Evaluating web validity is an intimidating prospect. There are many layers and levels of sophistication to consider and an appropriate systematic approach for students is greatly dependent upon their level of experience and understanding. A computer savvy 7 year old web  surfer may understand web quality issues that a 15 year old internet neophyte has never considered. I also feel it is impossible to distinguish web  evaluation by students from techniques for safe surfing. Children need parameters within which to investigate the web. These guidelines can be as controlled as limiting students' web surfing to teacher provided links to more flexible guidelines that outline specifics for web navigation (i.e. Surfing Safely on the Internet).
    In terms of working with young students, very specific methods should clarify the criteria for evaluation. A checklist approach is a good start and I have found several that would be useful and easily adapted for individual purposes and student populations. Both Kathy Schrock's site and the Coal City Schools page feature evaluation forms to use with both primary and secondary students. These forms have several elements in common that should focus evaluation on: assessment of the scope, accuracy and authorship of the content; currency of material; ease of use in terms of organization and workability; required computing environment; design elements and writing quality. The teacher should initially guide the class as a group, using available IT tools, as they evaluate several sites together. Following the group activity, the teacher could provide a list of hyper linked sites for the kids to evaluate independently.  These individual results should also be shared so students can learn from each other.
    Older students could employ similar checklist strategies for web evaluation while completing a curriculum related  project like a web quest. After completing their research, including site evaluation, the information they gathered could be compared and web validity assessed again from a more pedagogical stance (i.e. Bertram and Levin's taxonomy). I think it is particularly important to verify that information presented at one site is consistent with information from other sources. Emphasizing this continuity is a simple way to demonstrate to children the likelihood that the information is reliable.
    As Dianne Fulton commented, a child's developmental status will impact his or her reasoning abilities. A teacher can certainly encourage these skills by providing a framework within which to begin applying standards of web evaluation. Content validity is probably the most important aspect of such an analysis but not the only consideration. One can begin by discussing the ease of use issues and whether or not the site does what it says it will do. Start the evaluation process on a more concrete level and progress to a more sophisticated plateau.
    The strategies mentioned here are just a starting point to help students grasp the importance of critically reading the vast amount of information available to them electronically. This should be an ongoing process that changes to reflect the nature of internet access and regulation. The entire issue of content validity is somewhat new to me as I rarely previously questioned the reliability of print material. I accepted information as valid at face value. Reflecting on the validity of web content will also make me more suspect and critical of other media whose validity I took for granted!

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