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NCSU ENG 101 - Finding Websites

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Finding WebsitesMaterials—TeacherMaterials—StudentPreparationInformation Literacy ObjectiveStudent ObjectiveStudent AssessmentDate: __________ Name: _______________ENG 101Finding WebsitesOverview: This lesson plan is designed to introduce students to search engines and their advanced search options, operating on the assumption that most students are familiar with Google. Students will build strategies to answer practice questions and effectively find websites using search engines, such as Google and Google Scholar. Materials—Teacher Google handoutComputer with Internet connection & projectorMaterials—StudentComputers with Internet connectionsPreparation- Assign students to complete LOBO section(s): Find Websites- Review applicable section in LOBO: http://www.lib.ncsu.edu/lobo2/search/search-engines1.phpInformation Literacy ObjectiveThe student will efficiently search the World Wide Web using Internet search engines.Student ObjectiveThe student will use advanced search screens to effectively find websites and limit results.The student will build effective keyword searches for use in search engines with phrase searching &/or Boolean operators.Introduction (Time = 5 minutes)Discuss search engines. Poll the class to see how many have used search engines, such as Google, Google Scholar, Yahoo, and any others the class might name. Poll the class to find out how often students use search engines (on a daily basis, weekly, etc.). Discuss the usefulness of search engines. Discuss how incredibly helpful search engines can be in every day use. Explain that even though they are so useful, we can make them even more useful by using the many search options that they offer. Tell the class, “We often don’t use search engines to their full potential, so today we’re going to talk about how to use them more effectively, focusing on Google and Google Scholar.”1Procedure (Time = 30-35 minutes)1. Ask students why they find using search engines helpful. In what situations do search engines help in finding websites? When are they not as helpful? (ex. finding out the weather today v. writing a paper that requires scholarly information) - Explain that today the class will be looking specifically at search engines and examiningtheir strengths and weaknesses, as well as the most effective ways to use search engines to find websites for academic purposes. 2. Now, tell the class that you are searching for information for a paper about the effectiveness of cough medicine, and your professor told you that all of your information must have been published within the past 6 months. Ask students if they know of a way to get only results from the past 6 months without sorting through the dates individually because you don’t have that much time! Have students do the search on their own and askthem if they know whether or not you will be able to automatically get only results from the past 6 months. Poll the class to see if they were able to limit their results to the past 6 months. Show that there is no way to limit your results from the regular search screen. Explain that in a few minutes, you will show students how to get better results from search engines.3. Ask students what they remember from previous LOBO lessons about building search statements with the Boolean search terms AND, OR, and NOT, and what they do to search results in databases (Ex. AND narrows a search, while OR broadens results). Discuss and review. - Tell students, “Building proper keyword searches is important in search engines, just as it was in the library’s databases. However, not all search engines use all or some of theBoolean terms. Some search engines even automatically add AND to searches, or use symbols, such as (-) to mean NOT. It is always important to look at a search engine’s help screen, or search tips, to figure out how to best approach your search and get the most relevant results.”4. Show chart from http://www.searchengineshowdown.com/features/, which outlines many of the features of some major search engines. Focus on Boolean searching and phrase searching. Explain that phrase searching works more often in search engines like Google, than in library databases because of the way information is indexed. “You can phrase search by placing double quotation marks (“”) around words that the user wants to be foundtogether.” Show example in Google: “cough medicine” instead of cough medicine, which may be found far apart from each other in the web page. Point to the number of search results to emphasize the difference.5. Explain that the class will now look at and practice using Google & Google Scholar for better, more relevant results.- Explain that while Google Scholar seems like it should provide the user automatically with scholarly information, the search engine often provides only citations (ex. author, title, date). This happens because often you are asked to pay for subscriptions to the articles and/or books that Google Scholar indexes because of copyright laws. If using Google Scholar through the college’s website (or from the campus network), you can often connect to the library’s catalog through Google Scholar to find what you are looking for. (Optional: You might want to mention to the class that you may also changeScholar Preferences, so that Google Scholar searches for links to your library.) Refer tohandout on Google Scholar. 2- Explain that these search engines have regular keyword search capabilities. Show students the search screens for Google and Google Scholar.- While each screen is open, show how to gain access to the advanced search options, which give the user the ability to become even more specific about the information they want. Show the advanced options for each search engine one-at-a-time. Show students how to access Google’s Search Tips, from the advanced search screen. Point out the language limiter, date limiter, and domain limiter. (You may want to discuss the domain limiter and reasons for using it. Discuss the differences between .gov sites and .com sites.)6. Explain that you will practice using search engines with the following example as a class: Example: You are writing a paper about…[insert your own topic here]. Or use a sample topic, such as “I am writing a paper about the quality of life experienced by those who are mentally ill.”- First, model building a sample keyword search. Have students help you


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