ALEX Learning Activity

  

A Walk in the PAARC: Evaluating Source Credibility

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

You may save this Learning Activity to your hard drive as an .html file by selecting “File”,then “Save As” from your browser’s pull down menu. The file name extension must be .html.
  This learning activity provided by:  
Author: Crystal Lamar
System:Alabaster City
School:Alabaster City Board Of Education
  General Activity Information  
Activity ID: 2759
Title:
A Walk in the PAARC: Evaluating Source Credibility
Digital Tool/Resource:
A Walk in the PAARC Slide Show
Web Address – URL:
Overview:

This is a slide show that can be used for whole-class instruction or as a guideline for the appropriate questions to ask when evaluating the credibility of sources for purpose, accuracy, authority, relevance, and currency. The slides guide students to work in pairs and evaluate two provided sources for potential use as evidence on the provided topic. Student observations are recorded on graphic organizers.

This activity was created as a result of the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 11
24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose.

a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.
Unpacked Content
Teacher Vocabulary:
24.
  • Evaluate
  • Credibility
  • Authority
  • Relevance
  • Accuracy
  • Purpose
24a.
  • Assess
  • Written information
Knowledge:
24. Students know:
  • Strategies to assess the credibility of research sources.
  • Features of authoritative, relevant, and accurate research sources.
24a.
  • Strategies to locate relevant and credible written information.
  • Credible information is accurate and reliable.
  • Criteria to determine the usefulness a research source.
  • Information learned through reading can be used to answer a research question, solve a problem, or take a position.
Skills:
24. Students are able to:
  • Evaluate the credibility of research sources in terms of authority, relevance, accuracy, and purpose.
24a.
  • Locate useful written information in the research process.
  • Determine the usefulness of a research source.
  • Use research findings to answer a research question, solve a problem, or take a position.
Understanding:
24. Students understand that:
  • Before using a source in their research projects, they should evaluate the credibility of the source in terms of its authority, relevance, accuracy, and purpose.
24a.
  • It is necessary to determine the usefulness of a source before using it as evidence to answer a research question, solve a problem, or take a position.
English Language Arts
ELA2021 (2021)
Grade: 12
24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose.

a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.
Unpacked Content
Teacher Vocabulary:
24.
  • Evaluate
  • Credibility
  • Authority
  • Relevance
  • Accuracy
  • Purpose
24a.
  • Assess
  • Written information
Knowledge:
24. Students know:
  • Strategies to assess the credibility of research sources.
  • Features of authoritative, relevant, and accurate research sources.
24a.
  • Strategies to locate relevant and credible written information.
  • Credible information is accurate and reliable.
  • Criteria to determine the usefulness a research source.
  • Information learned through reading can be used to answer a research question, solve a problem, or take a position.
Skills:
24. Students are able to:
  • Evaluate the credibility of research sources in terms of authority, relevance, accuracy, and purpose.
24a.
  • Locate useful written information in the research process.
  • Determine the usefulness of a research source.
  • Use research findings to answer a research question, solve a problem, or take a position.
Understanding:
24. Students understand that:
  • Before using a source in their research projects, they should evaluate the credibility of the source in terms of its authority, relevance, accuracy, and purpose.
24a.
  • It is necessary to determine the usefulness of a source before using it as evidence to answer a research question, solve a problem, or take a position.
Learning Objectives:

Students will evaluate two sources based on questioning and discussion strategies to determine the legitimacy of the provided sources.

Students will determine the credibility of the provided sources by using the PAARC model.
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

1. Open the Slide Show.
2. Discuss the importance of using credible sources when conducting research.
3. Ask students what are some examples of "good" sources?
4. Ask students what are some examples of "bad" sources?
5. Discuss the origin of the PAARC model and why it is a good acronym to take on a research journey.
6. Discuss the meanings of each of the elements and cover the questions. Students may take notes on their graphic organizer for each of the elements, or they may choose to review from the Slide Show. 
7. Instruct students to partner up (or choose a partner with whom to work).
8. Explain that each student will complete one graphic organizer, but that they will collaborate and discuss each element of PAARC together.
9. Monitor students as they work to evaluate the two provided sources.
Assessment Strategies:

The teacher will assess students based on the:

1. Completion of PAARC evaluation of two provided sources via link.
2. Analysis of two provided sources and notes regarding each element of PAARC on the graphic organizer.
Advanced Preparation:

1. Save the Slide Show and graphic organizer in an accessible location.
2. Share slide show and links with students for access.
3. Copy graphic organizers.
4. Review materials.
Variation Tips (optional):

1. Teachers can use the graphic organizer for notes as well as evidence of the students' work.
2. Teachers can present the information as a lecture or use it as more of a cooperative discussion model.
Notes or Recommendations (optional):

After the presentation and discussion of the materials, teachers may have students work independently or in groups. Teachers may choose to evaluate one source with the class and have the students evaluate the other source independently or in groups. Additional sources for PAARC evaluation can be added.

Corresponding activities can be found here--

During Activity: Continued Visit to the PAARC: Evaluating Multi-Genre Sources for Credibility

After Activity: A Final Trip to the PAARC
  Keywords and Search Tags  
Keywords and Search Tags: accuracy, authority, CRAAP Test, credibility, currency, effective sources, PAARC Test, Peerreviewed journal, purpose, relevance