Murra: Guidelines for the Evaluation of Indigenous Content on the WWW.

Institution	Victorian Aboriginal Education Association, Fitzroy (Australia).; Australian Dept. of Employment, Education, Training and Youth Affairs, Canberra.
Titel	Murra: Guidelines for the Evaluation of Indigenous Content on the WWW.
Quelle	(2000), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Aboriginal Australians; Bias; Cultural Awareness; Educational Resources; Elementary Secondary Education; Evaluation Criteria; Foreign Countries; Guidelines; Indigenous Personnel; Information Sources; Intellectual Property; Online Searching; Search Strategies; World Wide Web + Suchen Sie Ihr Suchwort? Aborigines; Australia; Australien; Cultural identity; Kulturelle Identität; Bildungsmittel; Ausland; Richtlinien; Information source; Informationsquelle; Geistiges Eigentum; Online-Recherche; Suchstrategie; World Wibe Web
Abstract	There are over 600 sites on the World Wide Web with substantial Australian Indigenous content. This guide provides strategies for determining which Indigenous sites may be useful in an educational context. Section 1 deals with finding Indigenous content on the World Wide Web. The three main types of search engines are keyword, directory, and meta-search. The differences are explained, and examples are given for each type. Subject lists are descriptions of sites that are compiled by real people. Four examples of subject-specific lists with an Indigenous or educational focus are presented. Search strategies can be refined by making the search as specific as possible, using the advanced search on search engines, using multiple search engines and comparing results, bookmarking good sites, and asking colleagues what online resources they have used. Section 2 concerns site evaluation and discusses who published the site; the importance of including Indigenous authors; author credentials; whom the site is targeting; and determining whether the information being published is accurate, relevant, biased, secret, sacred, current, or easy to use. Section 3 discusses sources of information besides the Internet: libraries; local Indigenous community organizations; Indigenous centers in universities; museums; national bodies; local, state, or federal government bodies with responsibility for Indigenous issues; and most importantly, local Indigenous communities. Involving Indigenous peoples in face-to-face teaching provides a real context for students to understand the information. (TD)
Anmerkungen	For full text: http//www.vaeai.org.au/edna/guidelines.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC