Evaluating Sources |
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It is important to understand that not all information is equal.
We need to employ critical thinking and be selective when it comes to the information sources we use. Just because you find it in print or online, do not assume that it is accurate or reliable. It is shown that students have difficulty determining fact from opinion and need help sharpening their critical thinking skills when using and evaluating information sources (Hough 2011; OECD 2011).
We need to employ critical thinking and be selective when it comes to the information sources we use. Just because you find it in print or online, do not assume that it is accurate or reliable. It is shown that students have difficulty determining fact from opinion and need help sharpening their critical thinking skills when using and evaluating information sources (Hough 2011; OECD 2011).
Likewise, more than 80 percent of students can't tell the difference between an advertisement — (often called sponsored content) and a news story. Students will often simply click on the first result, which is often an ad.
Users often don't realise that commercial websites pay handsomely to have their webpages appear at the top of a web search results list.
In addition, studies show that the first search result is clicked on twice as much as the second, and the second twice as much as the third. It pays to be savvy and use critical thinking to evaluate information sources.
See Primary Verses Secondary Sources
See also Critical Thinking Skills Cheat sheet
In addition, studies show that the first search result is clicked on twice as much as the second, and the second twice as much as the third. It pays to be savvy and use critical thinking to evaluate information sources.
See Primary Verses Secondary Sources
See also Critical Thinking Skills Cheat sheet
CRAAP Criteria for Evaluating Information Sources
Currency, Relevance, Accuracy, Authorship & Purpose (CRAAP)
Currency, Relevance, Accuracy, Authorship & Purpose (CRAAP)
The CRAAP anagram is an effective way to help students remember source evaluation criteria.
It is important to point out, however, that the anagram does not list the criteria in order of importance. Relevance and Accuracy, for example, are undoubtedly more important criterion than Currency.
It is important to point out, however, that the anagram does not list the criteria in order of importance. Relevance and Accuracy, for example, are undoubtedly more important criterion than Currency.
The Criteria
- What is the PURPOSE of the source?
Is it to inform, to present opinions, to report research, entertain or to sell a product? For what audience is it intended - general public? children? scholars?
- Is it RELEVANT or suitable for my purpose?
Is the information relevant to the question at hand? Is the information suitable to my age and academic level? Is the depth of coverage adequate?
- Who is the AUTHOR?
Are the author's qualifications or experience given? Are they an expert in their field? What credentials or special knowledge does he/she have? Does the author reference their information sources? Does the author have a certain bias?
[Bias means being favourable to something because you have a special interest in it. For example, if someone asks you where is the best place to get a hamburger, you might recommend 'Burger Joint' because you work there. So because you work there you have bias. Or you may tell them to go somewhere else, because you really don't like working at 'Burger Joint'. Bias can work either way and means you cannot provide a fair and impartial opinion or point of view.]
- Who is the publisher?
Is it published by an academic institution such as: a university? Is the information published by a government agency? By a large commercial publisher? By a non-profit organisation or a business? The publisher may give clues as to the reliability and/or bias of the information presented. What does the URL tell you? See table below.
- How CURRENT or up to date is this information?
Are the statistics and facts cited in the source up to date? Is it current? Is there a "last updated" date shown on the web page?
- Is the information ACCURATE? Should I believe this information? What authority does it have?
Does it contain documented facts or personal opinion? Is bias evident? Are there any footnotes, bibliographies, or lists of references that let you check the accuracy of statistics or factual information? Is the documentation from published sources or personal webpages?
- What is the PURPOSE of the source?
Is it to inform, to present opinions, to report research, entertain or to sell a product? For what audience is it intended - general public? children? scholars?
- Is it RELEVANT or suitable for my purpose?
Is the information relevant to the question at hand? Is the information suitable to my age and academic level? Is the depth of coverage adequate?
- Who is the AUTHOR?
Are the author's qualifications or experience given? Are they an expert in their field? What credentials or special knowledge does he/she have? Does the author reference their information sources? Does the author have a certain bias?
[Bias means being favourable to something because you have a special interest in it. For example, if someone asks you where is the best place to get a hamburger, you might recommend 'Burger Joint' because you work there. So because you work there you have bias. Or you may tell them to go somewhere else, because you really don't like working at 'Burger Joint'. Bias can work either way and means you cannot provide a fair and impartial opinion or point of view.]
- Who is the publisher?
Is it published by an academic institution such as: a university? Is the information published by a government agency? By a large commercial publisher? By a non-profit organisation or a business? The publisher may give clues as to the reliability and/or bias of the information presented. What does the URL tell you? See table below.
- How CURRENT or up to date is this information?
Are the statistics and facts cited in the source up to date? Is it current? Is there a "last updated" date shown on the web page?
- Is the information ACCURATE? Should I believe this information? What authority does it have?
Does it contain documented facts or personal opinion? Is bias evident? Are there any footnotes, bibliographies, or lists of references that let you check the accuracy of statistics or factual information? Is the documentation from published sources or personal webpages?
Slideshow - Evaluating Sources (AKA the 'CRAAP Test')
Click the image to view the slideshow
(Andersdotter 2017)
Watch the Video
What can I tell from an Internet address?
An Internet address is also called a URL (Uniform Resource Locator).
Looking at the top-level domain (end of the URL) will often tell you something about what kind of website you're visiting (Eg. .com .edu .org .gov .net etc.). This may provide a clue about how trustworthy or objective the information might be.
See table below.
Examples of sources that are often the most credible:
Examples of sources that are often considered less credible:
What about Wikipedia?
Wikipedia is not considered a credible source for academic purposes. This is mostly because anyone can edit the information at any time and post incorrect information. Also Wikipedia editors do not always correctly cite the source of the information posted.
Yes, Wikipedia is a fair starting point to give you an overview of a topic but it is by no means an end point. You also need to research and reference credible and reliable sources that carefully cite their sources.
Top 10 Reasons not to rely on Wikipedia
For more information see
How to Evaluate Web Resources
An Internet address is also called a URL (Uniform Resource Locator).
Looking at the top-level domain (end of the URL) will often tell you something about what kind of website you're visiting (Eg. .com .edu .org .gov .net etc.). This may provide a clue about how trustworthy or objective the information might be.
See table below.
Examples of sources that are often the most credible:
- Official government websites
- Institutional sites that represent universities, regulatory agencies, governing bodies, and respected organisations with specific expertise
- Peer-reviewed journals
- Reputable news sources
Examples of sources that are often considered less credible:
- Blogs
- Web forums
- Individual or business websites
- Materials published by an entity that may have an ulterior motive
What about Wikipedia?
Wikipedia is not considered a credible source for academic purposes. This is mostly because anyone can edit the information at any time and post incorrect information. Also Wikipedia editors do not always correctly cite the source of the information posted.
Yes, Wikipedia is a fair starting point to give you an overview of a topic but it is by no means an end point. You also need to research and reference credible and reliable sources that carefully cite their sources.
Top 10 Reasons not to rely on Wikipedia
For more information see
How to Evaluate Web Resources
Website Evaluation Scaffold
Download the scaffold
| evaluating_electronic_sources.docx |
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Take the online quiz
References and further reading
Andersdotter, K. (2017). Alternative Facts and Fake News – Verifiability in the Information Society. IFLA International Federation of Library Associations. Retrieved from https://blogs.ifla.org/lpa/2017/01/27/alternative-facts-and-fake-news-verifiability-in-the-information-society/
Gettysburg College. (2014) How to Evaluate Resources. Retrieved from
http://www.gettysburg.edu/library/research/tips/webeval/index.dot
Hough, M. (2011). Libraries as iCentres: Helping Schools. ACCESS, 25(1) 5-9.
Jazynka, K. (2017). Colleges turn ‘fake news’ epidemic into a teachable moment. Washington Post. Retrieved from https://www.washingtonpost.com/lifestyle/magazine/colleges-turn-fake-news-epidemic-into-a-teachable-moment/2017/04/04/04114436-fd30-11e6-99b4-9e613afeb09f_story.html?utm_term=.cbfa2f1dc8f9
Knutson, J. (2017). Help Students Fact-Check the Web Like the Pros. Common Sense Education. Retrieved from https://www.commonsense.org/education/blog/help-students-fact-check-the-web-like-the-pros
Kiely, E., & Robertson, L. (2016). How to Spot Fake News. FactCheck.org. Retrieved from http://www.factcheck.org/2016/11/how-to-spot-fake-news/
Meriam Library. (2010). Evaluating Information: Applying the CRAAP Test. California State University, Chico. Retrieved from http://www.csuchico.edu/lins/handouts/eval_websites.pdf
Milgram, J. (2018). 6 Signs of Credible Sources: Do Unreliable Websites Sabotage Your Research?. Custom-writing.org. Retrieved from https://custom-writing.org/blog/time-out-for-your-brain/31220.html
OECD. (2011). Pisa 2009 Results: Students online: Digital Technologies and Performance, (Volume VI). Organisation for Economic Cooperation and Development. Retrieved from
http://archivos.agenciaeducacion.cl/Volumen_VI_Informe_Internacional_version_ingles.pdf
OECD (2015), Students, Computers and Learning: Making the Connection, OECD Publishing, Paris. Retrieved from
http://www.oecd.org/pisa/keyfindings/PISA-2012-students-computers-australia.pdf
Teacher Tap. (2013) Evaluating Internet Sources. Retrieved from
http://eduscapes.com/tap/topic32.htm
Vincent, J. (2015). Teens can't tell the difference between Google ads and search results. The Verge. Retrieved from http://www.theverge.com/2015/11/20/9768350/google-ads-search-results-ofcom
Virginia Tech. (2016). Information Skills Modules. Retrieved from
http://www.info-skills.lib.vt.edu/index.html
Wesson, S. (2011). What Makes a Primary Source a Primary Source?. Library of Congress. Retrieved from
https://blogs.loc.gov/teachers/2011/10/what-makes-a-primary-source-a-primary-source/.
Video
Gulf Coast State College Library. (2013) Evaluating Websites. Retrieved from
https://www.youtube.com/watch?v=aem3JahbXfk
Andersdotter, K. (2017). Alternative Facts and Fake News – Verifiability in the Information Society. IFLA International Federation of Library Associations. Retrieved from https://blogs.ifla.org/lpa/2017/01/27/alternative-facts-and-fake-news-verifiability-in-the-information-society/
Gettysburg College. (2014) How to Evaluate Resources. Retrieved from
http://www.gettysburg.edu/library/research/tips/webeval/index.dot
Hough, M. (2011). Libraries as iCentres: Helping Schools. ACCESS, 25(1) 5-9.
Jazynka, K. (2017). Colleges turn ‘fake news’ epidemic into a teachable moment. Washington Post. Retrieved from https://www.washingtonpost.com/lifestyle/magazine/colleges-turn-fake-news-epidemic-into-a-teachable-moment/2017/04/04/04114436-fd30-11e6-99b4-9e613afeb09f_story.html?utm_term=.cbfa2f1dc8f9
Knutson, J. (2017). Help Students Fact-Check the Web Like the Pros. Common Sense Education. Retrieved from https://www.commonsense.org/education/blog/help-students-fact-check-the-web-like-the-pros
Kiely, E., & Robertson, L. (2016). How to Spot Fake News. FactCheck.org. Retrieved from http://www.factcheck.org/2016/11/how-to-spot-fake-news/
Meriam Library. (2010). Evaluating Information: Applying the CRAAP Test. California State University, Chico. Retrieved from http://www.csuchico.edu/lins/handouts/eval_websites.pdf
Milgram, J. (2018). 6 Signs of Credible Sources: Do Unreliable Websites Sabotage Your Research?. Custom-writing.org. Retrieved from https://custom-writing.org/blog/time-out-for-your-brain/31220.html
OECD. (2011). Pisa 2009 Results: Students online: Digital Technologies and Performance, (Volume VI). Organisation for Economic Cooperation and Development. Retrieved from
http://archivos.agenciaeducacion.cl/Volumen_VI_Informe_Internacional_version_ingles.pdf
OECD (2015), Students, Computers and Learning: Making the Connection, OECD Publishing, Paris. Retrieved from
http://www.oecd.org/pisa/keyfindings/PISA-2012-students-computers-australia.pdf
Teacher Tap. (2013) Evaluating Internet Sources. Retrieved from
http://eduscapes.com/tap/topic32.htm
Vincent, J. (2015). Teens can't tell the difference between Google ads and search results. The Verge. Retrieved from http://www.theverge.com/2015/11/20/9768350/google-ads-search-results-ofcom
Virginia Tech. (2016). Information Skills Modules. Retrieved from
http://www.info-skills.lib.vt.edu/index.html
Wesson, S. (2011). What Makes a Primary Source a Primary Source?. Library of Congress. Retrieved from
https://blogs.loc.gov/teachers/2011/10/what-makes-a-primary-source-a-primary-source/.
Video
Gulf Coast State College Library. (2013) Evaluating Websites. Retrieved from
https://www.youtube.com/watch?v=aem3JahbXfk
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