|
|
Another central, and now ubiquitous, digital tool and new media is the web. In addition to knowing how to use the web as a form of media, it is also important that students learn to step back and study the Web itself in terms of its functions and value. |
In his introduction to the 2nd edition of Web.Studies, David Gauntlett (2004) notes that the Web should not be confused with the internet. The web, a particular type of data consisting of websites created with HTML (Hypertext Markup Language) is run on the internet, which is a network of linked computers. Since HTML has its limitations in terms of creating visual images or interactive sites, other tools have been designed, tools such as ASP (for creating databases for online shopping sites or news sites), XML - a newer form of HTML, and Flash, for creating interactive graphics or "learning objects." |
Based on an analysis of trends in web use from his first 2000 book edition on the web to his 2004 edition, Gautlett identifies a number of issues related to the uses of the web: |
The Web allows people to express themselves . . . the
Web offers people an opportunity to produce creative, expressive
media products (or texts, or art works, if you prefer) and display
them to a global audience. |
The Web brings people together, building communities . . .
Now, regardless of where they are in the world, people with similar
interests, or with similar backgrounds, or with similar attitudes,
can join communities of like-minded people, and share views, exchange
information, and build relationships . . . virtual
communities are inevitably different to real-world ones, of course.
|
Anonymity and identity play in cyberspace . . . Since
participants cannot see each other, and are not obliged to reveal
their real name or physical location, there is considerable scope
for people to reveal secrets, discuss problems, or even enact whole
'identities' which they would never do in the real world, not even
with their closest friends - in some cases, especially not with
their closest friends. |
The Web and big business . . . Big
businesses are scared that the Internet will ruin them. Peer-to-peer
file sharing (via systems like Napster and its successors such as
Kazaa) has famously upset the music industry, which is understandably
distressed that pop songs (and videos) are being acquired for free,
instead of via the traditional method of paying for them. Some file-sharers
argue that the music industry has lots of money already and that
rock stars are rich, so it doesn't matter. However, since we don't
live in a post-capitalist utopia, this view is short-sighted and
means that promising new bands would have no chance of getting a
record deal (and indeed, the record industry has already become
very reluctant to foster new talent unless it has 'instant pop hit'
written all over it). File-sharing fans also point out that people
who download songs are also more likely to buy CDs of the music
they like most, which is a better argument, although the evidence
for this happening is mixed. |
The Web is changing politics and international relations
. . . The internet has the potential to create links between
people and groups with shared political interests - and for them
to promote their ideas to others. By increasing access to information
- or propaganda - it is thought that the internet may bring about
a greater engagement and interaction between the individual and
larger political processes . . . . Increasing
numbers of people do have internet access, but most of them don't
spend any time in online political debates . . . We
can hope that the greater engagement with political issues which
the Web can bring will mean that more people become interested in
politics generally; but this is far from guaranteed. |
The web therefore is having an influence on how people and institutions interact and
organize around shared community interests. In political campaigns, it is playing an increased role in promoting candidates and fund-raising. A 2003 study found that 84 percent of campaign sites involved visitors by assisting them in making donations, signing up as volunteers, and subscribing to email lists. |
CampaignsOnline.org Blog [Johns Hopkins]
Project Vote Smart [analysis of candidates' sites]
Democratizing power of the Internet [PowerPoint presentation of a research study on the role of the Internet as part in fostering participation in democracy by Linda Jean Kensicki, University of Minnesota, December 6th, 2002]
|
Critical analysis of the web. Given the importance of the web, students need to learn to develop a critical stance as the encounter Websites. In many cases, web sites present information that is in inaccurate, misleading, or deceptive. Teachers therefore need to help their students to critically examine web sites, particularly when they are using the Web to conduct research on certain topics. |
Evaluating web sites can be integrated into media literacy instruction by focusing on having students create their own sites and then examine their uses of language, uses of tools for representing topics and groups, and rhetorical strategies. In creating their own sites for particular audiences and purposes, students may consider some of the following, as suggested by David Buckingham (2003, p. 178): |
The ways in which web sites claims to "tell the truth" and establish their authenticity and authority.
The presence or absence of particular viewpoints or aspects of experience.
The use of visual and verbal "rhetorics" in the design of web sites.
How web sites are structured in order to encourage users to navigate in certain ways.
The kinds of "interactivity" that are offered, and the degrees of control and feedback
they afford to the user.
The ways in which users can be targeted by commercial appeals, both visibly and invisibly
How the web is used to gather information about consumers.
How different groups of people use the internet in their daily lives, and for what purposes.
|
The following is a list of criteria for evaluating websites developed at the University of Southern Maine Library: |
Authority
Is the information reliable?
Check the author's credentials and affiliation. Is the author an expert in the field?
Does the resource have a reputable organization or expert behind it?
Are the sources of information stated? Can you verify the information?
Can the author be contacted for clarification?
Check for organizational or author biases.
Scope
Is the material at this site useful, unique, accurate or is it derivative, repetitious, or doubtful?
Is the information available in other formats?
Is the purpose of the resource clearly stated? Does it fulfill its purpose?
What items are included in the resource? What subject area, time period, formats or types of material are covered?
Is the information factual or opinion?
Does the site contain original information or simply links?
How frequently is the resource updated?
Does the site have clear and obvious pointers to new content?
Format and Presentation
Is the information easy to get to? How many links does it take to get to something useful?
What is the quality of the graphical images? Do these images enhance the resource or distract from the content?
Is the target audience or intended users clearly indicated?
Is the arrangement of links uncluttered?
Does the site have its own search engine?
Is the site easily browsable or searchable?
Cost and Accessibility
Is the site available on a consistent basis?
Is response time fast?
Does the site have a text-based alternative?
How many links lead to a dead-end?
Is this a fee-based site? Can non-members still have access to part of the site?
Must you register a name and password before using the site?
Other Tips
Check the header and footer information to determine the author and source.
In the URL, a tilde ~ usually indicates a personal web directory rather than being part of the organization's official web site.
In order to verify an author's credentials, you may need to consult some printed sources such as Who's Who in America or the Biography Index.
Check and compare the web site to others which are both similar and different.
|
Yahooligans: Evaluating websites |
Evaluating websites: Criteria and Tools |
NeTutor Tutorial: Evaluating Websites |
Bibliography on evaluating web information |
Citing internet resources |
Critical Analysis of Three Websites |
Building Critical Thinking Skills for Online Research |
Grokker uses existing search engines to conduct a search on any topic you wish. As the search proceeds, results are placed on a map consisting of a large circle representing the search topic. This circle contains smaller circles named after categories or subcategories into which identified sites are automatically placed. |
Centers/Organizations on the Internet |
The Internet Studies Center, University of Minnesota |
Center for Digital Discourse and Culture, VPI |
Center for Online Addiction |
The Internet and Public Policy, Georgia Institute of Technology |
Resource Center for Cyberculture Studies |
Association of Internet Researchers |
Magazines/Journals about the Internet |
Journal of Online Behavior |
SIMILE: Students in Media & Information Literacies |
Wired Magazine |
Multimedia and Internet@Schools |
Internet Magazine (UK) |
.Net (UK) |
ComputerWorld |
Byte |
Internet World |
Digital Video Magazine |
PCWorld |
For further reading |
Anderson, D. (2000). Internet and Web design for teachers: A step-by-step guide to creating a virtual classroom. Boston: Allyn & Bacon. |
Baym, N. (2000). Tune in, Log on: Soaps, fandom, and online community. Thousand Oaks, CA: Sage. |
Bell, D., & Kennedy, B. (Eds). (2000). The cybercultures reader. New York: Routledge. |
Burnett, R., & Marshall, P. (2003). Web theory. New York: Routledge. |
Firek, H. (2003). 10 easy ways to use technology in the English classroom. Portsmouth, NH: Heinemann. |
Herman, A., & Swiss, T. (Eds.). (2000). The world wide web and contemporary cultural theory: magic, metaphor, power. New York: Routledge. |
Holmes, M. (2002). Web usability and navigation: A beginner's guide. New York: McGraw Hill. |
Horton, W. (2000). Designing web-based training. New York: Wiley. |
Howard, P., & Jones, S. (Eds.) (2003). Society online: The Internet in context. Thousand Oaks, CA: Sage. |
Palloff, R., & Pratt, K. (2002). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey Bass. |
Levy, P. (2001). Cyberculture. Minneapolis: University of Minnesota Press. |
Salsom, G. (2002). E-tivities: The key to active online learning. New York: Kogan Page. |
Shank, R. (2003). E-learning. New York: McGraw Hall.
|
Taylor, T., & Ward, I. (1998). Literacy theory in the age of the Internet. New York: Columbia Univesity Press. |
Wolfe, C. (2002). Learning and teaching on the World Wide Web. New York: Academic Press. |
