handouts ready for pre-test as they are coming in. Have intro slide displayed on projection screen so they can see what the workshop will be about, explain that web literacy is important for their research and we want to have some fun while teaching them how to become web literate. Objectives: The importance of web literacy and the easy to remember ABCs of web literacy. The learners will briefly be instructed on what web literacy is, what the ABCs are and then paired off to put those concepts into action. Entry Skills: Entry skills for this workshop include the ability to use a computer, conduct web searches, read and examine details. Student Grouping and Media Selections: Large group with all learners during introduction portion of the workshop. Information will be presented via a computer projector and pull down screen. Learners will make use of printed handouts and writing instruments. After introduction phase learners will be paired off in groups of 2-3 individuals to work on computers to examine websites.

Describe strategy for teaching terminal objective

STUDENT GROUPINGS AND MEDIA SELECTIONS

Student groupings Media selections

EVALUATION AND ANALYSIS

Characteristics of learners in small-group evaluation Learners used in the small-group evaluation fell into the age grouping of XXX. This is closely comparable to the defined target group of learners. The results from this group should provide good insight to how the instruction will be received by the target group when deployed.

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Materials and instruments used in the small-group evaluation

Materials were developed with pre-teen to early teen youth in mind. The students from Elm Street Middle School in Boston are expected to be very sophisticated with the Internet, social media, and computers and handheld devices. Therefore we were concerned that visuals be exciting and lead quickly to hands-on utilization of the learning objectives, towards the final goal of the instruction (Terminal Goal). A Power Point about the ABCs of Web Literacy was developed to serve as an organizer of the main objectives: Define Web Literacy, Define a research topic, Conduct a Web Search, Evaluate Web Resources, Use quality resources in research paper. The instruments used match the instruments developed for the workshop: the PowerPoint presentation, website evaluation checklist and the pre/post tests.

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Describe the procedures in evaluation of instruction Present and analyze the data from evaluation
Pre-test results

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Post-test results

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Describe revisions to instruction and assessment

Add in awareness of the impacts of NOT being able to assess if a web page is a good source or not. Reference the size of the internet to express the volume of information available to help motivate learners in learning simple solutions to evaluation the internet 26

12/4/2011 Revised information packet to contain paper worksheets detailing search modifiers and how to make use of them.

APPENDIX
Pre- and Posttests
Have you heard the term "web literacy" before? *

Yes No

Do you think you are a good judge of if a website has good information on it? *

Yes No

When conducting internet research do you pay attention to what website you are getting your information from? *

Yes No

When searching for information do you try to restrict where your results come from, or do you simply search on the term? *

Attempt to restrict results Just search on the term

Do you know how to search only one website? *

Yes No

How important is it for a site to name its sources? * 1 Not Important 2 3 4 5 Very Important

How important is if for a site to have a recent update date? * 1 Not important 2 3 4 5 Very important

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Do you consider a website having citations a high priority? *

Yes No Not sure

Do you know how to tell who created a website? *

Yes No

INSTRUCTIONAL MATERIALS
PowerPoint (Insert Here)

Website Evaluation Worksheet

Website Evaluation Student Name: Website Name: Research Topic: Please place a check mark in the appropriate box for your answer. Date: Year Created:

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Authority: Is the Author of the site and/or articles identified? Is the Author a credible source? Does the website have citations? Are the cited materials credible? Accuracy: Is the website information accurate? Does it use multiple sources to verify its information? If the information is time sensitive, is it regularly updated for accuracy? Bias: Is the website selling anything? Does the website discredit other points of view without reason? Does the website take a moral stance? Currency: Is there a created and/or modified date? Does the information on this topic have similar dates to the creation date? Is the creation date on this website similar to other related websites? Is the website a current source of information? Coverage Does the website cover the topic being researched? Is the website authoritative, accurate, current and attempting to be unbiased? Yes No Yes No Yes No Yes No Yes No

Search term modifier worksheet

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Google Guide Quick Reference: Google Advanced Operators (Cheat ... http://www.googleguide.com/advanced_operators_reference_print.html

Basic Examples

Finds Pages Containing...

biking Italy recycle steel OR iron "I have a dream" salsa dance Louis +I France castle ~glossary fortune-telling define:imbroglio
Calculator

the words biking and Italy information on recycling steel or recycling iron the exact phrase I have a dream the word salsa but NOT the word dance information about Louis the First (I), weeding out other kings of France glossaries about castles, as well as dictonaries, lists of terms, terminology, etc. all forms of the term, whether spelled as a single word, a phrase, or hyphenated definitions of the word imbroglio from the Web
Meaning Type Into Search Box

+*/ % of ^ or ** old units in new units

Restrict Search Meaning

basic arithmetic percentage of raise to a power convert units

12 + 34 - 56 * 7 / 8 45% of 39 2^5 or 2**5 300 Euros in USD, 130 lbs in kg, or 31 in hex
What to Type Into Search Box (& Description of Results)

city1 city2 site: [#]. .[#] filetype: (or ext:) link:

Book flights. Search only one website or domain. Search within a range of numbers. Find documents of the specified type. Find linked pages, i.e., show pages that point to the URL.

sfo bos (Book flights from San Francisco (SFO) to Boston (BOS).) Halloween site:www.census.gov (Search for information on Halloween gathered by the US Census Bureau.) Dave Barry pirate 2002..2006 (Search for Dave Barry articles mentioning pirates written in these years.) Form 1098-T IRS filetype:pdf (Find the US tax form 1098-T in PDF format.) link:warriorlibrarian.com (Find pages that link to Warrior Librarian's website.) book Ender's Game (Show book-related information. Note: No colon needed after book.) define monopsony, what is podcast (Show a definition for the words monopsony and podcast. Note: No colon after define, what is, or what are.) define:kerning (Find definitions for kerning from the Web.) phonebook: Disney CA (Search for Disney's phone numbers in California - CA.) rphonebook: bill jones NY (Search for the phone number of every Bill Jones in New York State - NY.) movie: traffic (Search for information about this movie, including reviews, showtimes, etc.) stocks: goog (Find Google's current stock price.) weather Seattle WA, weather 81612 (Show the current weather and forecast. Note: No colon after weather.)

Specialized Information Queries

book (or books) define, what is, what are define: phonebook: rphonebook: movie: stocks: weather

Search full-text of books. Show a definition for a word or phrase. Provide definitions for words, phrases, and acronyms from the Web. Show all phonebook listings. Show residential phonebook listings.

Find reviews and showtimes. Given ticker symbols, show stock information Given a location (US zip code or city), show the weather

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Google Guide Quick Reference: Google Advanced Operators (Cheat ... http://www.googleguide.com/advanced_operators_reference_print.html

Alternative Query Types

cache: info: (or id:)

Display Google's cached version of a web page. Find info about a page.

cache:www.irs.gov (Show Google's cached version of the US Internal Revenue Service home page.) info:www.theonion.com (Find information about The Onion website.) related:www.healthfinder.gov (Find websites related to the Healthfinder website.)

List web pages that are related: similar or related to the URL.

Restrict Search to Sites Where Query Words Appear

All query words must appear allinanchor: in anchor text of links to the page. Terms must appear in inanchor: anchor text of links to the page. All query words must appear allintext: the in text of the page. intext: The terms must appear in the text of the page. All query words must appear in the title of the page. The terms must appear in the title of the page. All query words must appear in the URL. The terms must appear in the URL of the page.

allinanchor:useful parenting sites (Search for pages that are called useful parenting sites by others.) restaurants Portland inanchor:kid-friendly (Search for pages on Portland restaurants for which links to the page say they are "kid friendly.") allintext:ingredients cilantro chicken lime (Search for recipes with these three ingredients.) Dan Shugar intext:Powerlight (Find pages mentioning Dan Shugar where his company, Powerlight, is included in the text of the page, i.e., less likely to be from the corporate website.) allintitle: Google Advanced Operators (Search for pages with titles containing "Google," "Advanced,", and "Operators".) movies comedy intitle:top ten (Search for pages with the words movie and comedy that include top ten in the title of the page.) allinurl:pez faq (Search for pages containing the words pez & faq in the URL.) pharmaceutical inurl:investor (Search for pages in which the URL contains the word investor.)

allintitle:

intitle: allinurl: inurl:

Restrict Search to Google Groups

author: group: insubject:

Find Groups messages from the specified author. Find Groups messages from the specified newsgroup. Find Groups messages containing crazy quilts in the subject.

flying author:Hamish author:Reid (Search for Hamish Reid's articles on flying.) ivan doig group:rec.arts.books (Search for postings about Ivan Doig in the group rec.arts.books.) insubject:"crazy quilts" (Find articles containing crazy quilts in the subject line.)

Restrict Search to Google News

location: source:

Find News articles from sources located in the specified location. Find News articles from specified sources.

queen location:uk (Find British news articles on the Queen.) peace source:ha_aretz (Show articles on peace from the Israeli newspaper Ha'aretz.)

Restrict Search to Froogle

store:

Find Froogle products from the specified store.

jeans store:gap (Find Gap jeans.)

About This Cheat Sheet

For more tips, tricks, & examples, visit www.GoogleGuide.com. By Nancy Blachman, Tasha Bergson-Michelson, & Jerry Peek who don't work for Google. Thank you Matt Vance for the idea of creating a Google Guide cheat sheet.

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Infographic on How to Google (http://www.hackcollege.com/wp-content/uploads/2011/11/google1.gif)

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CLIENT QUESTIONS AND ANSWERS :

Client questions: round 1 1. What is your definition of web literacy, and what is the desired outcome of this workshop for your students? This is a new area for our tiny, but affluent school. For the library staff, web literacy means that our students are able to find internet-based resources and be able to judge their quality and utility with regard to their research efforts. We would like students to be able to know where/how to find information for their research projects and how to critically evaluate the quality of the information and whether it is worthy of inclusion in their projects. Our students, as information consumers, cannot be naive about the content that exists out there on the Web. 2. Are you going to be providing relevant student demographics (age, family income/education levels, availability of computers/internet access at home) or are we to base those demographics off of a similar student population we have access to? As mentioned, we are located in an affluent area. Our students range from 13 to 15 years of age and are completely 'wired' and 'connected' - I think that's the language they use. 3. What is the frequency of application of the desired skills and is there an applicable lesson that we could tie our design to? If there is a particular assignment, such as a research paper, we can build our examples around, or we can do a general overview of web literacy? We have no lessons to share, as this is a new endeavor at this school, so a general view of web literacy is good. It needs to be relevant to our age group and hold their interest. 4. What is the number of students that will be present for the workshop? There will be 22 students. 5. What equipment is going to be available for use during the workshop? We have access to the computer lab, which has 9 computer work stations connected to the Internet.

6. Will there be a projector & screen, internet access, additional computers for student use? Yes - projector and screen, Internet, 8 computers. 34

12/4/2011 7. Is this a new training effort or are you seeing a gap in expected performance? Both - it's new and we are trying to develop the web literacy skills of the students. 8. Have students received any type of training on this topic previously? If yes when? What did the training cover? The students are comfortable with using computers and are able to maneuver the Web with no difficulty. They have not received any formal training on web literacy in the past. Client questionnaires: round 2
6.

7.

8.

9.

10.

11.

12. 13. 14.

According to your first answers to our questions there are 9 computers in a lab and 8 additional computers available. You state the 9 computers are connected to the internet, are the other 8 connected as well? Yes. Can they all be brought to one room for the training? No limited space is the major restriction. Are the Library staff the main personnel interested in this project or are there teachers who will be adopters too? The library staff is the main driver of this initiative, but we certainly have a core group of teachers (5) who are interested in learning more about how you will be teaching the students about web literacy. They would like to observe the delivery. Does your school have a name and specific location and address? We may need this to conduct the field trial. Im not sure what you mean by field trial. As per the contract, we are Elm Street Middle School located at 123 Elm Street in Boston. How many hours and sessions will be allowed for the presentation of this program to students? Again, according to the contract, and I quote will result in the creation of a one hour workshop for middle school students on how to determine the quality of the information available on the internet. I would also like to ensure that we are clear that this is not a presentation (as per your question) but a learning workshop. We look forward to seeing the outcomes and results of what you have developed for the students. Are all 22 students available at one time for the session(s)? Or will there need to be more than one group? We do not have the facilities to have all the students in one room if you are requiring them to be on computers that access the internet. What is your position at this school? If not the Principal, does this program have the Principals support? Yes indeed the Principal is behind this effort with funds for the project and with release time for me (Head Librarian) and the 5 interested teachers to observe the workshop. What Grades does your school have? Grades 7, 8, 9 How many total students are there in the school? 200 Is it a public or private school? Public When does our workshop need to occur? Is there a certain month, days of the week, time of day, etc. After you provide us with the outcomes from the pilot delivery you will be conducting, we can determine a schedule for subsequent deliveries, including dates and resources. 35

12/4/2011 15. Will there be time allowed for a train the trainer with teachers and interested staff? This is not part of the contract. The request is for you to develop a workshop for the students. If the outcomes are positive, we can investigate the need for training the teachers. 16. What are your schools goal for its Web Literacy program? Please see my response to Q1 in your first email.

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