Evaluation+Tools

 Heidi Floyd Website Evaluation Tool:

I have always liked Kathy Shrock's website and found it a useful resource as a Teacher and Teacher-Librarian. They have a Critical Evaluation Tool built for each level: elementary, middle, and secondary. These different versions allow teachers, especially secondary teachers, the ability to differentiate their instruction. A huge bonus comes in the fact that she has also build evaluation tools for blogs, podcasts, and even teacher websites. The pdf version is easy to use and interacts smoothly with the user. The secondary Critical Evaluation of a Website tool can be found here: http://school.discoveryeducation.com/schrockguide/evalhigh.html

While a complete listing can be found here: http://school.discoveryeducation.com/schrockguide/eval.html

Mark Marker Website Evaluation Tools:

I always point students and teachers in the direction of Cornell University library. They have created a simple and effective document that both students and teachers can use. The tool can be simplified for younger children but is applicable to any age. The document is located at the following address:

http://www.library.cornell.edu/olinuris/ref/webcrit.html

Gay Shellhorn WEBSITE EVALUATION TOOL

Once again the website **readwritethink.org** offered a great tool and a piece of interactive technology for students to assess and evaluate website information. As a teacher and/or teacher-librarian, I would have students work in pairs, utilizing two computers. Given a topic, students would be instructed to locate (at least) THREE websites. Perhaps I would give specific directions for students to find one of each type: .org., .edu, .net, .com. and compare, assess, and evaluate using this tool. Working collaboratively, one student would be locating websites and skimming information while the other student plugged in necessary evaluative information using this the following site: []=

Another benefit of this tool is that students can access it from any computer. The "tool" could also be recreated as a paper document if necessary.

By Tina Mott

Website Evaluation Checklist

Website URL:


 * Point || Site has this || Site does NOT have this ||
 * Background knowledge that you can confirm. || || ||
 * Reasonable facts that can be confirmed. || || ||
 * From a reputable source. || || ||
 * Unbiased information (tells both sides) || || ||

I was unable to get into the web sites from school. I created a quick checklist for the students to use. I also know that RADCAB is used a good deal in our middle schools.

** RADCAB - Your Vehicle for Information Evaluation **
 * Nancy Milliken **
 * Evaluating Resources **
 * I really think that the best tool for students to use to evaluate resources is RADCAB (Christensson, 2008). It can be used for both print and non-print resources, is easy to understand, and is easy to follow. **


 *  R ||  || Is the information relevant to the question at hand? Am I on the right track? ||
 *  A ||  || Is the information suitable to my age and core values? ||
 *  D ||  || How much information do I need? Is the depth of coverage adequate? ||
 *  C ||  || When was the information published or last updated? ||
 *  A ||  || Who is the author of the information? What are his or her qualifications? ||
 *  B ||  || Why was this information written? Was it written to inform me, persuade me, entertain me, or sell me something? ||

The website is at: []

_ Website Evaluation Tool-Karen Olson

I really liked several of the website evaluation tools already posted. Many people liked Kathy Schrock. Her work came up on nearly every search I did, no matter what keywords I used. I looked for tools that were not affiliated with her and found two, then noticed that Chelaine had already found those two as well. (Cornell University and Jericho Middle School). So I looked around some more and found a different one that I don't think anyone else has listed. It is located at: ___[|Secondary Web Site Evaluation]

I don't currently have a web site evaluation tool in use at Freed, but I can truly see the value in having students use one to determine how viable a source is for their project. I am going to create an evaluation tool that will fit in perfectly with our learning community by talking to several teachers in our building. Then I will add the evaluation tool to the library web site and to the library reference manual/style guide for students to access when they need it while at school, or at home.

Website Evaluation Powerpoint - Gail Bonner This presentation is simple and visual with links to various example websites. I added discussion notes to give you an idea of the information I cover with my middle school students 

Shirley Sullivan: I like using the Netcheck website for intermediate-aged students. It is easy to follow by students.

[]

The evaluation tool already includes the basic questions to investigate what makes a good website. If I can find something online that works already -- it saves me time in creation time. So far, the students have liked the website and minimal time is needed for instructions.

Another favorite website for evaluation tools is of course Kathy Schrock's website. If you cannot find what you want as a rubric or an evaluation tool, you just aren't looking long enough. Kathy's website is a favorite of teachers at our school. I call her website "one-stop shopping!" She has almost any evaluation tool on her website that a teacher could dream to use. __

Allan Cutler: I like the simple to use and understand 5 W's of Website evaluation by Kathy Schrock: I work with elementary students and some of this would have to be simplified for some of those students, but it gets them thinking about the evaluative proc

**TH **E FIVE W’S OF WEB SITE EVALUATION
WHO ©20012009. Kathy Schrock. All rights reserved. Page may be reproduced for classroom use.
 * Wh ** o wrote the pages and are they an expert? Is a biography of the author included? How can I find out more about the author?
 * WHA**T
 * Wha**t does the author say is the purpose of the site? What else might the author have in mind for the site? What makes the site easy to use? What information is included and does this information differ from other sites?
 * WHE**N
 * Whe**n was the site created? When was the site last updated?
 * WHER**E
 * Wher**e does the information come from? Where can I look to find out more about the sponsor of the site?
 * WH**Y
 * Wh**y is this information useful for my purpose? Why should I use this information? Why is this page better than another?

<span style="color: #e21212; font-family: Verdana,Geneva,sans-serif;"> Suzanne Riches: After spending a couple of hours looking, I found an evaluation form I liked at UC Berkeley. It is pretty advanced. I have modified it for high school. It may still be a bit difficult--just have to use it and see. This is an activity that would follow a lesson on web site evaluation. It can also be used alone as a tool-- remove the instructions. Happy Critical Thinking!

**Web Page Evaluation Activity: UC Berkeley/Modified by Suzanne Riches**
1. Go to Google and search a controversial topic, such as: Appropriate for the content? || .com .org .net .edu .gov non-US US || Does it match the name of the site? || Publisher or Domain Name entity: || (Look in URL and on the site.) || Evidence? || Current enough for your purpose? || Can you verify that quoted text was not altered or forged? ||  || Do they work? ||  || Who links to the site? || Other: || BOTTOM LINE: Is the web page appropriate for your purpose?
 * Hand Guns ** or **Nuclear Armament** or **Supermax Prisons**
 * 2. ** Use this Checklist to evaluate some of the search results.
 * || **Title and URL of page you are evaluating:** ||
 * **Is this a personal page or site?** || ~ or %, or //users, members,// or //people// ||
 * **What type of domain is it?**
 * **Published by entity that makes sense?**
 * **Who wrote the page?** || o E-mail o Name: ||
 * **Credentials on this subject?**
 * **Dated?** || Date
 * **Sources documented with links or notes?**
 * **Links to more resources?**
 * **Evidence of bias?** ||  ||
 * **Search URL in alexa.com,**
 * click on “Site info for …”** || Who owns the domain?
 * **Look up the author in Google** ||  ||
 * **Why was the page put on the Web?** || Inform Persuade Sell Satire or parody

Teaching Library, UC Berkeley – Spring 2009

<span style="color: #e21212; font-family: Verdana,Geneva,sans-serif;">

Josh Shipman: Website Evaluation Tool: There is a very easy website evaluation tool at: []. It used the 5 W's that most students are familiar with. My students cannot access the internet, but if they could, I would use the above website evaluation tool because it is simple and easy to understand. Website Evaluation Tools & Resources ** (Zoe P. Midler)

I just wrapped up my internship at Niwot High School and the Supervising Librarian there uses the attached form. This form was originally created by Cappi Castro, Librarian at Grand Junction High School. At Niwot students are required to use this form and attach it to assignments that include sources found using general Internet search engines, e.g., Google. If students uses online databases, e.g., EBSCO, Facts on File, InfoTrac, etc., they are not required to use this form. Also exempt from this form are .edu, .mil, and .gov websites. Also, I highly recommend all the micro modules at the [|21st Century Information Fluency Project]. Check out the Tutorials link in the left hand navigation. Favorites include: I also love watching students work their way through IMSA [|Search Challenges], I "double-dog dare" you to try some of the timed search challenges. In general, the 21st Century Information Fluency Project website is very DEEP and extremely helpful. It is a tool I plan on using with middle school students next year in the library’s Big6 Zone--a technology oasis in the library. ZPM
 * [|Author]
 * Publisher
 * Date
 * Bias
 * Links to

I actually don’t have a favorite, but I was looking at the first one for elementary students and had used the 2nd one as a template to create one for my secondary fieldwork. Retrieved May 11, 2009 University of California Berkeley web evaluation worksheet used by my fieldwork supervisor to create an evaluation web worksheet for her middle school students. [] Retrieved May 11, 2009
 * Web Site Evaluation Tools from Jo Dell Stevenson **
 * WebSite Investigator ** for primary elementary students [] and the teacher site it comes from []

Kristen McCann Web Eval. Tool Kathy Schrock's Critical Evaluation of a Web Site ([]) seems to be a popular tool. During my field experience at Creighton I was introduced to this tool and saw the kids utlizing it in their research. I think the kids, teachers, and we librarians like it because it is a simple check list of yes or no. The more the kids were using this checklist, they were able to evaluate web sites wihtout the checklist in front of them.

Katy Fluitt Website Evaluation After reading four different articles on website evlauation, I decided to make up my own using information from all of the sources including //Kathy Schrock's Critical Evaluation of a Web Site, Tammy Payton's Website Evaluation for Secondary Grades, The Big 6 Website Evaluation, and the UC Berkeley Teaching Library Internet Workshops on Evaluating Web Pages//. I think that this can be used at either the middle school or high school levels. I like it because it is quick and easy to answer the questions. I would probably have the students fill this out for each website they use on their projects. .

Becky Cox Website Evaluation Having just finished a week at Chatfield and writing up a document to use in high school on web site evaluation, I will share two. I created a lesson illustrating web site evaluation and then sent the students to some bogus websites to try out the information given. One method is used at Chatfield; the other is an abbreviation of Kathy Schrock's. ABC's of Web site evaluation: Accuracy--content and information, check info with other sites; Authority--check the credentials and authority of the author; Bias--Look for the slant or partiality; "Browsability"--check the ease of difficulty of navigation through the site and appearance; Coverage--look at the amount or extent of the information; Currency--check the date and decide if the page is updated and maintained regurlarly. Kathy Schrock: Who: Who wrote the page and can you find out more about them? What: What does the author say is the purpose of this site, and what makes it easy to use? When: When was the site created, and when was it updated? Where: Where does the information come from, and can I find more? Why: Why is this information useful to my purpose, and why is this page better than others?

Share your favorite web page evaluation tool. http://lib.nmsu.edu/instruction/evalcrit.html I like this web page evaluation tool for secondary grades because it is quick and easy. Students can quickly go through the list of criteria and see if they are on a reliable site. For my own library, I think I would put the info into a quick look sheet that I would post near computers. While the info works for primary grades, I wouldn't use it because the format isn't very friendly.

For an internet evaluation tool I like[| http://school.discoveryeducation.com/schrockguide/evalelem.html] I love the check list format. It looks easy to use and understand. I am really excited to find this at this time as I was planning an internet safety unit. I think evaluating the site is a great extension to this. I like the questions this form asks. I found it good for me to as a reminder of what a website should have so we know what kind of information we are actually dealing with. Good timing on this. I am going in tomorrow to add this evaluation form to my lesson!--Donna Sabala

Like Donna, I like Kathy Schrock's website evaluation: http://school.discoveryeducation.com/schrockguide/evalmidd.html. This page is designed for middle school students, although there is an elementary evaluation form for students working below grade level that Donna posted. The questions Schrock has on the forms require students to think about the origins of the site and requires them to write a paragraph defending their recommendation (or not) of the website. The critical thinking embedded in this checklist aligns with our school's writing goals and could be used in all curricular areas. As an educator, it is an excellent tool for me. I would need to be sure my students understand the vocabulary and it reminds me of all the things to check for on a website.-Melanie Jaramillo

As an elementary school teacher, I liked the five W's posted on Kathy Schrock's evaluation tools page [] The writing is large, brief and is written at a level that upper elementary students should understand. The colorful boarder gives it visual appeal and there isn't so much on the page that it becomes overwhelming. It is written in a format so teachers can print off the page which students can keep in a folder for constant reference. The Who, What, When, Where and Why seem to cover all of the bases on what the students should look for in a good website and is easy enough to remember that kids should be able to consider these even if their copy isn't right there in front of them. Trecia Garrick

Adapted from Oregon School Library Information System, [], Diane Hacker’s Research and Documentation website, [] , and Doug Johnson’s insights on evaluating the read-write web: []. I tell my students to use an online or print encyclopedia to educate themselves ** on their topic before searching online **. Because there is no Library Commander of Cyberspace to sort out the good, the bad, and the ugly, they should go armed with a working knowledge of their subject in order to evaluate source websites using the following outline (OSLIS): 1. Who is the author and what is his/her expertise in the subject? 2. Does the author provide a contact address? 1. What does the URL ending tell you? The URL often specifies the type of group hosting the site: commercial (.com), educational (.edu), nonprofit (.org), governmental (.gov). 2. Is there advertising on the site? 1. Why was the site created: To inform readers? To sell a product? To entertain? To argue a position? 2. Is the site biased? Is any special interest represented? Are alternative views presented and addressed? How fairly does the author treat opposing views? (Hacker) 1. Determine the site’s usefulness, relevancy, clarity, and accuracy. To check accuracy, look for corroborating evidence in other sources. 2. What type of information is presented – fact or opinion? 1. How recent is the last update? 2. Are any of the links no longer functioning? 1. What is the quality of the grammar and spelling? Readability? 2. Does the webpage look attractive? Do the graphics enhance or distract? 3. Is it easy to navigate the site? Is there a search box within the site? 4. Can you view the information properly – not limited by fees, browser technology, or software requirements? 1. Who can contribute or edit the source? 2. Is a history of changes made available? 3. Are a diversity of views, voices, and sources evident? 4. Is there a process by which those who are misusing the resource can be restricted from contributing?
 * Website Evaluation ** (Linda Glynn)
 * Author **
 * Sponsor **
 * Purpose **
 * Content **
 * Currency **
 * Design **
 * Wikis & collectively-created information sites ** (Johnson)

Additional Website Evaluation Tools I also like the ones already mentioned, so here are some others that are useful, though I don't like them as much as Kathy Schrock's evaluation These are from universities, but they're simple and could be used for high school students: [|Cornell University 5 Criteria] [|University of California, Berkeley] Website evaluation for middle school students: [|Jericho Middle School] -Chelaine Hoffer

After reading the two articles; [|Evaluating Collectively-Created Information] __and__ [|The Art of Evaluation] __I went and looked at Kathy Schrock’s evaluation tools. They were great! I appreciated how the evaluation tools were broken down into the different school levels, along with the added evaluation tools for pod casting, blogs, and virtual tours. I went to find Kathy’s evaluation tools from:__ [] and along with her evaluation tools there is a huge grocery list worth of evaluation tools from others. I did some more searching on the Internet and hands down felt that this site, especially with Kathy Schrock’s evaluation tools was the perfect Website for professionals to come for advice in searching out evaluation tools. Theresa Drafts <span style="font-family: Arial,Helvetica,sans-serif;">

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> In addition to Kathy Schrock's evaluation tools I've used the following primary and intermediate evaluation pages with my own students. I also included a webquest that I did with my 5th grade students the first year I taught technology.

[] A website evaluation to use with primary grades.

[] A website evaluation to use with intermediate grades

[] A website evaluation to use with secondary students.

[] A webquest on website reliability.

Jessica Mandrioli

<span style="color: #800000; display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Sara Channabasappa - Website Evaluation Tool for Elementary Students

Earlier this semester, I observed an elementary librarian teach a lesson about evaluating websites. She used the information found on the **//[|CyberSmart: 21st Century Skills for Education]//** website. This site has several versions of a Rating Web Sites lesson plan for grades 4-5 that include a downloadable printout for students. The printout has a rating chart to assist students in evaluating websites. In the lesson that I observed, the students found the printout very easy to use as they evaluated websites on Abraham Lincoln.

As like other people posted above I too like Kathy Schrock's Guide, []. It provides a variety of resources for various grade levels and even subjects. Depending on the objective of the assignment will depend on which one I use or a version of which tooll I iwll use. When I teach podcasting I particularly like the podcasting evaluation tool as it gets students thinking about what makes a good podcast. When they go to create their own the have a critieria they can use to guide them through their process. We then use this understanding to create our own evaluation tool.

Kim Walter

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> I too like Kathy Schrock's guide, but I recently used [] and found it to be very helpful. While it is a little "wordy" for elementary students, I did use parts of it with 6th graders. It provides good examples and provides a "Questions to ask" column and an "Implications" column. While not a website, I really like Alan Novembers "Web Literacy for Educators" where he outlines his REAL method for evaluating websites. R= Read the URL (do you recognize it, what is the extension?) E= Evaluate (does the info seem valid, does it conflict with other info you have seen?) A= Author (who is the author? use easywhois.com __for info on who owns the site) L= Links (check forward and back links to see who it links to and who links to it)

Arlene Gregersen __

__Mary Schwartz - Web site evaluation tool:__

=
__I really like this tool I found at the University of Illinois at Urbana-Champaign. I think it will be easy for elementary students to use and covers the essential elements (credibility, accuracy, reasonableness, support)__ =====

__ http://lrs.ed.uiuc.edu/students/tbarcalow/490NET/EvalRubric.htm#other __

__It took some looking to find an evaluation tool which - in my opinion- wasn't too long or too simple. I thought Kathy Shrock's evaluation is a bit too extensive for everyday use, but might be useful on some occasions. Personally, I liked <span class="wiki_link_ext">[|this one] from Palatine High school a one page tool which looks at credibility, relevancy, currency, and accuracy. There's also a [|good introductory exercise] from University Laboratory High School Library. -- Jared Shucha <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> Melissa Plane Evaluation Tools

We actually use RADCAB - Relevancy, Appropriateness, Detail, Currency, Authority, and Bias. To see more about this evaluation tool go to [|www.radcab.com]

//**Relevancy**// -

Most of us don’t like to waste time. In order to be efficient “info-tectives” we need to begin our information search with **focus questions and search terms** that relate to our information problem. Using specific **keywords and phrases** that relate to our research questions helps us focus our search energies and keep us on task. By keeping our **focus questions and search terms** at the front of our brains, we are less apt to fall into that time-wasting black hole of irrelevant information.

//**Appropriateness**// -

Call the cops! No wait, they can't help me. I am the one who will make the arrest here. What? Arrest an information source?

Information sources that make you feel confused or uneasy are information sources to be exited ASAP.
 * Stop, look and listen.**

You are in charge of “policing” your own research activity. How? By setting your own personal boundaries for what you view, read and listen to that take into account **your age and core values**.

//**Detail -**//


 * “How much information do I need?”** is a valuable question to ask early in the research process. The answer should help you determine where to look for information and when you can stop looking.

Check the information source for **detail**. Does the information source offer you the **depth of coverage** you need for your assignment?

There are specific **details** to look for in a website that can help the researcher determine the site's usefulness. Using these details will help you evaluate a website for its quality of construction, content, and depth of coverage.

//**Currency -**// Who doesn't like something new? New cars, new clothes, new experiences.

New or current information is desirable too. Current information is often what our research questions demand. But sometimes older information sources may contribute as much if not more value to research as newer information sources.

The quality of our research is related to how carefully we analyze the currency of our information sources.

Knowing when the information source was last published or updated helps us determine the usefulness of the information presented.

//**Authority -**// So who really cares if the information you found on the Internet isn't totally true? Um…how about your teacher?…or your employer?…or how about //you// when you need personal, life-important information regarding your health, your finances, and your life-style choices?


 * Authoritative** information sources have everything to do with how **accurate** and **credible** the information presented is. //You// need to care **who is behind the information** you are using, not only as a matter of personal integrity, but also as a matter of personal safety.

What are the **author's qualifications**? Is the author associated with a particular school, university, organization, company, or governmental agency? Is his or her email address included on the website?

//**Bias -**// Trick or treat? Truth or lies?

How do you know if the information you have found has a special agenda behind it? Does the information have a particular angle, slant, or spin to it?

Look for clues. Clues like:__ __Bias isn't always bad. We benefit from hearing other people's opinions. It is just good to know why the information was written in the first place. If you can recognize bias, then you can be a better judge of how you will use the information, or if you will use it at all.
 * __the domain name__
 * __the domain suffix (.com, .edu, .gov, etc.)__
 * __the advertising__
 * __the mission statement__
 * __the authorship or organization behind the information__
 * __the tone of voice or language used__

Ask: “Does the information exist because someone wants to inform me, persuade me, entertain me, or sell me something?”

//**Details Chart**// __


 * **What are the details?** ||  || **How are they useful?** ||


 * Site map ||  || Navigation and scope ||


 * Page organization: titles, headings, and subtitles ||  || Navigation and evidence of quality construction ||


 * Works cited pages ||  || Credit to information sources used ||


 * External links ||  || Additional information sources ||


 * Internal search engine ||  || Quick information retrieval ||


 * Interactive, graphic elements ||  || Visual aids and interface interaction ||


 * Design appeal ||  || Easy and pleasant to use ||

__I built this after spending my time at Horizon High school. My eval tool is based on the RADCAB. I had made anouther that i used with my elementary school kids but liked the tad bac better. Thanks Jason Wooldridge__ Is the information from this source helpful to my assignment? Yes or No?
 * ** RADCAB ** || ** Website URL(web address): ** ||
 * ** Relevance- **

Does it answer my focus/essential question? Yes or No? || Yes No

Yes No || Is the information suitable to my age and reading level? Yes or No?
 * ** Appropriateness- **

Does the source explain the information clearly to me? Yes or No?

Does the source offer new information vs. my other sources? Yes or No? || Yes No

Yes No

Yes No || How much information do I need? A lot A little In between
 * ** Detail- **

Does the information source cover my topic completely? Yes or No? || A lot A little In between

Yes No || When was the information published or last updated?
 * ** Currency- **

Do I need new or old sources for my assignment? Old New Does not matter || Date_

Old New Does not Matter || Who wrote or created the information? How do I know they are an expert? || Who: How: || Why was the information written? Inform Sell Persuade
 * ** Authority- **
 * ** Bias- **

Does the information help with my assignment? Yes or No || Inform Sell Persuade

Yes No || This site is **excellent, satisfactory or lacking** what I need. Why is this site good? || Excellent Satisfactory Lacking
 * ** Evaluation **

Why? ||

I teach high school, so I wanted a fairly complex tool, and I found one I liked here: http://www-personal.umich.edu/~pfa/pro/courses/WebEvalNew.pdf. This is a very comprehensive tool, but I could use it as a starting point and modify to suit whatever needs I had currently. So if I was teaching a lesson on website validity, I would cut and paste the sections that focus on those questions and use them for a student handout. This would be a bit long in and of itself to do with every website, but its nice to have so many directions to go in.

_ I was lucky enough to observe and participate in a web-evaluation lesson involving sixth graders. What we found the most effective--after a few missteps--was to link to a page that offered a number of links to endangered animals sites. There were some obvious "winners" and "losers" in the collection of links, and using the interactive whiteboard, we were able to pull up various websites and have students evaluate them. Each was given a score and students had to defend their opinions. It worked really well.

Below is the evaluation tool we used--that I added a few modifications to.

__Evaluate 3 sites__

 * =====** Name of site ** : =====

** URL: **
|| ===== ===== || =====  ===== || =====  ===== ||
 * ===== What is the domain? (examples .com/.edu/.org) ===== || ===== ===== || ===== ===== || ===== ===== ||
 * ===== Are there pop-ups or advertisements? ===== || ===== ===== || ===== ===== || ===== ===== ||
 * ===== Can you find who is responsible for the content? Are they qualified to give the information? ===== || ===== ===== || ===== ===== || ===== ===== ||

|| ===== ===== || ===== ===== || ===== ===== ||
 * ===== Does the author seem biased (opinionated)? Is there a hidden message? ===== || ===== ===== || ===== ===== || ===== ===== ||
 * ===== When was the site last updated? ===== || ===== ===== || ===== ===== || ===== ===== ||
 * ===== Is there a biblio-graphy or links to related sites? If so, are they valid and helpful? ===== || ===== ===== || ===== ===== || ===== ===== ||
 * ===== Based on what you know, does the information seem correct? ===== || ===== ===== || ===== ===== || ===== ===== ||
 * =====** Rating **=====

On a scale from 5 to 1—5 being the best 1 the worst.
|| ===== ===== || ===== ===== || ===== ===== ||

Sorry it transferred in such a LARGE FONT! -- Jon Georgitis
___