WebQuesting At The Library of Congress


A Teacher WebQuest about WebQuests

Dr. Ann B. Canning © 2006

Last updated June 12, 2006

 

Handy, Levin C., Exhibit area, second floor, southwest gallery, Library of Congress, looking towards mural called "The Sciences", 190?
Prints and Photographs Division, Library of Congress

http://hdl.loc.gov/loc.pnp/cph.3b07008
How can you use WebQuesting at the Library of Congress in your classroom?
Introduction | Task | Process | Evaluation | Conclusion | Credits | Home

I.  Introduction

WebQuests have become a popular form of guided inquiry using web resources.  The goal of a WebQuest is to provide students with authentic problem solving activities using web-based resources. WebQuests can be traced back to 1995 when Dr. Bernie Dodge at San Diego University created a teaching strategy to integrate the World Wide Web into structured lessons related to existing curriculum. According to Tom March, a colleague of Bernie Dodge, the most important element of a WebQuest is the guiding or essential question. The question appears at the very top of the WebQuest and is repeated at every section. The conclusion of the WebQuest brings the student full circle back to the original question to be answered with new information discovered throughout the WebQuest.

Teachers looking for resources on the Internet to use in a WebQuest can get discouraged with the volume and variety. This WebQuesting at the Library of Congress model suggests that teachers limit their WebQuest resources to the digital archives at the Library of Congress as they begin to master the art of web page design and technology integration into teaching and learning.

This WebQuest About WebQuests was designed for the teacher who wants to learn how to use the WebQuest Model and Library of Congress documents to teach higher order thinking skills in their own classroom.  Like most WebQuests that follow Dodge’s model, this one has five components: Introduction, Task, Process and Resources, Evaluation, and Conclusion.  After completing the activities in this WebQuest, you will be ready to make your own webquest using the templates Waynesburg College AAM adapted from the Northern Virginia AAM WebQuest workshop. You will be able to explain what a WebQuest is and how you can apply this model to your own classroom.

How can you use WebQuesting at the Library of Congress in your classroom?
Introduction | Task | Process | Evaluation | Conclusion | Credits | Home

#2 Task

So what is WebQuesting at the Library of Congress? How does it work in a real classroom? How do teachers find essential questions to focus their webquest? And what about Library of Congress primary documents? Are there really resources that can be integrated into an existing curriculum? How could a Library of Congress WebQuest be used with my students? These are questions you will encounter as you and your classmates explore a handful of Webquests that have been made by An Adventure of the American Mind participants or staff.

Specifically, your task is to analyze one of the five components of three actual WebQuests to see how the authors handle that section. You will work as part of a team to define your WebQuest component in your own words. Your team will teach or explain your assigned component to the total class.

How can you use WebQuesting at the Library of Congress in your classroom?
Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page | Home

# 3 Process And Resources

  1. Listen to a PowerPoint Presentation: "What is WebQuesting at the Library of Congress? " given by your instructor.
  2. Group Investigation
    1. Divide into 5 groups
    2. Each group will be assigned one of the components of a WebQuest to analyze.
    3. Open the WebQuest template and read the instructions or definition for your team's component.
    4. Each group of five will then explore the following five WebQuests looking only at their own component.
      1. From Baseball to Rock And Roll - 5th Grade Social Studies
      2. Abolition - 6th-7th Grade Social Studies
      3. Colonial America - 5th Grade Social Studies
      4. The Depression - 7th Grade Social Studies
      5. HerStory - 8th Grade Social Studies and Language Arts
      6. It's A Balancing Act - 12th Grade Social Studies
    5. Write a definition of your component in your own words and list specific examples from the WebQuests you explored.
How can you use WebQuesting at the Library of Congress in your classroom?
Introduction | Task | Process | Evaluation | Conclusion | Credits |Home

# 4 Evaluation

Your oral presentation defining and explaining your assigned webquest component will be evaluated as a team project using the rubric below. This rubric was developed with the Internet teacher tools found on the Rubistar website under the category Research and Writing.

 

Exemplary

4

Accomplished

3

Developing

2

Beginning

1

Score

 

Internet Use

 

Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

Quality of Information

The definition provides clarity and several examples. The webquest function for this component is explained in detail.

The definition provides clarity and at least 1 example. The webquest function for this component is explained.

The definition is clear. No details and/or examples are given. The webquest function for this component is not mentioned.

The definition does not explain what the component actually is.

 

Diagrams & Illustrations

Diagrams and illustrations are creative, accurate and add to the listener's understanding of the topic.

Diagrams and illustrations are neat, accurate and add to the listener's understanding of the topic.

Diagrams and illustrations are not accurate OR do not add to the listener's understanding of the topic.

No diagrams or illustrations were used in the presentation.

 

 

 

How can you use WebQuesting at the Library of Congress in your classroom?
Introduction | Task | Process | Evaluation | Conclusion | Credits | Home

# 5 Conclusion

  1. Share your definition and examples with all your classmates.
  2. Once all the teams have explored their assigned WebQuests, and presented their report to the total class, anyone in the room should be able to answer any of the following summary questions:
    1. What people, documents, data, and other resources from the Library of Congress will the students have access to in these Webquests?
    2. What different actions will the student perform while working with the information?
    3. What different products will the students create?
  3. Send an email to your instructor (acanning@waynesburg.edu) describing how you think you can use WebQuesting at the Library of Congress in your classroom?
    • Where does it fit in your curriculum?
    • What essential question would you ask?
    • Is it practical? Is it possible?
    • What technology issues will you face and how will you overcome them?
How can you use WebQuesting at the Library of Congress in your classroom?
Introduction | Task | Process | Evaluation | Conclusion | Credits | Home

#6 Credits and References

Designed by Dr. Ann B. Canning, © 2006, with in partnership with An Adventure of the American Mind at Waynesburg College. Last updated June 12, 2006.

Template created 2006 by Amy Martin, An Adventure of the American Mind at Waynesburg based on a template designed by Lisa Bradshaw, An Adventure of the American Mind - Colorado.

Many ideas for webquest content and worksheets were adapted by permission from An Adventure of the American Mind - Northern Virginia Partnership, Dr. Rhonda Clevenson, Director.