Evaluating sources psy2600
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This document discusses evaluating the authority and credibility of information sources. It emphasizes thinking critically about the author, purpose, and context of information. Authority is constructed based on what communities recognize as authoritative, and is contextual based on the information need. When evaluating sources, it is important to consider the author's credentials, potential biases, citations used, and accuracy of information. The purpose and relevance of the source should also be taken into account.
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LIBR 250 Week 7
This document discusses evaluating information sources and provides guidance on criteria to consider. It notes that while finding information is easy, evaluating it for credibility and appropriateness requires more intellectual effort. Critical analysis depends on understanding how information is created and disseminated. Different types of resources like journals, websites, books and reference sources must all be evaluated for authority, credibility, currentness and appropriateness. Key factors include an author's credentials, the publisher, intended audience, date of publication, and purpose and scope. Evaluating information sources is presented as a common sense process.
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This document provides guidance on evaluating sources for reliability and accuracy when conducting research. It discusses the differences between primary and secondary sources and emphasizes the importance of considering the copyright/publication date, author credentials, intended audience and purpose, factual accuracy by checking cited sources and comparing to other research, potential bias through persuasive language, selective facts, or flawed research. The document also defines plagiarism and provides methods for properly citing sources such as using quotes, parenthetical citations, and a works cited page.
Authority is constructed and contextual
Authority is constructed and contextual. The expertise and credibility of information resources depends on the information need and context of use. Different communities may recognize different types of authority based on different criteria. The level of authority required is also determined by the specific information need and context.
Evaluating information handout
This document provides guidance on evaluating information sources using the CRAAP test. The CRAAP test consists of five factors to consider when determining if a source is reliable and credible enough to use for a research paper: Currency (how up-to-date is the information), Relevancy (how well does the information fit the research topic), Authority (the qualifications and bias of the author/publisher), Accuracy (is the information supported and peer-reviewed), and Purpose (is the information objective or does it have bias). Students should apply these criteria to choose sources that are most appropriate and helpful for accomplishing their research goals.
Lesson 4: Evaluating Sources
This document provides guidance on evaluating information sources. It introduces several models for evaluating sources, including the CRAAP test and the relevance/credibility model. The CRAAP test examines the currency, relevance, authority, accuracy, and purpose of a source. Additional factors discussed for evaluating sources include the author's qualifications, whether the information has been peer reviewed, potential biases, and accuracy. Students are encouraged to consider these criteria when evaluating both online and print sources for a research task or assignment. The document stresses the importance of carefully evaluating all sources, especially web-based materials, given the open nature of online information.
Relevance vs credibility
Credibility is an important factor in determining the relevance of information to an information need. To judge credibility, researchers should consider the author's credentials, the publication process such as peer review, and how the knowledge community has responded to the work. Several sources can provide information to assess credibility, such as details about peer review in a database record, information on journals from Ulrichsweb, and metrics on the prestige of the publishing journal. Sections within articles like the methods, results, and conclusions can also provide insight into credibility. Ultimately, individual researchers must make their own judgment about whether a work is credible enough to be relevant for their specific information need.
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The document discusses information literacy and its importance. It defines information literacy as a set of skills requiring people to recognize when they need information and how to effectively locate, evaluate, and use it. It states that information literacy forms the basis for lifelong learning by allowing people to master content and investigations while gaining more control over their own learning. An information literate person can determine how much information they need, access it efficiently, critically evaluate it and its sources, incorporate new information into their existing knowledge, use information effectively for specific purposes, and understand legal and ethical issues related to information use.
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This document discusses refereed or peer-reviewed journals. It explains that peer-reviewed journals have articles reviewed by multiple experts before publication to ensure quality. Google Scholar indexes most peer-reviewed academic literature. Citation indexes track references between publications to establish influence. Indexed journals are considered higher quality than non-indexed journals. Popular indexing services that reflect journal quality include Scopus, PubMed, and Web of Science. Peer-reviewed journals are considered better than non-peer reviewed journals because the anonymous peer review process helps verify that ideas are rigorous and important enough for publication.
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This document discusses evaluating information sources and provides guidance on criteria to consider. It notes that while finding information is easy, evaluating it for credibility and appropriateness requires more intellectual effort. Critical analysis depends on understanding how information is created and disseminated. Different types of resources like journals, websites, books and reference sources must all be evaluated for authority, credibility, currentness and appropriateness. Key factors include an author's credentials, the publisher, intended audience, date of publication, and purpose and scope. Evaluating information sources is presented as a common sense process.
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This document provides guidance on evaluating sources for reliability and accuracy when conducting research. It discusses the differences between primary and secondary sources and emphasizes the importance of considering the copyright/publication date, author credentials, intended audience and purpose, factual accuracy by checking cited sources and comparing to other research, potential bias through persuasive language, selective facts, or flawed research. The document also defines plagiarism and provides methods for properly citing sources such as using quotes, parenthetical citations, and a works cited page.
Authority is constructed and contextual
Authority is constructed and contextual. The expertise and credibility of information resources depends on the information need and context of use. Different communities may recognize different types of authority based on different criteria. The level of authority required is also determined by the specific information need and context.
Evaluating information handout
This document provides guidance on evaluating information sources using the CRAAP test. The CRAAP test consists of five factors to consider when determining if a source is reliable and credible enough to use for a research paper: Currency (how up-to-date is the information), Relevancy (how well does the information fit the research topic), Authority (the qualifications and bias of the author/publisher), Accuracy (is the information supported and peer-reviewed), and Purpose (is the information objective or does it have bias). Students should apply these criteria to choose sources that are most appropriate and helpful for accomplishing their research goals.
Lesson 4: Evaluating Sources
This document provides guidance on evaluating information sources. It introduces several models for evaluating sources, including the CRAAP test and the relevance/credibility model. The CRAAP test examines the currency, relevance, authority, accuracy, and purpose of a source. Additional factors discussed for evaluating sources include the author's qualifications, whether the information has been peer reviewed, potential biases, and accuracy. Students are encouraged to consider these criteria when evaluating both online and print sources for a research task or assignment. The document stresses the importance of carefully evaluating all sources, especially web-based materials, given the open nature of online information.
Relevance vs credibility
Credibility is an important factor in determining the relevance of information to an information need. To judge credibility, researchers should consider the author's credentials, the publication process such as peer review, and how the knowledge community has responded to the work. Several sources can provide information to assess credibility, such as details about peer review in a database record, information on journals from Ulrichsweb, and metrics on the prestige of the publishing journal. Sections within articles like the methods, results, and conclusions can also provide insight into credibility. Ultimately, individual researchers must make their own judgment about whether a work is credible enough to be relevant for their specific information need.
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The document discusses information literacy and its importance. It defines information literacy as a set of skills requiring people to recognize when they need information and how to effectively locate, evaluate, and use it. It states that information literacy forms the basis for lifelong learning by allowing people to master content and investigations while gaining more control over their own learning. An information literate person can determine how much information they need, access it efficiently, critically evaluate it and its sources, incorporate new information into their existing knowledge, use information effectively for specific purposes, and understand legal and ethical issues related to information use.
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The document discusses evaluating information sources based on criteria of currency, relevance, authority, accuracy, and purpose. It provides examples of questions to consider for each criterion when assessing a source. Activities are included that apply each criterion to sample article abstracts and sources on the topic of distance education. The document emphasizes the importance of thoroughly evaluating information sources using these criteria to ensure sources are reliable and suitable for research needs.
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Information Literacy
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The Big Picture
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Respond to Peers:
Review your classmates’ posts, and respond to at least two of your peers. When responding to your classmates, please provide feedback on their examples of good and poor critical thinking skills. Discuss additional ways one can think more critically. Each participation post should be a minimum of 75 words.
CANDICE’S POST:
Explain at least five elements of critical thinking that you found in the reading material.
1. Identification, which is described by Erstad (2018), figuring out what the issue is and what is contributing to the issue.
2. Information Seeking, finding facts that are able to back up the information with statistics reliable sources. This helps to solidify the data provided is legitimate and can be proven (Critical thinking skill. n.d.).
3. Identifying biases. Seeing the information from both sides. No matter what I believe, I need to provide the other side of this information, so I am not forcing my opinion on the matter, onto others.
4. Predicting. Being able to provide solutions and preparing for the possible outcomes. Planning based on the outcomes I believe might happen.
5. Curiosity. Having curiosity can help you dig deeper into the issue. “All it takes is a conscious effort to ask open-ended questions about the things you see in your everyday life, and you can then invest the time to follow up on these questions” (Erstad. 2018. Para. 23).
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Religion, conflict, and resolution (ABA. n.d.), is the article I chose to represent good critical thinking skills. It identifies the issue of a person’s perspective of religion and the discussion of such causes conflict because not everyone views religion the same. It seeks information from sources who are considered knowledgeable in the field of conflict resolution. This article addresses the issue from both sides, digs deeper and finds their issues with religion most likely are personal views. They also suggest learning more about other religions, although you still may feel the same, you can become more versed in their religion so you can understand their point of view.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills
.
I chose an article in The Washington Post written by Danielle Paquette. This article suggests that Islamic extremists are planting seeds of conflict. It provides a detailed account of conflict fueled by the representation of Christianity by Christian followers’ a.
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Annotated Bibliographies in APA
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Evaluating sources PSY 2600
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Annotated References Com 2200
This document provides guidance on how to write an annotated bibliography. It defines an annotated bibliography as a list of citations followed by descriptive paragraphs that summarize and evaluate each source. The document explains that each annotation should have two parts: a summary of the source and an evaluation commenting on how the source relates to and fulfills the writer's research purpose. Formatting guidelines are also provided, such as using a hanging indent and capitalization rules for titles. The purpose of an annotated bibliography is to inform readers about the sources and help writers determine source relevance and suitability for their research.
Finding journals in Academic Search Premier
This citation provides publication details for an article titled "8 Things First-Year Students Fear About College" by authors M.K. Shanley and J. Johnston. The article was published in 2008 in the Journal of College Admission in volume 201 on pages 3-7.
Academic camp 16 finding journals in academic search premier
This document provides step-by-step instructions for accessing a journal article in Academic Search Premier. It instructs users to search for the journal title in the "Publications" section rather than the general search bar. It then guides finding the article's year and volume number to access all articles from that publication. The final steps are to click the article title to view it, then options appear to access the full PDF or generate a citation.
Annotated References
This document provides instructions for writing an annotated bibliography. It explains that an annotation includes a description, evaluation, and reflection of the source. Annotations should summarize the source, determine its quality and usefulness, and explain how it fits into the research. Annotations vary in length depending on the source but typically include a succinct description, evaluation of why the source was chosen, and thoughtful writing. The document also provides a sample annotation and grading rubric.
Annotated Bibliographies ENG 2430 American Literature
This document provides guidance on creating an annotated bibliography. It defines an annotation as a summary and/or evaluation of a source. An annotation should have three parts: a description, evaluation, and reflection. The description provides a short summary, the evaluation determines the source's quality and usefulness, and the reflection determines how the source fits with other research. Annotated bibliographies help writers keep track of sources and identify useful sources. The length depends on circumstances, but annotations typically include a citation in MLA format and a paragraph summarizing and evaluating the source. The document provides a sample citation and rubric for grading annotations, and instructions on making a hanging indent for citations.
Finding Corrections Today in ProQuest
Corrections Today is available through ProQuest Central. Users can search for the journal title "Corrections Today" within the Publications section to access the full text. Once in Corrections Today, additional search terms can be added to narrow down results within the journal.
Finding Corrections Today in Academic Search Premier
This document provides step-by-step instructions for accessing the journal "Corrections Today" in the Academic Search Premier database. Users are instructed to search for the journal title within the Publications section, then click the journal title on the results page to access the item record page where they can enter search terms within the publication.
Finding Corrections Today in Gale
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Searching Library databases: Tips & Tricks
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Searching CINAHL
The document provides guidance on searching the CINAHL database for nursing-related topics. It demonstrates how to break down topics into keywords and use Boolean operators, truncation, and phrase grouping to construct effective search strings. Sample searches are shown for the topics of nursing care in the neonatal intensive care unit and the use of simulation in nursing education. Limiters like date range, publication type, and source are also recommended to refine results.
Writing a literature review
A literature review surveys and summarizes scholarly sources on a topic, providing a critical evaluation. It determines previous research, theory development, and relevance to the problem. The six steps are: 1) determine when to search; 2) delimit search parameters; 3) access databases and search; 4) organize sources; 5) critically evaluate sources; 6) write the review integrating evaluations. The purpose is to provide context and justification for a new study.
Searching PubMed
This document provides an overview of how to search the PubMed database. It discusses what PubMed and MEDLINE are, how to access PubMed, how to perform basic and advanced searches using keywords, how to filter search results, and how to view abstracts and links to full-text articles. Tips are provided for narrowing or expanding search results. Users can save citations to a clipboard and email results. Additional help resources for PubMed are also outlined.
Adult learners
This document discusses key aspects of adult learners in online environments. It notes that enrollment of students aged 25+ has risen significantly in recent years and is projected to continue growing. Adult learners have jobs, families, and life experiences that impact their learning. They benefit from the flexibility of online courses but may face challenges with technology, time management, and lack of face-to-face interaction. The document reviews adult learning theory and emphasizes that faculty should understand different learning styles and use varied teaching strategies like podcasting, collaborative projects, and alternative assessments to engage diverse adult learners.
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Evaluating sources psy2600
- 2. Authority is Constructed and Contextual Think critically about information – whether it’s from a blog post, a book, or a peer-reviewed journal article. Ask questions about the author(s), the purpose, and the context of the information. Recognize the value of diverse ideas and world views. What makes a source authoritative? How do you determine the credibility of a source? What points of view might be missing? Whose voice does the information represent? Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required. (ACRL Framework for InformationLiteracy for Higher Education, 2015) Bucknell University Bertrand Library Research Services, 2015
- 4. Asking yourself these questions:
- 5. Where do you find that information? Why does it matter? In Science and Medicine it does!
- 6. Where can you find that information? On a website where would it be?
- 7. Why should you care?
- 9. Ask yourself these questions…
- 11. Is it too sophisticated? Too simple?
- 15. Who is the author? Publisher? Source? Sponsor? What are their credentials or organizational affiliation? Does the URL reveal anything about the author or source? .com, .edu, .gov, .org, .net
- 18. Are they trying to persuade you of their opinion? Or sell you something?
- 22. Are there citations? Are they real? Are their sources biased?
- 23. Is the language emotional or otherwise biased? Does the source use a lot of anecdotes? Are there a lot of typos or spelling errors? (Some companies pay by the word for articles which are published on the web, written by individuals who know nothing about the topic.)