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Faculty Development Home l
Case Study Home l
List of TLT Cases l
Discussion Guide l Criteria for
Cases
'Our English Department has agreed that
there are certain skills our students need to develop by the
time they graduate. One of them is the ability to use the
Web to do research. I've been working with a colleague who's
a more experienced teacher; we've got a little grant from
the college and I'm helping him learn to use some new
technology. We've realized that students in his classes and
mine have something disturbing in common. Every time they
use their computers to get information, whether it's on a
site they find with Google, in a refereed online journal, in
a Congressional database containing the laws of the United
States, or anywhere else, they write in their annotated
bibliographies, "This web site talks about..." They don't
appear to understand that there are different kinds of kinds
of online sources. For example, they don't say "The law says
X about free speech,"; they'll say "this web site talks
about free speech." They don't say, "this hate group site is
using this evidence to make a point about free speech;" they
say "this web site talks about free speech."
'Our first move was to try to explain how sites differ from
one another, but that didn't have any real effect on their
understanding. We're trying to decide what to do next.'
- Maria Papanikolaou, Johnson C. Smith
University
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