Why are we using a site?

• Do we know who wrote it and maybe why? (affiliations, memberships)
• Do you know the point of view or bias? Is it relevant?
• Is the information reliable?
• Is it sourced? Can you reach the author or web master?
• Is the reading level appropriate for your learners?
• Does the content match your learning objectives?
• Did you check for stereotypes or cultural bias?
• Is the information current? Is it up-dated regularly?
• Can you download quickly?
• Is the page easy to read or messy?

These are the same types of questions we constantly ask ourselves about any material we use in the classroom. It may not be on a conscious level with experienced instructors, but we think it is one skill that all excellent instructors use.

Two important pieces of information:

• The Internet is a living entity, constantly shifting and changing. The addresses in CanadaWorks are current on publication. If an address cannot be found there are two ways of searching for it. If it is a long address try only the first part. Sometimes a home page can give you access to the information or site you are seeking. The other method is to use a search engine. Our favorites include:
  • www.altavista.com There is a Canadian specific site as well
  • www.excite.com
  • http://www.google.ca/ This is the Canadian URL and very good
• The information you download may be copyright protected. There are usually statements of use. Or go to The Copyright Website for information on educational and scholarly use.
  • www.benedict.com/contents.htm

A Word About Through the Looking Glass

A learner workbook was written to be used with CanadaWorks. The language and constructs are written to meet LINC 5 requirements and the context parallels CanadaWorks. The content is challenging for LINC 4 and 5.

While we encourage self-directed learning for LINC 5, we ask that instructors introduce lessons around the vocabulary before asking learners to complete an assignment.

LINC 4 classes will need to use the workbook within the classroom and within their groups. The instructor support should be more intense and directed.