Information Literacy Presentation

c2003. Kathleen Schrock. All rights reserved.

eXtreme searching: how to avoid

eXtreme frustration (and

bird walks)

presented by

Kathy Schrock

[email protected]

Online support page

http://kathyschrock.net/infolit2/


Overview of eXtreme searching

• Problems with searching• Three main types of search tools• The top search engines• What to do before you start• Advanced search strategies• The future of search• Subject directories• The Invisible Web


The Problems

• Too many hits for my query

• Can’t find what I am looking for

• How do I formulate words to get what I want?

• Which search engine do I use?

• How do I avoid “bird walks”?


Three types of search tools

• Search engines– Google

– AltaVista

• Meta-search engines– Vivisimo

• Directories– MSN

– LookSmart


What is a search engine?

• Software (robots, spiders, or crawlers) that indexes and catalogs the Internet into a database of keywords

• Active 24 hours per day

• Systematic approach to indexing sites

• Creates a database that you search


How do the search engines differ?

• Different databases are searched

• The degree of detail collected differs

• The level of sophistication of the

“robot” varies

• Relevancy rankings differ



What is a directory?

• Created by “expert” human beings

• Sites identified and classified

• Browseable and searchable


What is a meta-search engine?

• Don't crawl the web themselves to build listings

• Allow searches to be sent to several search engines/directories all at once

• Results are blended together onto one page



The Most Popular Search Tools

Key:

GG=GoogleYH=YahooMSN=MSNAOL=AOLAJ=Ask JeevesNS=NetscapeOVR=Overture IS=InfoSeekAV=AltaVistaLY=LycosLS=LookSmartELINK=Earthlink


Search engine or directory?

• Personal preference

• Knowledge base

• Directories allow the user to form the search, but may not use common terms

• Search engines allow the user to use common language, but may lead to lots of hits

What to do before you start…

Taken from:

Bernie Dodge

“What to do before searching”

http://webquest.sdsu.edu/searching/stepzero.html


Think about your topic

What is the question you're trying to answer?

Think about the…• people • terms • organizations • places • objects, etc.

…that will most probably be on the Web page that will contain your answer


Assignment #1

Write down a reference question on your worksheet.

Don’t make it extremely narrow, but do not make it too broad. For example:

“Where would I find research dealing with the impact of technology on student achievement?”


Create a 3M list of search terms

• Must: surely appear• Might: synonyms• Mustn’t: not interested


Assignment #2

• On the 3M chart on the worksheet, list key words that must, might, and mustn’t be on the page that will answer your question.


Advanced Search Page

• Most comprehensive search engines have an advanced search page

• May or may not allow Boolean

• May be fill-in-the-blank


AltaVista Advanced Search


Basic Boolean

AND results must contain all words joined by AND (heart AND disease) = Fewer hits

OR results must contain at least one of the words (drama OR theater) = More hits

NOT results will not contain word after the term NOT (schools AND NOT middle) = Fewer hits



Boolean Machine

Here you can visit an online demonstration of the Boolean strategies…

Rockwell Schrock’s Boolean Machine

http://kathyschrock.net/rbs3k/boolean/


Assignment #3

1. On the worksheet, write two Boolean queries using true Boolean operators

2. Go to http://kathyschrock.net/infolit2/

3. Click on AltaVista Advanced Page link

4. Conduct your two searches and note both the number of hits and the relevancy of the results


Google Advanced Search


Google Advanced Search

OR

AND

NOT

PHRASE SEARCH


Assignment #4

1. Create your queries in the Google boxes on the worksheet, without using phrases

2. Go to http://kathyschrock.net/infolit2/

3. Click on Google Advanced Page link

4. Conduct your two searches (again) and note both the number of hits and the relevancy of the results

5. Try a phrase search and note relevancy

Strategies for Using Google

Taken from:

Bernie Dodge

“Four NETS for better searching”

http://webquest.sdsu.edu/searching/fournets.htm


Start Narrow

• Think of all the words that would always appear on the perfect page.

Put those in the WITH ALL THE WORDS field

• Think of words that might help you eliminate distracting pages. Put those in the WITHOUT field.

• If there's a term with synonyms, either of which might appear on the page you're after, put them in the WITH ANY OF THE WORDS field.


Assignment #5

On your worksheet, fill in the Google search box with the terms you might/might not use for a search looking for:

Waterbury, Vermont

Go to Google Advanced search, conduct the search, and note the number of hits.


One answer to assignment #5

Waterbury

Vermont VT

Connecticut CT

Number of hits: 37,200


Phrase searching

• Helpful for finding names of places, people and books

• Useful if you remember a distinctive phrase

• Can see if work is “borrowed”

• Can stamp out “urban legends”


Google Advanced Search Extras


Google Page-Specific Search

• Use to find pages with like vocabulary and links

• Use to find pages that link to a page you like.

• Use to “ego” surf


Things to ask yourself

• Can I do wildcard searches with this search engine?– educat* to get education, educator, etc.

• Does capitalization make a difference?

• Does the order of names make a difference?


Assignment #6

• Go to http://kathyschrock.net/infolit2/

• Read the help files for AltaVista and Google

• Fill in the chart on your worksheet


Answers to Assignment #6

Search Engine Wildcard searching allowed?

Capitalization make a

difference?

Name order make a

difference?

AltaVista Y

Google N


Boolean Stop Words

• Most web search engines will not search certain words: a, an, the, is, or, www

• Different search engines treat the information differently


Assignment #7

• Choose two search engines and do a search on each of the following:– R2D2– 007– Catch-22– To be or not to be

• Note the number of hits on the worksheet


Relevancy Rankings

• Search term frequency

• Positioning of key words in the document– Appear in title tag

– Appear near the top of the page

– Appear in meta-tags

– Appear in hyperlinks on the page

• “Link popularity”


The Future of Search


Assignment #8


• Click on Kartoo on the list

• Conduct your search and try limiting and broadening as well as visiting the sites returned


Directories Review

• Put together by a human being

• Usually an expert in the field

• Categorized and annotated


Assignment #9

Kathy Schrock’s Guide for Educators

http://discoveryschool.com/schrockguide/

Browse for 10 minutes.

Make notes on your worksheet and be prepared to share with the group.


The Invisible Web

• Not reached by the search engines

• Database information

• Dynamically-created information

• Directories of searchable databases


Invisible Web Examples

• The Gateway to Educational Materials– http://www.thegateway.org/

• Current Awareness Program– http://landmark-project.com/ca/index.php3

(note the weird URL after you search)


Assignment #10


• Click on The Invisible Web link

• Take a look at the invisible Web subject directories available

• Conduct your search in one of the databases you choose

General Search Strategies

Taken from:

Joyce Valenza

“Expanding the searching toolkit”

Classroom Connect, December 2000/January 2001


General searching tips 1

• Do some thinking before going online

• Choose the most unique terms you can

• Avoid common words unless in a phrase

• Use words that you want to see in results

• Type the most important words first

• Use at least 3 keywords


General searching tips 2

• Constantly refine your search

• Examine the results, looking for words

• Read the tips page of the search tool

• Start at the advanced search page

• Check your spelling


Wrap-Up of eXtreme Searching

• Search engines are a-changin’

• Visit searchenginewatch.com

• Boolean searching has been refined

• Visual search engines are a-comin’

• Invisible Web access via directories

Effective EvaluationEffective EvaluationEffective EvaluationEffective Evaluation

How to choose the best Web site How to choose the best Web site for the purpose at handfor the purpose at hand

Presented by Kathy Schrock ([email protected])


Itinerary• Overview of the 5W’s• Viewing critical evaluation surveys• Whole group evaluation• Evaluating sites in groups• Creating an evaluation rubric


5W’s of Web Page Evaluation

Who wrote the pages and are they an expert?

What does the author state is the purpose of the site?

When was the site created and last updated?

Where does the information come from?

Why is the information useful for my purpose?


Who wrote the pages and are they an expert?• Who is providing the information?

• What do you know about them?

• Are they an expert?

• How can you find out more about the author?



• Does the information go into sufficient depth?

• Is the rationale for inclusion/exclusion given?

• Are there any obvious gaps in the information?


When was the site created and last updated?• Date of creation included?

• Date of last update included?

• Does date make a difference?


Where does the information come from?• Is a bibliography of sources used provided?

• Is a bibliography of related items included?

• Are full citations given?



• Does the new information change what you know about the topic?

• Is the information pertinent to your needs?

• Is the information verifiable in a reputable print source?


Critical Evaluation Surveys• Many different types and styles• Created for all grade levels • May be specific to an assignment• May be specific to a content area


Assignment 1: Critical Evaluation Surveys • http://kathyschrock.net/infolit2/• Visit various surveys and write

down the URLs of three you might use with your students on the worksheet

• Be prepared to share your choices


Assignment 2: Group evaluation

• Let’s visit this page… http://www.apa.org/journals/psp.html

• Look around it for a few minutes

• Jot down some of the strengths and weaknesses of the page


Assignment 3: Group evaluation

• http://www.parliament.the-stationery-office.co.uk/

pa/cm/cmhansrd.htm

• Look around it for a few minutes

• Jot down some of the strengths and weaknesses of the page


Assignment 4: Small group evaluation

• Groups of 4

• Evaluate your site using survey in packet (10 minutes)

• Meet as a group to discuss (5 minutes)

• One presenter per group (3 minutes)


• Help students understand criteria• Demonstrates best and worst• Should be grade-level appropriate• May need to be content-specific

Evaluation Rubrics

Rubistar: Web Page Design• http://rubistar.4teachers.org/

rubric.php3?id=21&rubric=29

Assignment 5: Create your own rubric

• Online rubric-creation site

• Review critical evaluation surveys

• Pick and choose appropriate aspects

Level 1 Level 2 Level 3

Criteria 1

Criteria 2

Criteria 3

Criteria 4


5W’s of Web Page Evaluation

Who wrote the pages and are they an expert?


When was the site created and last updated?

Where does the information come from?


The EndThe EndThe EndThe End

http://kathyschrock.net/infolit2/http://kathyschrock.net/infolit2/

Documents

Information Literacy Presentation