The document provides guidance on evaluating the credibility of internet sources. It recommends asking questions about the author's expertise, potential biases, use of evidence, and publication venue. Credible sources include well-established websites from experts in the field, as well as mainstream news sites. Government and educational websites ending in .gov and .edu require additional scrutiny. Fact-checking sites can help verify questionable information. Overall, critical evaluation of sources is important to determine what can reasonably be considered factual.
The document discusses determining the credibility of sources when conducting research online. It provides tips for evaluating sources such as checking if the author is a recognized expert, if multiple sources confirm the information, and if the source has biases. The document also recommends specialized search engines like SweetSearch and FindingDulcinea that curate reliable newspaper articles. Certain domains like .edu, .gov and websites from reputable organizations can also be more trustworthy sources of information. Students are advised to exercise critical thinking and verify facts from multiple credible sources.
The document provides guidance on evaluating the credibility of internet sources. It discusses how information can spread quickly online before being verified. Readers are encouraged to scrutinize sources by considering whether the author is an expert, has an agenda, and cites evidence. Search engines like SweetSearch that curate reliable sources are recommended. The conclusion emphasizes that credible ideas will be supported by many trustworthy sources and the scientific process rather than just emotion or a single perspective.
This document discusses reliable and unreliable sources for research. Reliable sources include books, peer-reviewed journals and articles, dissertations, and websites ending in .edu or .gov as these are often from educational institutions or government agencies. Unreliable sources like Wikipedia can be used as a starting point but require confirmation from reliable sources, as the information may not be thoroughly vetted. Blogs, personal websites, and commercial websites with agendas are also generally unreliable. The document provides guidelines for evaluating source reliability based on author credentials, evidence used, and potential biases.
The document provides guidance on how to evaluate the quality and reliability of websites for research. It identifies six key criteria: authority, accuracy, coverage, objectivity, currency, and navigation. For each criterion, it provides questions to consider that can help determine whether a site is a good source of information or not. The document also provides some tips on using search engines like Google to investigate authors, sponsors and potential biases. It recommends additional online research resources available through the HISD library system.
This document provides guidance on evaluating websites for classroom use. It introduces the CRAAP test for critical evaluation, which considers currency, relevance, authority, accuracy, and purpose. It discusses evaluating domains like .com, .org, and .edu. It also gives examples of determining a website's authority and accuracy through examining the author's credentials, publisher, citations, and more. The goal is to help teachers develop students' skills in critically analyzing online information sources.
Identifying Credible Sources for Research Paper and Project in High SchoolRoberto Verdeses
This document provides guidance on evaluating information sources found on the internet. It discusses key criteria for evaluating websites such as authority, accuracy, objectivity, and currency. Participants will learn how to use these criteria to effectively evaluate websites and help students develop skills for evaluating online information sources. The document also provides examples of red flags that indicate a source may not be credible and lists several reputable databases and directories for conducting research.
This document provides guidance on evaluating websites for credibility and appropriate use in school assignments. It advises checking with instructors that website use is allowed and assessing the source, purpose, currency and accuracy of information. Key factors include considering the author's credentials and affiliation, whether the information is fact-based or opinion, and when it was last updated. Government and educational websites often have reliable information for academic work. The document emphasizes it is the student's responsibility to determine a site's credibility before using it for an assignment.
Savvy Shoppers: Web Evalutation for Middle School StudentsMargaret D. Keys
I did a presentation to all of the sixth, seventh, and eight grade students at a local middle school in 2013. This PowerPoint contains activities and sites. Please feel free to download and adapt for your own use, just giving me credit for being your source.
<a><img src="https://i.creativecommons.org/l/by-nc/4.0/88x31.png" /></a><br /><span>Savvy Shoppers</span> by <span>Margaret D. Keys</span> is licensed under a <a>Creative Commons Attribution-NonCommercial 4.0 International License</a>.
The document discusses determining the credibility of sources when conducting research online. It provides tips for evaluating sources such as checking if the author is a recognized expert, if multiple sources confirm the information, and if the source has biases. The document also recommends specialized search engines like SweetSearch and FindingDulcinea that curate reliable newspaper articles. Certain domains like .edu, .gov and websites from reputable organizations can also be more trustworthy sources of information. Students are advised to exercise critical thinking and verify facts from multiple credible sources.
The document provides guidance on evaluating the credibility of internet sources. It discusses how information can spread quickly online before being verified. Readers are encouraged to scrutinize sources by considering whether the author is an expert, has an agenda, and cites evidence. Search engines like SweetSearch that curate reliable sources are recommended. The conclusion emphasizes that credible ideas will be supported by many trustworthy sources and the scientific process rather than just emotion or a single perspective.
This document discusses reliable and unreliable sources for research. Reliable sources include books, peer-reviewed journals and articles, dissertations, and websites ending in .edu or .gov as these are often from educational institutions or government agencies. Unreliable sources like Wikipedia can be used as a starting point but require confirmation from reliable sources, as the information may not be thoroughly vetted. Blogs, personal websites, and commercial websites with agendas are also generally unreliable. The document provides guidelines for evaluating source reliability based on author credentials, evidence used, and potential biases.
The document provides guidance on how to evaluate the quality and reliability of websites for research. It identifies six key criteria: authority, accuracy, coverage, objectivity, currency, and navigation. For each criterion, it provides questions to consider that can help determine whether a site is a good source of information or not. The document also provides some tips on using search engines like Google to investigate authors, sponsors and potential biases. It recommends additional online research resources available through the HISD library system.
This document provides guidance on evaluating websites for classroom use. It introduces the CRAAP test for critical evaluation, which considers currency, relevance, authority, accuracy, and purpose. It discusses evaluating domains like .com, .org, and .edu. It also gives examples of determining a website's authority and accuracy through examining the author's credentials, publisher, citations, and more. The goal is to help teachers develop students' skills in critically analyzing online information sources.
Identifying Credible Sources for Research Paper and Project in High SchoolRoberto Verdeses
This document provides guidance on evaluating information sources found on the internet. It discusses key criteria for evaluating websites such as authority, accuracy, objectivity, and currency. Participants will learn how to use these criteria to effectively evaluate websites and help students develop skills for evaluating online information sources. The document also provides examples of red flags that indicate a source may not be credible and lists several reputable databases and directories for conducting research.
This document provides guidance on evaluating websites for credibility and appropriate use in school assignments. It advises checking with instructors that website use is allowed and assessing the source, purpose, currency and accuracy of information. Key factors include considering the author's credentials and affiliation, whether the information is fact-based or opinion, and when it was last updated. Government and educational websites often have reliable information for academic work. The document emphasizes it is the student's responsibility to determine a site's credibility before using it for an assignment.
Savvy Shoppers: Web Evalutation for Middle School StudentsMargaret D. Keys
I did a presentation to all of the sixth, seventh, and eight grade students at a local middle school in 2013. This PowerPoint contains activities and sites. Please feel free to download and adapt for your own use, just giving me credit for being your source.
<a><img src="https://i.creativecommons.org/l/by-nc/4.0/88x31.png" /></a><br /><span>Savvy Shoppers</span> by <span>Margaret D. Keys</span> is licensed under a <a>Creative Commons Attribution-NonCommercial 4.0 International License</a>.
How Do I Identify Credible Sources for Research Papers?mscareyhhs
This document provides guidance on how to identify credible sources when conducting research. It outlines 5 questions to consider: 1) Does the information seem too good to be true? 2) Who wrote the information and what are their credentials? 3) When was the information written and is it up to date? 4) Can the information be verified through other sources? 5) Does the tone or style of writing reflect credibility? Examples are given for each question to illustrate how to determine if a source is reliable based on the answers. The overall message is to carefully evaluate sources using these questions rather than relying on superficial factors like the design of a website.
Infotopia is an academic search engine that provides search results from curated websites selected by librarians, teachers, and other educational professionals. It aims to provide reliable resources for students, teachers, and homeschoolers. Infotopia uses Google custom search to access these pre-selected sites. It also offers subject categories and tabs that contain additional resources on topics ranging from arts to science. Many educators and school librarians recommend Infotopia as an alternative to Google for student research due to its focused, pre-approved results.
This document provides guidance on evaluating the quality and credibility of websites for research and citations. It discusses a number of factors to consider, referred to as CARRDSS, which stand for Credibility, Accuracy, Reliability, Relevance, Date, Sources, and Scope. Credibility factors include considering the author's credentials and expertise, as well as clues about who published the content. Accuracy involves checking if facts can be verified from other reliable sources. Reliability addresses any biases present. Relevance is about how directly the content relates to the research topic. Date refers to when the content was created and last updated. Sources refers to whether the author cited reliable references. Scope examines the depth and intended audience of the content
This document discusses how to evaluate information sources. It provides criteria for evaluating authority, accuracy, objectivity, and currency of information. For authority, it considers who created the content and their credentials. For accuracy, it discusses verifying facts and citing reliable sources. For objectivity, it examines biases in presentation and purpose. For currency, it looks at when the content was created and last updated. Questions are provided for each criteria to help guide evaluation. The document also contrasts searching the web versus library databases.
This document provides information for a lesson plan titled "Become an Online Sleuth". The lesson teaches students how to evaluate the credibility of online content by identifying guidelines for what makes a website trustworthy or not. It involves students watching a video about evaluation criteria, discussing factors that indicate a site is reputable, and having students practice analyzing websites. The lesson aims to help students understand that just because something is online does not automatically make it true, and to learn skills for determining which sources they can trust online.
The document discusses how to evaluate information found on the web through careful analysis. It provides four key steps: 1) examine the URL and publisher to determine potential biases, 2) investigate the author's credentials and expertise on the topic, 3) check the date to ensure currency, and 4) analyze the purpose and potential biases in presentation of the information. The document stresses the importance of skepticism when evaluating online sources, as there are no standards regulating information accuracy on the web like in published sources.
This document provides guidance on how to evaluate the reliability of websites for research purposes. It identifies appropriate websites like academic journals, government publications, and encyclopedias. Inappropriate websites include personal blogs, forums, wikis, and commercial sites. To evaluate reliability, check the web address extension, background of the author and organization, and references cited. Examples demonstrate how to apply these criteria to determine if specific websites are reliable sources for research. Wikipedia can only be used to consult the references of topics as a last resort.
Rhet1302 Searching And Evaluating Resources Spring 2010Matt
The document provides information on using databases versus web sources for research. It explains that databases are preferred because they contain peer-reviewed scholarly sources while the web contains information of varying quality. The document then provides tips on how to evaluate websites and describes UT Dallas library resources for finding full texts, interlibrary loans, citation styles, and writing assistance.
This document provides an overview of applying new technologies in education with a hands-on approach. It discusses key concepts related to the internet, World Wide Web 1.0 and 2.0, evaluating online resources, using tools like Google Maps, and sharing information through services such as Google Docs, Flickr, YouTube, and Dropbox. The document is intended to be covered over two sessions on January 14th and February 4th that will allow participants to gain experience using these technologies in a classroom setting.
This document provides criteria for evaluating the quality and reliability of information found on websites. It discusses 6 key criteria: accuracy, authority, objectivity, currency, coverage, and clarity. For each criterion, the document explains why it is important and provides examples of both reliable and unreliable websites to illustrate how to apply each criterion when assessing websites. The overall message is that anyone can publish anything on the internet, so it is important to carefully evaluate websites using established criteria before trusting the information they contain.
This document introduces the CRAAP test for evaluating information sources. The CRAAP test consists of 5 criteria - Currency, Relevance, Authority, Accuracy, and Purpose. Each criterion is explained in 1-2 sentences. Currency refers to how up-to-date the information is. Relevance means how effectively the source communicates information to its intended audience. Authority evaluates the author's credentials and expertise. Accuracy examines the reliability and verifiability of the content. Purpose determines why the source was created and any potential biases. The document provides examples and guidelines for applying each aspect of the CRAAP test.
Beyond Googling: Search the Web and Databases EffectivelyNaomi Mellendorf
Beyond Googling: Searching the Web and Databases Effectively is a presentation meant to guide students, teachers, and anyone who desires to improve their searching abilities on the Web and databases.
How to find good information on the internet and cite it 1 terrigaithera
This document provides instructions on how to find reliable information online and properly cite sources in a research paper. It discusses using library databases, Google Scholar, checking the authority of websites, and formatting citations for webpages. Key tips include verifying the domain, author, date, and consistency with other sources when evaluating a website's credibility for research. Quotation marks can help narrow broad searches, and changing search terms or using synonyms may provide more useful results.
How to find good information on the internet and cite it 1terri_weaver
This document provides instructions on how to find reliable information online and properly cite sources in a research paper. It discusses using library databases, Google Scholar, checking the authority of websites, and formatting citations for webpages. Key tips include verifying the domain, author, date, and consistency with other sources when evaluating a website's credibility for research. Quotation marks can help narrow broad searches.
The document discusses the CRAAP test for evaluating the quality and reliability of internet sources. The CRAAP test stands for Currency, Relevance, Authority, Accuracy, and Purpose. It provides examples of applying the CRAAP test criteria to evaluate several websites on World War 2, some passing the test and others failing. Resources for further information on applying the CRAAP evaluation method are also listed.
This document provides guidance on effective internet searching strategies. It discusses defining your search topic, identifying appropriate search locations, developing effective search queries, and evaluating the credibility of sources. Key recommendations include planning your search offline first by identifying questions and keywords. When searching, consider specialized databases and directories instead of only major search engines. Techniques for evaluating sources include examining the URL, domain, author credentials, and date of publication. Sources should be cross-referenced from different credible locations.
This document provides information on resources for research such as Galileo, Google, and Wikipedia and how to evaluate sources. It discusses:
- Galileo as a database paid for by taxes that searches many databases and contains academic journal articles for high school and college research.
- How to search Galileo using advanced search, clicking "Full Text", and narrowing searches.
- The CRAAP test for evaluating websites and articles based on their currency, relevance, authority, accuracy, and purpose.
- Tips for searching Google effectively such as using quotation marks for exact phrases, a minus sign to exclude words, and site operators to limit to specific sites.
The document discusses how to effectively use search engines and evaluate websites when doing research. It recommends using specific search engines tailored to the research topic to maximize efficiency. It also provides the "GET REAL" method for validating websites, which involves reading the URL, examining the content, asking about the author, and looking at linked pages. Teachers are advised to be wary of sponsored search results and teach students critical evaluation skills to identify biased or inaccurate information online.
The document provides information on evaluating sources found on the internet. It discusses how Wikipedia may not be a reliable academic source due to lack of editorial oversight. It also discusses how to determine the authority, objectivity, currency and coverage of a website to evaluate if it is a good source. The document provides examples of citation styles and discusses avoiding plagiarism by properly citing sources.
C.A.R.S. Method for Evaluating Internet Validity ltomlinhood
The document outlines the C.A.R.S. method for evaluating website credibility. C.A.R.S. stands for Credibility, Accuracy, Reasonableness, and Support. For each category, the document provides goals and questions to consider to determine a website's credibility. Credibility focuses on the author's expertise, Accuracy examines how current and consistent the information is, Reasonableness looks at potential biases, and Support analyzes whether sources can be verified.
This document provides tips for evaluating information found on the web. It discusses that the quality of websites varies greatly as the web is uncontrolled. It suggests evaluating websites based on factors like author credentials, date of publication, potential biases, accuracy and purpose. Recommended sources include subject directories, search engines like Google which can be refined, and .gov, .edu sites which are usually reliable. The document stresses the importance of fact checking online information against books and articles verified by experts.
This document provides guidance for parents on helping their children with research. It discusses different types of resources available for research, including print, electronic, and primary sources. It also covers how to evaluate the reliability of websites and emphasizes the importance of teaching children to properly cite their sources and use information ethically from a young age.
How Do I Identify Credible Sources for Research Papers?mscareyhhs
This document provides guidance on how to identify credible sources when conducting research. It outlines 5 questions to consider: 1) Does the information seem too good to be true? 2) Who wrote the information and what are their credentials? 3) When was the information written and is it up to date? 4) Can the information be verified through other sources? 5) Does the tone or style of writing reflect credibility? Examples are given for each question to illustrate how to determine if a source is reliable based on the answers. The overall message is to carefully evaluate sources using these questions rather than relying on superficial factors like the design of a website.
Infotopia is an academic search engine that provides search results from curated websites selected by librarians, teachers, and other educational professionals. It aims to provide reliable resources for students, teachers, and homeschoolers. Infotopia uses Google custom search to access these pre-selected sites. It also offers subject categories and tabs that contain additional resources on topics ranging from arts to science. Many educators and school librarians recommend Infotopia as an alternative to Google for student research due to its focused, pre-approved results.
This document provides guidance on evaluating the quality and credibility of websites for research and citations. It discusses a number of factors to consider, referred to as CARRDSS, which stand for Credibility, Accuracy, Reliability, Relevance, Date, Sources, and Scope. Credibility factors include considering the author's credentials and expertise, as well as clues about who published the content. Accuracy involves checking if facts can be verified from other reliable sources. Reliability addresses any biases present. Relevance is about how directly the content relates to the research topic. Date refers to when the content was created and last updated. Sources refers to whether the author cited reliable references. Scope examines the depth and intended audience of the content
This document discusses how to evaluate information sources. It provides criteria for evaluating authority, accuracy, objectivity, and currency of information. For authority, it considers who created the content and their credentials. For accuracy, it discusses verifying facts and citing reliable sources. For objectivity, it examines biases in presentation and purpose. For currency, it looks at when the content was created and last updated. Questions are provided for each criteria to help guide evaluation. The document also contrasts searching the web versus library databases.
This document provides information for a lesson plan titled "Become an Online Sleuth". The lesson teaches students how to evaluate the credibility of online content by identifying guidelines for what makes a website trustworthy or not. It involves students watching a video about evaluation criteria, discussing factors that indicate a site is reputable, and having students practice analyzing websites. The lesson aims to help students understand that just because something is online does not automatically make it true, and to learn skills for determining which sources they can trust online.
The document discusses how to evaluate information found on the web through careful analysis. It provides four key steps: 1) examine the URL and publisher to determine potential biases, 2) investigate the author's credentials and expertise on the topic, 3) check the date to ensure currency, and 4) analyze the purpose and potential biases in presentation of the information. The document stresses the importance of skepticism when evaluating online sources, as there are no standards regulating information accuracy on the web like in published sources.
This document provides guidance on how to evaluate the reliability of websites for research purposes. It identifies appropriate websites like academic journals, government publications, and encyclopedias. Inappropriate websites include personal blogs, forums, wikis, and commercial sites. To evaluate reliability, check the web address extension, background of the author and organization, and references cited. Examples demonstrate how to apply these criteria to determine if specific websites are reliable sources for research. Wikipedia can only be used to consult the references of topics as a last resort.
Rhet1302 Searching And Evaluating Resources Spring 2010Matt
The document provides information on using databases versus web sources for research. It explains that databases are preferred because they contain peer-reviewed scholarly sources while the web contains information of varying quality. The document then provides tips on how to evaluate websites and describes UT Dallas library resources for finding full texts, interlibrary loans, citation styles, and writing assistance.
This document provides an overview of applying new technologies in education with a hands-on approach. It discusses key concepts related to the internet, World Wide Web 1.0 and 2.0, evaluating online resources, using tools like Google Maps, and sharing information through services such as Google Docs, Flickr, YouTube, and Dropbox. The document is intended to be covered over two sessions on January 14th and February 4th that will allow participants to gain experience using these technologies in a classroom setting.
This document provides criteria for evaluating the quality and reliability of information found on websites. It discusses 6 key criteria: accuracy, authority, objectivity, currency, coverage, and clarity. For each criterion, the document explains why it is important and provides examples of both reliable and unreliable websites to illustrate how to apply each criterion when assessing websites. The overall message is that anyone can publish anything on the internet, so it is important to carefully evaluate websites using established criteria before trusting the information they contain.
This document introduces the CRAAP test for evaluating information sources. The CRAAP test consists of 5 criteria - Currency, Relevance, Authority, Accuracy, and Purpose. Each criterion is explained in 1-2 sentences. Currency refers to how up-to-date the information is. Relevance means how effectively the source communicates information to its intended audience. Authority evaluates the author's credentials and expertise. Accuracy examines the reliability and verifiability of the content. Purpose determines why the source was created and any potential biases. The document provides examples and guidelines for applying each aspect of the CRAAP test.
Beyond Googling: Search the Web and Databases EffectivelyNaomi Mellendorf
Beyond Googling: Searching the Web and Databases Effectively is a presentation meant to guide students, teachers, and anyone who desires to improve their searching abilities on the Web and databases.
How to find good information on the internet and cite it 1 terrigaithera
This document provides instructions on how to find reliable information online and properly cite sources in a research paper. It discusses using library databases, Google Scholar, checking the authority of websites, and formatting citations for webpages. Key tips include verifying the domain, author, date, and consistency with other sources when evaluating a website's credibility for research. Quotation marks can help narrow broad searches, and changing search terms or using synonyms may provide more useful results.
How to find good information on the internet and cite it 1terri_weaver
This document provides instructions on how to find reliable information online and properly cite sources in a research paper. It discusses using library databases, Google Scholar, checking the authority of websites, and formatting citations for webpages. Key tips include verifying the domain, author, date, and consistency with other sources when evaluating a website's credibility for research. Quotation marks can help narrow broad searches.
The document discusses the CRAAP test for evaluating the quality and reliability of internet sources. The CRAAP test stands for Currency, Relevance, Authority, Accuracy, and Purpose. It provides examples of applying the CRAAP test criteria to evaluate several websites on World War 2, some passing the test and others failing. Resources for further information on applying the CRAAP evaluation method are also listed.
This document provides guidance on effective internet searching strategies. It discusses defining your search topic, identifying appropriate search locations, developing effective search queries, and evaluating the credibility of sources. Key recommendations include planning your search offline first by identifying questions and keywords. When searching, consider specialized databases and directories instead of only major search engines. Techniques for evaluating sources include examining the URL, domain, author credentials, and date of publication. Sources should be cross-referenced from different credible locations.
This document provides information on resources for research such as Galileo, Google, and Wikipedia and how to evaluate sources. It discusses:
- Galileo as a database paid for by taxes that searches many databases and contains academic journal articles for high school and college research.
- How to search Galileo using advanced search, clicking "Full Text", and narrowing searches.
- The CRAAP test for evaluating websites and articles based on their currency, relevance, authority, accuracy, and purpose.
- Tips for searching Google effectively such as using quotation marks for exact phrases, a minus sign to exclude words, and site operators to limit to specific sites.
The document discusses how to effectively use search engines and evaluate websites when doing research. It recommends using specific search engines tailored to the research topic to maximize efficiency. It also provides the "GET REAL" method for validating websites, which involves reading the URL, examining the content, asking about the author, and looking at linked pages. Teachers are advised to be wary of sponsored search results and teach students critical evaluation skills to identify biased or inaccurate information online.
The document provides information on evaluating sources found on the internet. It discusses how Wikipedia may not be a reliable academic source due to lack of editorial oversight. It also discusses how to determine the authority, objectivity, currency and coverage of a website to evaluate if it is a good source. The document provides examples of citation styles and discusses avoiding plagiarism by properly citing sources.
C.A.R.S. Method for Evaluating Internet Validity ltomlinhood
The document outlines the C.A.R.S. method for evaluating website credibility. C.A.R.S. stands for Credibility, Accuracy, Reasonableness, and Support. For each category, the document provides goals and questions to consider to determine a website's credibility. Credibility focuses on the author's expertise, Accuracy examines how current and consistent the information is, Reasonableness looks at potential biases, and Support analyzes whether sources can be verified.
This document provides tips for evaluating information found on the web. It discusses that the quality of websites varies greatly as the web is uncontrolled. It suggests evaluating websites based on factors like author credentials, date of publication, potential biases, accuracy and purpose. Recommended sources include subject directories, search engines like Google which can be refined, and .gov, .edu sites which are usually reliable. The document stresses the importance of fact checking online information against books and articles verified by experts.
This document provides guidance for parents on helping their children with research. It discusses different types of resources available for research, including print, electronic, and primary sources. It also covers how to evaluate the reliability of websites and emphasizes the importance of teaching children to properly cite their sources and use information ethically from a young age.
The document discusses how to critically evaluate information found on the internet. It provides tips for assessing the credibility of websites and content, including checking the author's credentials, purpose of the content, currency of information, and use of evidence and citations. It also warns about potential inaccuracies or biases that can exist in blogs, wikis, and other open content due to a lack of oversight or verification of author qualifications.
The document discusses how to critically evaluate information found on the internet. It provides tips for assessing the credibility of websites and content, including checking the author's credentials, purpose of the content, currency of information, and use of evidence and citations. It also warns about potential deception from websites, blogs, and wikis and emphasizes the need to approach online information with care and scrutiny.
The document provides guidance on how to evaluate the quality and reliability of websites for research. It identifies six key criteria: authority, accuracy, coverage, objectivity, currency, and navigation. For each criterion, it provides questions to consider in determining whether a site meets that standard, such as checking for author credentials, obvious mistakes, biased or inflammatory language, dated content, and usability of navigation. The document advises using search engines like Google to investigate authors and sponsors when information is missing from sites, and provides additional tips for effective online research.
This document discusses criteria for evaluating information sources, including accuracy, authority, objectivity, currency, and coverage. It explains questions to ask about each criterion, such as whether information is cited, who is responsible for the content, potential biases, publication dates, and scope. Website domains like .edu, .gov and .org are generally more reliable than .com, but all sources require evaluating based on these five criteria.
This document provides criteria for evaluating the credibility and reliability of websites for research purposes. It discusses evaluating the author's credentials, whether the content cites references, the purpose and potential biases of the site, how current the information is, and the website domain. Wikipedia can be used to gain initial understanding of a topic and find keywords and references, but should not be cited directly - the original sources from Wikipedia's references should be evaluated and used instead.
This document provides guidance on evaluating websites for research. It discusses how the internet has changed research and that not all online information is accurate. It then outlines five criteria for evaluating websites: authority, accuracy, objectivity, currency, and coverage. The document explains each of these criteria in detail and provides examples to illustrate how to apply them when assessing the reliability of information on a given website. The overall message is that students need to carefully evaluate websites using these standards to determine their value for research.
This document summarizes online searching tips presented by Mindy McAdams from the University of Florida. It discusses advanced search options on Google, evaluating the trustworthiness of websites, investigating website sources, top-level domains, open directories, the Wayback Machine, health information resources, blog searching, and using critical thinking to evaluate online information.
This document discusses how to evaluate the credibility of sources. It provides signs that a source is or isn't credible, including if it is written by an expert, peer-reviewed, published by a reputable organization, has transparency around authorship and purpose, and isn't outdated. It also examines domains like .edu, .gov and .org to provide clues about the publisher and discusses evaluating Wikipedia articles for credibility based on editing policies and quality indicators. The overall message is to carefully examine sources using these criteria before relying on the information.
This document provides guidance for parents on helping their children with research. It discusses what research is, available resources for research including print, electronic and primary sources. It also covers differences between websites and online databases, kid-friendly search engines to start with, how to evaluate if a website is reliable, and tips for parents such as encouraging notetaking and sitting together during research.
The document provides guidance on how to evaluate websites for credibility and reliability using the CARRDSS method. It examines the credibility of authors, accuracy of information, reliability and potential biases, relevance to the topic, date of publication, sources cited, and scope/purpose of the site. Additional tips include checking URLs for clues about the domain, considering print and subscription sources, and evaluating blogs based on the author, content, comments, updates, and biases addressed. Students are encouraged to carefully evaluate sources rather than settling for those that are "good enough" and to keep in mind that source quality affects the evaluation of their own work.
The document provides guidance on how to evaluate websites for credibility and reliability using the CARRDSS method. It examines the credibility of authors, accuracy of information, reliability and potential biases, relevance to the topic, date of publication, sources cited, and scope/purpose of the site. CARRDSS stands for Credibility, Accuracy, Reliability, Relevance, Date, Sources, Scope. The document emphasizes the importance of carefully evaluating online sources to ensure high quality information is being used for research and academic work.
The document provides guidance on how to evaluate websites for credibility and reliability using the CARRDSS method. It discusses evaluating the credibility of authors, accuracy of information, reliability and potential biases, relevance to the topic, date of publication, sources cited, and scope/purpose of the site. Criteria like author credentials, publisher, inclusion of about/contact pages, consistency with other sources, and presence of errors can help determine a site's accuracy and credibility. The domain name suffix can also provide clues about a site's potential biases. High-quality sources are important for research and ensuring informed decision making. Teachers will evaluate student work based on the quality of sources cited.
The document provides guidance on how to evaluate websites for credibility and reliability. It discusses several criteria to consider, referred to as CARRDSS: credibility, accuracy, reliability, relevance, date, sources behind the text, and scope/purpose. For each criterion, questions are provided to help assess different aspects, such as considering the author's credentials, checking for errors or inconsistencies, understanding biases present, and verifying facts through other sources. The document emphasizes the importance of carefully evaluating information sources to ensure reliability and credibility for research.
The document provides guidance on how to evaluate websites for credibility and reliability. It discusses several criteria to consider, referred to as CARRDSS: credibility, accuracy, reliability, relevance, date, sources behind the text, and scope/purpose. For each criterion, clues are provided on aspects to examine, such as considering the author's credentials, checking for errors or inconsistencies, determining when the information was published, and understanding the intended audience and purpose of the content. The document emphasizes the importance of carefully evaluating information sources to ensure reliability and relevance for research.
This document provides guidance on evaluating websites for research. It begins by explaining that unlike printed materials, websites are not edited and fact checked, so not all information online is useful or accurate. It then outlines criteria to consider when evaluating websites, including authority, accuracy, objectivity, currency, and coverage. Specific questions are provided for each criteria. The document emphasizes that no single criteria determines a website's value and that the criteria should be considered together. Students are assigned an exercise to practice evaluating websites using the outlined criteria.
This document provides information on researching topics online, including searching the internet, evaluating sources, and taking notes. It discusses search engines, boolean operators, and directories for finding information. Meta-search engines and invisible web resources are described that can provide access to scholarly articles and databases. Guidelines are given for selecting search terms, evaluating sources, and properly citing quotes in notes.
The document provides an overview of how to effectively search the internet. It discusses what the internet is, how it works, and the history and terminology associated with searching online. It then gives guidelines for developing successful search strategies, such as being specific, using keywords and phrases, trying different search engines and refining searches based on results. It emphasizes evaluating websites for credibility by examining aspects like the domain, author, date updated and external links.
Similar to Dean R Berry Determining the Credibility of Sources (20)
The document provides information about the ancient civilizations of Greece and Rome. It discusses the Mycenaean civilization that preceded the Athenians and Spartans in Greece. The Mycenaeans controlled Greece for 300 years from 1400 BC to 1100 BC and were known for their warlike nature. It also outlines the growth of the Roman Empire from a small area around Rome to a vast empire stretching from Britain to Turkey and northern Africa between 517 BC to 117 AD. The Roman Empire is described as being at its largest size between 100 AD to 117 AD when it included the entire Mediterranean region.
Early humans evolved in Africa over 5 million years ago from forest-dwelling primates. The earliest known hominid is Ardipithecus, which lived 4-5 million years ago. Later hominids included Australopithecus, Homo habilis, Homo erectus, and Homo sapiens. Homo erectus was the first to leave Africa, migrating to Europe and Asia around 1.8 million years ago. Modern humans, Homo sapiens sapiens, evolved in Africa around 200,000 years ago and migrated worldwide by 10,000 BCE, replacing Neanderthals.
The document provides information about early river valley civilizations that developed agriculture including the Sumerians, Babylonians, and ancient Egyptians. It notes that around 10,000 years ago, people in the Middle East began farming crops in river valleys with rich soil like Mesopotamia between the Tigris and Euphrates Rivers, laying the foundations for permanent settlements. Notable contributions of early civilizations included inventions by the Sumerians like the wheel, plow, sailing boats, system of writing, and advances in areas like law, mathematics, and metalworking.
This document provides an overview of different types of economic systems and global trade. It discusses how economic systems vary between countries, with some governments exercising more control over businesses and trade than others. It also contrasts developed and underdeveloped economies, noting key differences like levels of education, infrastructure, and use of technology. Additionally, it explains different models like free market, mixed, and command economies, comparing levels of government intervention. The document emphasizes how global trade has increased with new transportation, and defines important terms like exports, imports, and free trade agreements.
This is a highly engaging unit about the effects of information overload in our modern world. The lessons include illustrations, discussion questions, video clips and article hyperlinks, research prompts, quick writes, and other activities.
This document discusses various topics related to individuals and society, including research credibility, conflicts between individuals and society, decision-making, social norms, morality, literature addressing moral dilemmas, immigration throughout American history, and current debates around immigration policy. It provides discussion questions, reading assignments, and writing prompts on these topics. Students are instructed to work in small groups to discuss the material and complete assignments.
This document is a slide presentation about fear that is divided into nine categories of fear experienced by many people. It discusses the fear of internment Japanese Americans felt during World War II when they were placed in internment camps due to fears they may be disloyal. It also discusses the fear of unfounded accusations, using the Red Scare of the 1950s and McCarthyism as examples of how fear can lead to false accusations that harm people. Finally, it discusses the ongoing fear of terrorism since the 9/11 attacks and how that fear could potentially blind people and affect decision making.
The document discusses using inquiry to solve problems by asking investigative questions. It provides several scenarios of problems and asks readers to consider what questions an investigator would ask to solve each problem. Some examples of problems include a car accident, a murder, a medical emergency, and an unprofitable store. For each scenario, it suggests questions an investigator might ask witnesses, at the scene, or to determine causes and faults. The purpose is to teach readers to formulate good questions as a way to gather useful information and insights to solve problems.
This document contains a short story told over multiple paragraphs. It describes a group of fruits and vegetables that have come to life in a family's kitchen pantry. The story is told from their perspective. It begins with pineapples leading an expedition of other fruits and vegetables up the refrigerator to rescue half-eaten plums that were discarded in the boy Simon's bedroom. Along the way they encounter obstacles like raisins in a bag and mushrooms acting as scouts. They seek approval from the head tomato for their mission. When they reach the top of the refrigerator they are shocked to find an orange tabby cat blocking the stairs. The story continues for over 20 more pages from the fruits' and vegetables' point of view.
This document provides a list of great documentary films for use in classrooms, covering topics like the evolution of humanity, primitive Amazon tribes, early human civilization, theories of human evolution and potential contact with aliens. The films range from an hour to under 10 minutes and include titles from sources like the BBC and YouTube channels like Kurzgesagt – In a Nutshell.
This document lists various online resources for solving murder mysteries and learning about forensic science investigations, including websites where users can solve virtual murder mysteries in 5 minutes or less, investigate a 19-year-old Jane Doe case, learn how to investigate a crime scene and analyze physical evidence like a forensic scientist, and read a case study on the investigation into the death of Marilyn Monroe.
This document provides a list of links to various science-related videos on YouTube and articles on Livescience.com dealing with strange and mysterious science topics. Some of the topics covered include a man who ruptured his throat from stifling a sneeze, unexplained phenomena in the ocean, mysteries of the universe, optical illusions, places on Earth untouched by humans, mysterious animal sightings caught on video, and science experiments that can be done at home like balancing hex nuts using magnets. The links curate videos and articles exploring unusual scientific events and mysteries from the natural world.
The document lists titles and links to 14 YouTube videos related to solving murder mysteries and crimes. The videos range in length from 4 to 11 minutes and cover topics such as 7 mysteries to solve, 6 murder mysteries, 10 detective problems, 3 videos asking if the viewer can solve presented murders, how to solve a murder like Sherlock Holmes, 3 other crime and murder mysteries, 10 other crime mysteries, a video asking who did it for a mystery, and a video about why Jack the Ripper was never found.
A chemical company has been dumping toxic waste into the Colorado River for 10 years. This toxic waste has caused a large increase in cancer cases in the nearby city, with hundreds of children dying from cancer linked to the waste. While the chemical plant employs many local workers, the owners knowingly dumped the waste into the river instead of properly disposing of it in order to save money. This action has raised issues around whether the company should be punished, if the river water can still be used, and if the company officers are criminally liable.
Tim Miller, a quiet 9th grader, was relentlessly bullied by a group of boys at his school. The bullying made Tim depressed and he began to feel that he could not take it anymore. One day after being harassed all day by the boys, Tim locked himself in his bedroom and hanged himself. A police investigation found that five students at Tim's school were guilty of mentally abusing Tim.
The document discusses a case of cyberbullying that resulted in suicide. Specifically, it describes how a teenage girl's mother used her computer to pretend to be a teenage boy and harass another girl for three weeks. The bullying was vicious and belittling. After three weeks, the victim was found hanging in her bedroom. The next day, the mother was arrested. The document then provides discussion questions about the case and outlines steps for students to research cyberbullying issues and write an essay on whether internet bullies should be held accountable.
The document discusses a case involving religious freedom versus medical science. A 12-year-old boy from a religious group that does not believe in doctors severely injured his arm, resulting in a serious infection. Despite warnings from medical professionals that the boy needed immediate medical care or he could lose his arm or die, his parents refused treatment due to their religious beliefs. Two weeks later, the boy died from the infection. The document poses questions about where to draw the line between religious freedom and medical care needed to save a child's life.
The document discusses a scenario where Jake gets drunk at a party hosted by the Anderson family and ends up crashing his car, killing himself and five others. It presents this scenario as a problem to analyze. Readers are asked to consider who is responsible for Jake being drunk, whether Mr. Anderson should have done anything differently, and whether he bears any responsibility for the deaths. The document guides readers through discussing the scenario in pairs or groups, researching how similar cases are handled legally, and writing an essay arguing whether Mr. Anderson is guilty and what punishment would be fair.
The document discusses the issue of parents leaving young children unattended in vehicles. It describes a scenario where a mother leaves her 2-year-old son asleep in a locked car with the window down an inch while she shops. The child is rescued by the fire department near death due to the heat. The doctors say the child may have brain damage in the future. The document prompts discussion of legal and ethical issues around leaving children unattended in vehicles. It provides questions and resources for further research on cases, laws, and how to prevent such incidents.
More from Riverside County Office of Education (20)
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
5. Has this ever happened to you?
If you are unsure about the credibility of
information from a certain website or
article, what should you do?
You are browsing on your phone and go to a commonly
used website that reports high interest and sometimes
shocking events. A story is posted that captures your
attention. It is so bizarre that you tweet it to your friends.
Your friends send the information to their friends. Within
minutes the story gets legs of its own and runs around
the globe becoming a believed event by millions of people.
Because so many people are talking about the event, it is
now perceived as factual by most people.
10. Use these questions to determine
the credibility of sources.
Open a Word file and type these questions.
•Is the author a recognized expert on the
topic?
•Is the author’s purpose to persuade us or to
provide unbiased information?
•Is the website a mainstream, well
established site that is recognized by other
experts in the field?
11. • Does the website fairly evaluate and
consider both sides of an issue?
• Does the author cite supportive research
or references?
12. Trusting Your Sources Checklist
Open a Word file and type this checklist•
___Have you checked multiple sources that confirm the information?
___Does the article only present one point of view?
___Does the website or author have a connection to a group or organization that will
benefit by presenting a certain viewpoint?
___Does this website or author have a good track record of presenting reliable
information?
___Does this internet site use sensational headlines to increase viewership and
attention that enhances the value of their advertising?
14. Finding the Best Sources
Meet in groups
and discuss
this question.
How do you know
that you have the
best and most
accurate information
on your topic? 14
15. Selecting a reliable search engine is a critical part of
beginning your research on a topic.
Commercial search engines such as google, bing, or yahoo have
many built-in biases. However, they do operate special news search
engines that are very different from their regular search engines. These
search engines target newspaper articles only and are very reliable.
Discuss These Questions
• Do the best websites come up first when you use one of these well
known search engines?
• What determines which web sites show up first on these commercial
search engines?
• What are the advantages of finding a specialized search engine that is
considered reliable?
16. Accessing Newspaper Articles About a Topic
• Newspapers are expected to report factually correct
information. If they knowingly report false information
they are violating the law.
• This doesn’t mean that newspapers are always correct.
However, you can expect well regarded, mainstream
newspapers to report accurate information in their
stories and articles. The exception is when stories are
labeled as editorials or op-ed articles which represent
opinions. The popular search engines(google, yahoo, and
bing) offer specialized search engines that
list only newspaper articles by respected news agencies.
17. Are you searching for factual
information about a specific topic?
If so, you are in luck! The following frames
include excellent search engines that will
send you to reliable and trusted newspaper
articles. These search engines are the best
kept secrets on the internet. Students
looking for credible sources of information
should include these search engines as
they conduct research.
18. Use news.yahoo to find
newspaper articles on any topic
http://news.yahoo.com/world/
20. The Most Reliable Search Engines
in the World
Fortunately, you can learn how to bypass the wild west of
lies and embellishment, known as the internet. Smart
students use the most reliable and trusted search
engines to access a large bank of information sources.
Experts and major organizations such as the National
Education Association have endorsed
www.findingdulcinea.com and www.sweetsearch.com .
22. How do we know that sweetsearch.com
is a reliable search engine?
Commonsense media.org Rates the Sweet Search Site
• SweetSearch provides middle and high school students with a search engine
that suggests safe, relevant site options. Research experts, librarians, and teachers
have proactively reviewed the 35,000 sites that may appear in search results to
ensure they're a reliable information source. Another option is the search
engine findingDulcinea, which was created with a similar goal; others are
reputable sites from organizations like the University of Colorado, the New York
Times, and the U.S. Securities and Exchange Commission.
• Though sites are pre-screened, students can still encounter opinion pieces and less
credible articles. Students should continue to use critical thinking skills while
gathering research with www.Sweetsearch.com .
23. Endorsed by the National Education Association
Librarian on the Internet
http://www.findingdulcinea.com/info/m
ain/Our-Mission.html
24. Another Great Way to Find Reliable Websites
www.refdesk.com
Use your notebook and go to this website. Browse
the resources on this site.
25. Websites with Good Reputations
for Certain Subjects
There are many established websites that
have good reputations among experts in the
field. For example, the Mayo Clinic website
is a very credible site for health
information. Nololaw.com is free and
reliable site for legal information. Check out
the following websites and search engines.
26. The following medical and health
search engines may be helpful.• Bing Health
• Bioinformatic Harvester
• CiteAb (antibody search engine for medical researchers)
• EB-eye EMBL-EBI's Search engine
• GenieKnows
• GoPubMed (knowledge-based: GO - GeneOntology and MeSH - Medical Subject Headings)
• Healia
• californiaHealthline.org
• Nextbio (Life Science Search Engine)
• PubGene
• Quertle (Semantic search of the biomedical literature)
• Searchmedica (great medical search engine)
• WebMD
27. If you are looking for a job, you might visit
one of these search engines….
• Jobs
• Main article: Job search engine
• Adzuna (UK)
• Bixee.com (India)
• CareerBuilder.com (USA)
• Craigslist (by city)
• Dice.com (USA)
• Eluta.ca (Canada)
• Hotjobs.com (USA)
• JobStreet.com (Southeast Asia, Japan and India)
• Incruit (Korea)
• Indeed.com (USA)
• Glassdoor.com (USA)
• LinkUp.com (USA)
• Monster.com (USA), (India)
• Naukri.com (India)
• Yahoo! HotJobs (Countrywise subdomains, International)
28. If you are looking for legal advice, you
might check out these search engines…
• Legal
• Google Scholar
• Lexis (Lexis Nexis)
• Quicklaw
• WestLaw
• Nolo.com
29. Discuss
• What are URL’s?
• Are some URL’s more
likely to offer
credible sources of
information?
31. • Websites that end in .com and .org are sometimes
credible, but sometimes not. In these cases, you need to look at the
institution or organization that is producing the information. A private
individual does not have the credibility needed for academic work; however, a
large, established organization like the American Medical Association or the
Centers for Disease Control and Prevention do.
32. Why are .edu sites not always
reliable sources of information?
• Websites that end in .edu also fall into the category of “usually,
but not always, credible.” Individual faculty often provide
course websites that include information pertinent to classes they
teach. These sites may include lecture materials and interpretation
of sources. While faculty at a university are reputable, this
information does not go through the “peer-review” process
discussed earlier. As such, you should be more cautious with it.
• If at all possible, look for that same information from a peer-
reviewed source, rather than a professor’s personal .edu source.
33. Which websites are the most reliable?
Use discretion with all websites. If you are using any
online source other than a scholarly university database,
you should exercise caution because anyone can publish
their thoughts on the internet, regardless of the merit of
those thoughts. As a general rule, all .gov websites
are credible because they have the weight of
governmental institutions behind them.
37. Is the publisher recognized as reliable
and trustworthy by experts in the field?
Investigate the publisher. The institution housing the information can often tell
you a great deal about how credible that information is. For example, you
should feel more comfortable trusting information found in The New York Times
or The Washington Post — two newspapers with proven track records of
journalistic integrity and public retraction of errors — than that found in a
source like Infowars, which has a wide readership, but often publishes
misleading or blatantly incorrect information.[9]
38. There are large, famous organizations that are still known
to have biases. For example, People for the Ethical
Treatment of Animals will provide only that information
which supports their cause, whereas the U.S. Fish and
Wildlife Services might provide the same type of
information without agenda bias.
39. What’s the next step?
Now that you have found your sources, it’s time to
determine if your information is accurate and
reliable. Should you trust what the author is
suggesting? Let’s find out.
40. Take a close look at information before you use
it to support a claim.
41. What is the author up to?
• Is the author presenting information that is clearly
supported by credible evidence?
• What does the author want us to believe?
• Does the author have an agenda or motive for
presenting the information?
• Does the author use logical fallacies to convince
readers?
• Does the tone used by the author give us
important clues to all of these questions?
42. Discuss the importance of
these questions.
What is the author’s purpose in writing the selection?
How do you know?
Can you give some examples of the different purposes
authors have when they present information?
How might the tone used in a selection provide clues to
these questions?
43. Identifying how the author establishes the tone of
the selection helps the reader understand the
author’s purpose and if the author is attempting
to persuade the reader using emotion rather than
logical arguments.
44. The tone may be very thoughtful with a presentation
of facts on both sides of the issue or…
45. The tone may stimulate an emotion
or create a specific mood that helps
the author deliver his/her message.
46. Discuss
•What are some of the different
tones that authors use to get their
point across?
•How might a specific tone help an
author develop his/her purpose?
47.
48. There are many different tones that authors
can use to get across their message.
49. The tone of the text may be created to evoke
intense emotion. Creating fear, pity or anger
is a common way for an author to manipulate
the reader into accepting a spurious
argument that is seriously lacking in
supporting evidence and clear logic.
50. Sometimes an author chooses to use more powerful,
emotionally charged words to create an emotional
response in the reader.
52. The Bottom Line is…
Readers should accept information as reliable only when it
is supported by many other credible sources. When readers
use logic and the scientific method, they are better able to
arrive at ideas that are supported by solid evidence.
53. Preponderance of Evidence
How do you know whether or not
an idea or theory should be
believed?
• Science tells us that ideas that
are supported by
overwhelming evidence, may
be treated as facts.
• Ideas or theories that have
mixed evidence(some pro and
some con) should not be
treated as facts
53
58. Fact checking can be a useful way of
verifying information that may be unreliable.
The following websites may help.
http://www.snopes.com/
http://www.factcheck.org/
http://www.washingtonpost.com/blogs/fact-
checker/