The WWWDOT Framework Unit Plan

Integrating New Media Literacies in Instruction

What Exactly is the WWWDOT Framework?

This framework was created to help support students’ critical evaluation of information on web sites.

Students are required to consider these six points when they evaluate websites:
Who wrote it
W
hy was it written
W
hen was it written
Does it meet my needs
Organization of the site
T
o-do list for the future

Who wrote this and What credentials do they have?

Identify authorship and the author’s or organization’s credentials

What perspective the author holds

What funding source is supported

No author? Look for content that might indicate qualifications to write (“about us” section)

Why was it Written?

To entertain, share, educate, support, inform, sell, persuade

Is this objective?

Author’s purpose for writing affects thoroughness and accuracy

Author use opinion words: (always, never, least, greatest, best, worst, all, none, should, most)

When was it Written?

Pay attention to the date of the information (current, recently updated)

usually located at bottom of page

Subject matters considered timeless, such as classical literature may not change

Subjects which make advances quickly have limited life

Others required updates often, such as news or technology

Does it meet my Needs?

What information am I looking for

Site provides the information I need

Site too difficult for me to read/understand

Organization of site

Is site set up so I can navigate within the site

Know where photo’s, graphs, etc. are located

Does it look professional with no spelling mistakes, broken links, advertisements

To-Do list for the Future

Locate multiple sources to verify information

Comparing sites for trustworthiness

Ask librarian or teacher questions

Sharing what you learned with other

A List of Hoax Websites

Hoax Websites play an important role in the teaching of the WWWDOT framework. It allows students to see how websites are structured to give the appearance of containing real and factual information.

My proposed plan for implementing the WWWDOT Framework

Learning Objectives:

· Students will be introduced to the WWWDOT framework and ask to demonstrate understanding of the framework through Hoax websites.

· Students working with a partner will evaluate the validity of a variety of online resources, hoax and non-hoax, using WWWDOT framework.

· Students will locate websites for their research topic and determine its validity using WWWDOT framework.

· Students will synthesize information from valid websites and record finding in a Google doc.

· Students will use technology, such as but not limited to google slides, power point, prezi.com, smore.com, Glogster, Animoto, to present findings.


Performance Task/Assessment:

· Students will answer poll questions and discuss results as whole group.

· Share session as whole and small group.

· Ranking of trustworthiness of web sites.

Rubric for Presentation

Day 1

Objective: Students will be introduced to the WWWDOT framework and ask to demonstrate understanding of the framework through Hoax websites.

1. Students, using netbooks, will go to Nearpod.com and join the class. They will begin by taking a poll on their knowledge of the internet. (Appendices)


2. Displaying the poll results, through Nearpod, and on the SmartBoard, a whole group discussion over the questions will take place.


3. WWWDOT comes across the Nearpod screen. Students are asked to think-pair-share what they believe the acronym stands for.


4. I will go over the meaning of WWWDOT. Students will follow along and take notes in their ISN over the meaning of WWWDOT.


I will now model the WWWDOT framework as I evaluate the hoax site about Pacific Northwest Tree Octopus in a think aloud.

Day 2

Objective: Students working with in a triad will evaluate the validity of a variety of online resources, hoax and non-hoax, using WWWDOT framework.


1. We begin with a brief review of what the acronym WWWDOT means.


2. Students will work in a triad where each student will take one of the 3 websites (each triad different websites) to evaluate using the WWWDOT framework. Students will record their finding on a collaborative google doc. Students will discuss the findings on all 3 sites in their groups. They will then judge each site for trustworthiness.


3. After all students have completed the framework, students will share their findings with another triad. I will then ask the students to rank the websites, within their own triad first, on which is the most trustworthy and which is the least trustworthy.


4. They will share with their rankings with another triad and document their reasons for their choice on a google doc.

Day 3

Objective: Students will locate websites for their research topic and determine its validity using WWWDOT framework.

1. We begin with a whole group brief review of how to determine trustworthiness of sites.


2. Students have already picked a research topic as well as creating a series of questions, in a google doc, about the topic that they want to find the answers too.


3. Students will then begin to locate at least 5 websites that could possible answer the questions they developed. Using search engines such as Google, Yahoo, or Bing students will begin their search.


4. They will complete a WWWDOT framework document for each chosen site to determine the trustworthiness and credibility of the site.


Students will then rank their chosen websites based on trustworthiness.

Day 4

Objective: Students will synthesize information from valid websites and record finding in a Google doc.

1. Students will begin to gathering the information from their trusted sites, that answer their created questions about their topic.


2. Students will record the information in their google doc.


3. Once all information is gathered, Students will begin organization the information in preparation for their presentation.


Throughout this time, I will be moving around conferencing with students and checking for understanding.

Day 5

Objective: Students will use technology, such as but not limited to google slides, power point, prezi.com, smore.com, Glogster, Animoto, to present findings.


1. Students will begin creating their final presentation using the collected information for their topic.


2. Students have been provided several options for creating their presentations. (google slides, power point, Animoto, www.prezi.com, www.smore.com www.glogster.com, )


3. Students will create and finalize presentations.


Throughout this time, I will be moving around conferencing with students and checking for understanding.