Sixth grade English Language Arts teacher, Marissa Gunyan, decided to take the technology essay challenge. Her thoughtful contribution, "Searching, Skimming, Selection: Teaching Our Students How to Navigate the Web" discusses what 11 year olds do after they are given the well known six word direction: Go Find It On the Internet.
Our students are immersed neck-deep in a pool of the newest technologies. As a direct result of this, many adults have adopted the theory that the younger generation is hardwired to understand how technology works; they possess an innate ability to program their iPods, download videos, and create Facebook profiles. And that must be part of the reason why we are facing an educational crisis: as adults, we simply lack the language and skills to required to teach the “digital natives.”
Recently, I signed my mother up for Gmail. The experience left me almost willing to embrace the “digital native” theory. While her ability to use “the email” seems to be improving, she still can’t see the bigger picture. She seems to be completely unaware that the way she communicates with the world, and certainly her 25 year old daughter, has to evolve into a format suited to the electronic era. A new century where people conduct important business online, like paying bills or, in a language she can better understand, printing coupons.
Thankfully, my experiences facilitating a web-based reading program for middle school students have helped me debunk this belief, that there are “digital natives,” and with it, the underlying (very dangerous) assumption that technology is a barrier between teacher and student. In fact, I have found the exact opposite to be true: whether our students sink or swim in the pool is largely determined by how effectively we teach them to use the technology at their fingertips.
Of all the ways in which we can potentially screw up the lives of the students we teach, one ambiguous task stands alone, above the rest. Six simple words that assume our students are experts in an area that we may not be: go find it on the Internet. Such a command is deadly for so many reasons. But you don’t believe me yet. Maybe you even think I’m overreacting, oversensitive, over-caffeinated. And while all of those accusations may be just a little bit true, I ask you to reconsider after reading my example below.
For our instructional purposes, “Go find it on the Internet” can be broken into three separate, equally important, tasks: searching, skimming, and selection. Searching the Internet requires an understanding of key words and lingo as well as the ability to articulate what it is you are looking for in a way that will yield specific results. Think about trying to articulate what you are looking for (a raise) in a way that will yield specific results (your boss thinking you sound smart and actually do work, and ultimately more money in the bank). Perhaps this first task is not as easy as it sounds. Skimming requires equal parts practice and patience; both must operate simultaneously, and eventually automatically. Practice develops speed, patience helps you keep reading when the first (and sometimes twelfth) site is useless. Finally, selection is explicitly tied to evaluation. The ability to judge whether or not what you are reading is, quite simply, crap.
Consider (then try for yourself!) the following example: your sixth graders are compiling research on Martin Luther King’s childhood. The average sixth grader would type those words, exactly as you wrote them, into google. And though the first link, which the average sixth grader would then select, is thankfully somewhat appropriate, it offers little or no information about his actual childhood besides time and place of birth. Teaching your students how to use key words quickly corrects this situation. Entering “Martin Luther King” + “childhood” + “for students” yields very different results, and a first hit that is right on the money.
Let’s think about skimming. In order to decide that very first page was not the one I wanted, I quickly read titles and subtitles, first words and bold words. I was able to find the correct subtitle “childhood and education” but further skimming reveals underlined phrases like “systematic theology”. Continuing to model my thinking in this way, which is abbreviated for the adult audience, can explicitly demonstrate the process of skimming.
The final step, selection, requires the ability to evaluate the information presented which is arguably more challenging than reading subtitles. How do you know what you’ve found is right? Back to Martin Luther King. Your now search savvy sixth graders typed in “Martin Luther King”+”org” + “for students” because you have instructed them that sites ending with “org” are legitimate and that adding “for students” increases the number of age appropriate sites. After successfully skimming subtitles that are geared towards students, the first site listed appears to be a hit.
Unfortunately, that first page is equally offensive and disgusting. It offensively portrays Martin Luther King as an egotistical, sex-crazed, anti-American communist. It disgustingly markets these ideas to children, by enticing them with rap lyrics, education video, and quizzes. It becomes obvious to adults that the vulgar ideas presented are extreme and unfounded. But to kids? The webmaster does an exceptional job of making the site seem historically accurate with citations, references to various media outlets as well as the Civil Rights Library.
Teaching our students how to navigate the web becomes more manageable when skills are presented systematically, but not entirely fool-proof. In addition to explicitly modeling for our kids how to search, how to skim, and how to select, we must also teach moral of the story: the Internet is a tool for gathering information, the brain is a tool for analyzing information.
Let us know what your thoughts are about students searching the internet.
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