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Evaluation of websites

Evaluation of websites

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  • 1. Created by Karen Christensson Adapted by the SAISD Librarians
  • 2. Hail a R.A.D.C.A.B. A mnemonic acronym for information evaluation
    • initials to help remember how to evaluate a website
  • 3.
    • Anyone on Internet
    • No qualifications
    • No one checking it
    • Looks may be deceiving
    • Not trustworthy, reliable, truthful
    Why?
  • 4. Must R.A.D.C.A.B. All Web Sites
  • 5.
    • R for Relevancy
    • A for Appropriateness
    • D for Detail
    • C for Currency
    • A for Authority
    • B for Bias
    A Process A way to grade/evaluate websites You are teacher
  • 6.
    • Is the information relevant to the question I am asking?
    • Can it answer my question or does it have nothing to do with it?
    • Am I on the right track or am I wasting my time?
  • 7.
    • Is the information suitable to my age and my “core values”, what I know to be right and wrong?
    • Will it help me answer my question?
    • Does it fill the requirements of my teacher?
  • 8.
    • How much information do I need?
    • Does it cover enough information to answer many of my questions?
    • Does the web site offer extra information with external links, internal search engines, indexes ?
  • 9.
    • When was the information published?
    • When was it last updated?
  • 10.
    • Who is the author of the information?
    • What are his or her qualifications?
  • 11.
    • Why was this information written?
    • Was it written to inform me, persuade me, or sell me something?
  • 12.
    • Remember you must R.A.D.C.A.B. it!
    • Start with R
    • Relevancy
    Where Do You Start?
  • 13.
    • Requires websites that answer your questions
    • Must form questions that focus on topic
    • Use keywords and search phrases to narrow topic
    • Don’t type in full question
    Relevancy
  • 14.
    • Different levels of information
    • Don’t choose too young or too old
    • You know right from wrong: core values
    • Judge if information makes you feel confused or uneasy
  • 15. You can make sure it is appropriate.
    • Use databases and teacher-selected web sites for research
    • “ Police" own Internet activity
    • “ Arrest" (or suddenly stop) a site if "you don't get it" or "feel uneasy"
    • Have "exit strategy" for inappropriate site
    • Alert librarian or teacher if uneasy with website
  • 16.
    • Quickly scan article for needed information
    • Determine if it has enough facts
    • Any tables of contents/indexes on web site
    • Any external links
    • Any interactive and graphic elements
  • 17. Table of Contents, External Links, etc.
  • 18.
    • If there is a date, usually posted at top or bottom of page
    • Is having a copyright date important for this website?
    • Are external links still current and relevant?
  • 19. Look for Copyright Date
  • 20.
    • Word “author” comes from authority
    • With whom is the author affiliated?
    • Can you contact the author? How? Where?
    • Can you trust this author for accuracy? Why or why not?
    • Use online library databases
    • Paid subscriptions, reliable, trustworthy
  • 21.  
  • 22.
    • A personal judgment, opinion
    • Look for:
    • Web site mission statement
    • Advertising
    • Type of language:
    • emotional
    • sarcastic
    • opinionated
  • 23. Domains Give Clues
    • URL Domain Names
    • .com - commercial enterprise
    • .edu – academic site
    • .gov – governmental agency
    • .org – organization, non/profit
    • .net – network service provider
    • .mil – military site
    • ~Name-personal home page
  • 24. Don't forget to R.A.D.C.A.B.!
    • For any search engine website
    • R for Relevancy
    • A for Appropriateness
    • D for Detail
    • C for Currency
    • A for Authority
    • B for Bias
  • 25. The decision is yours!