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Criterios búsqueda información Internet
- 1. Consejos para la búsqueda en Internet
- 3. El servicio de Internet para la búsqueda de información
- 6. Cada página posee una dirección Ejemplo: http://www.slideshare.net/upload Esta nos indica el lugar exacto en dónde se aloja el sitio: el servidor en dónde esta y la dirección exacta dentro de él. No puede haber dos páginas con la misma dirección. También se la denomina URL
- 16. USA Y DISFRUTA LA COMPUTADORA ¡EN SU JUSTA MEDIDA!
Hinweis der Redaktion
- Rationale: Welcome to “Research and the Internet.” This presentation is designed to introduce your students to methods for effectively searching the World Wide Web and evaluating the content of web pages. The twenty-four slides presented here are designed to aid the facilitator in an interactive presentation of search and evaluation strategies. This presentation is ideal for the beginning of a research unit in a composition course or an Internet research assignment. This presentation may be supplemented with OWL handouts, including “Searching the World Wide Web” (http://owl.english.purdue.edu/handouts/research/r_websearch2.html), “Conducting a Productive Web Search” (http://owl.english.purdue.edu/handouts/research/r_websearch.html), and “Evaluating Sources of Information” (http://owl.english.purdue.edu/handouts/research/r_evalsource.html). Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page. Writer and Designer: Jennifer Liethen Kunka Contributors: Muriel Harris, Karen Bishop, Bryan Kopp, Matthew Mooney, David Neyhart, and Andrew Kunka Developed with resources courtesy of the Purdue University Writing Lab Grant funding courtesy of the Multimedia Instructional Development Center at Purdue University © Copyright Purdue University, 2000.
- Rationale: With the development of the Internet, students have found that conducting research is much easier and more convenient than searching through library stacks. While the Internet can be a great tool for research, locating quality materials can at times be a challenge. The following slides will offer tips on how to make the most of your Internet search. Activity: To generate discussion, the facilitator may ask students about their level of familiarity with the Internet. Also, the facilitator may ask students about the types of web sites they visit, as well as if they have their own personal web pages.
- Activity: The facilitator might ask students why it is important to evaluate web sources. The answers offered on this slide highlight the importance of web source evaluation. . Key Concepts: Books and journal articles generally go through a long process of fact-checking, editing, and revising before being published. However, anyone with a computer and Internet access can post a web site. Just because the information is published online, it does not mean it is true or reliable. The facilitator may note that web sites change frequently and sometimes disappear quickly. Thinking about evaluation within the search process can help to make web browsing efficient and effective. Click the mouse after the title question.
- Key Concepts: Again, asking yourself a list of questions is the best way to determine the credibility of the web site. Is the author listed? Credentials? If you can find the author’s name, try typing it into a search engine to see what else pops up. Is the author affiliated with a political group or a business? If so, try typing the name of the group into a search engine to see what else pops up.
- Key Concepts: Though information on web sites may be credible, it may not be current. The date of the material may be completely omitted from the web site. To be sure you are covering all of the recent changes in the field or topic you are studying, be sure to assess the currency of your information. This is not always an easy task.
- Key Concept: As the presentation concludes, the facilitator can remind students that they can come to the Writing Lab for extra help locating information on the Internet. Click mouse after the title question. Check OWL for additional materials on searching the web. In addition to OWL resources, other works consulted in creation of this presentation include: Alexander, Jan, and Marsha Tate. &quot;Teaching Critical Evaluation Skills for the World Wide Web.” Widener University. <http://www.science.widener.edu/~withers/webeval.htm> Axelrod, Rise B. and Charles R. Cooper. The St. Martin Guide to Writing . 5 th ed. New York: St. Martin’s P, 1997. Grassian, Esther. &quot;Thinking Critically about World Wide Web Resources.” University of California-Los Angeles. <http://www.library.ucla.edu/libraries/college/help/critical/index.htm> Harris, Muriel. Prentice Hall Reference Guide to Grammar and Usage . 4 th ed. Upper Saddle River, NJ: Prentice Hall, 2000. Harris, Robert. &quot;Evaluating Internet Research Sources.“ Vanguard University of Southern California. <http://www.vanguard.edu/rharris/evalu8it.htm> Jacobson, Trudi and Laura Cohen. &quot;Evaluating Internet Sites.“ University of Albany. <http://www.albany.edu/library/internet/evaluate.html> Ormondroyd, J., Engle, M., & Cosgrave, T. “How to Critically Analyze Information Sources.” Cornell University. <http://www.library.cornell.edu/okuref/research/skill26.htm> Richmond, Betsy. &quot;Ten C's for Evaluating Internet Resources.” University of Wisconsin-Eau Claire. <http://www.uwec.edu/Admin/Library/Guides/tencs.html>