EVALUATING INFORMATION

Information Literacy: A Learning Module

Kay Venteicher

University of Maryland University College

DETT 611

April 25, 2015

INFORMATION LITERACY

Information literacy is the ability and skill of an

individual to locate and find information

required to satisfy research needs. Both the

information and the source are then critically

evaluated to determine which information is

most suitable for effective use in the research

process.

It is this skill that provides the basis for an

individual to become a lifelong learner.(Association of College and Research Libraries, 2000, p. 2)

CRITERIA TO EVALUATE SOURCES

The information age provides the researcher with vast quantities of information which are continuously growing. After the researcher finds the information required, both the information and the source then must be critically evaluated to ensure it meets the needs for use in academic research.

The sources must have:

Currency

Relevance

Authority

Accuracy

Purpose(California State University, 2010)

CRITERIA TO EVALUATE SOURCES, cont’d

The need to evaluate information applies to all resources. The Internet can provide the researcher with access to a variety of digital media which includes websites, articles, books, journals, and much more.

The fastest and easiest way to complete research would be for the researcher to take the first information sources found. The fact is those first information sources may not meet the needs for the research. The researcher must continue the research.

The researcher will need to learn the skills to evaluate the source and ensure it is meets the research needs. The information should be credible, authoritative, and relevant to the research need.(ODU Libraries, 2013)

CURRENCY

Currency is the timeliness of the information.

How does a researcher determine this?

Here are four questions to ask regarding the

information.

When was the information published or posted?

Has the information been revised or updated?

Does the research topic require current information,

or is the information out of date for the research?

Will older sources work meet the need as well?

Are the web site links accessible and functional?(California State University, 2010)

CURRENCY ACTIVITY

(UMUC Library, 2015)

Using the information provided on

the research topic of Distance

Education:

Determine when the information

was published or posted?

Has the information been

revised or updated?

Is the information current or out

of date for the research topic?

RELEVANCE

Relevance is the level of importance of the information for the research needs.

How does a researcher determine this? Here are five questions to ask regarding the

information. Does the information relate to the topic? Does it answer

the question?

Who is the intended audience?

Is the information at an appropriate level (i.e., not too elementary or advanced for the research needs)?

Have a variety of sources been looked at before selecting which to use?

Is the researcher comfortable citing this source in a research paper?

(California State University, 2010)

RELEVANCE ACTIVITY

Using the information provided on the

research topic of Distance Education, you

want to research learning design and

cognitive engagement. Are any of the

three articles relevant to the research

topic?

Determine which information relates to

the topic? Does it answer the question?

Does the information fit the intended

audience?

Is the information at an appropriate

level (i.e., not too elementary or

advanced for the research needs)?

Have a variety of sources been looked

at before selecting which to use?

Is the researcher comfortable citing this

source in a research paper?

AUTHORITY

Authority is the source of the information.

How does a researcher determine this?

Here are five questions to ask regarding the information.

Who is the author/publisher/source/sponsor?

Are the author's credentials or organizational affiliations revealed?

What are the author’s qualification to write on the topic?

Is contact information provided (i.e., publisher, email address)?

Does the URL reveal anything about the author or source (i.e., web site from .com, .edu, .gov, .org, or .net)?

(California State University, 2010)

AUTHORITY ACTIVITY

The first article was determined to be relevant to the research. Using the article provided, determine the article’s authority based on this criteria.

Determine the author/publisher/source/sponsor?

Are the author's credentials or organizational affiliations revealed?

What are the author’s qualification to write on the topic?

Is contact information provided? (i.e., publisher, email address)

Does the URL reveal anything about the author or source? (i.e., web site from .com, .edu, .gov, .org, or .net)

ACCURACY

Accuracy is the reliability, truthfulness and correctness of the content of the source.

How does a researcher determine this? Here are six questions to ask regarding the

information. Where does the information come from?

Is the information supported by evidence?

Has the information been vetted through review or refereed?

Can information be verified through another source or from personal knowledge?

Does the language or tone of the information seem free of bias and emotion?

Does the information contain spelling, grammar or typographical errors?

(California State University, 2010)

ACCURACY ACTIVITY

Using the article abstract provided, evaluate and determine the reliability, truthfulness and correctness of the source content.

Determine the authors/ publisher/source/sponsor?

Are the credentials/ organizational affiliations of the authors revealed?

What are the qualification of the authors?

Is contact information provided (i.e., publisher, email address)?

Does the URL reveal anything about the author or source (i.e., web site from .com, .edu, .gov, .org, or .net)?

PURPOSE

The purpose of the information is the reason it exists.

How does a researcher determine this?

Here are five questions to ask regarding the information.

What is the information’s purpose (i.e., to inform, teach, sell, entertain, persuade)?

Is there a clear intention or purpose made by the authors/sponsors?

What is the information based on (i.e., fact, opinion, propaganda)?

Does the point of view appear objective and impartial?

Is the information based on bias (i.e., political, ideological, cultural, religious, institutional, personal)?

(California State University, 2010)

PURPOSE ACTIVITY

Using the first page of the article provided, evaluate and determine the purpose for which the information exists.

What is the information’s purpose (i.e., to inform, teach, sell, entertain, persuade)?

Is there a clear intention or purpose made by the authors/sponsors?

What is the information based on (i.e., fact, opinion, propaganda)?

Does the point of view appear objective and impartial?

Is the information based on bias (i.e., political, ideological, cultural, religious, institutional, personal)?

EVALUATING THE INFORMATION

With the amount of information out on the Internet, the researcher will be able to find good information. The information not surface on the first search and the topic may need to be refined. Given the five criteria for evaluating information, the researcher should be able to find the appropriate information.

Take time afterward reading the information to evaluate the information and determine an overall assessment of the information. Was the information useful? Did the information appear to be from a reliable source or not? Did the information present a specific viewpoint? Would this information be a good source of support for the research?

A final tip when conducting an information search – while Wikipedia is useful for finding initial information, it comes with no guarantees of validity. For academic research, it is not recommended to cite it as a source.

EVALUATING THE INFORMATION SUMMARY

Remember the criteria when evaluating the

information: currency, relevance, authority,

accuracy, and purpose.

If the information cannot answer these criteria,

continue to search.

References

Association of College and Research Libraries. (2000). Information literacy competency standards for higher education.

American

Library Association. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf

California State University (2010). Evaluating information – applying the CRAAP test. Meriam Library. Retrieved from

http://www.csuchico.edu/lins/handouts/eval_websites.pdf

ODU Libraries. (2013, September). Evaluating information sources. [Web page]. Retrieved from

http://www.lib.odu.edu/genedinfolit/5evaluating/index.html

UMUC Library. (2015) UMUC library one search. [Web page]. Retrieved from

http://eds.b.ebscohost.com.ezproxy.umuc.edu/eds/search/advanced?sid=d91ab02f-a52e-4a9a-a792-

ed77ed25592d%40sessionmgr115&vid=3&hid=108

JUST FOR FUN:

INFORMATION LITERACY WORD SEARCH