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Evaluating Internet Research Sources

Evaluating Internet Research Sources
Robert Harris Version Date: January 21, 2015 Previous: December 27, 2013; November 6, 2013; Nov. 22, 2010 and June 15, 2007 "The central work of life is interpretation." --Proverb Introduction: The Diversity of Information Adopting a Skeptical Attitude You might have heard of the term information warfare, the use of information as a weapon. Getting Started: Screening Information Source Selection Tip: Try to select sources that offer as much of the following information as possible: Author's Name Author's Title or Position Author's Organizational Affiliation Date of Page Creation or Version Author's Contact Information Some of the Indicators of Information Quality (listed below) Evaluating Information: The Tests of Information Quality The CARS Checklist for Information Quality Summary of The CARS Checklist for Research Source Evaluation Living with Information: The CAFÉ Advice Books you need:

Evaluating Internet Research Sources Introduction: The Diversity of Information Information is a Commodity Available in Many Flavors Think about the magazine section in your local grocery store. If you reach out with your eyes closed and grab the first magazine you touch, you are about as likely to get a supermarket tabloid as you are a respected journal (actually more likely, since many respected journals don't fare well in grocery stores). Welcome to the Internet. Information Exists on a Continuum of Reliability and Quality Information is everywhere on the Internet, existing in large quantities and continuously being created and revised. Getting Started: Screening Information Pre-evaluation The first stage of evaluating your sources takes place before you do any searching. Select Sources Likely to be Reliable Source Selection Tip:Try to select sources that offer as much of the following information as possible: Evaluating Information: The Tests of Information Quality Reliable Information is Power Source Evaluation is an Art

information fluency model Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment. As teachers and librarians develop these skills and teach them to students, students will become better equipped to achieve their information needs. FAQDIF mapped to Common Core State Standards Common Core State Standards mapped to DIF (pdf) 1. Locating Information Efficiently: What Information Am I Looking For--Where Will I Find the Information--How Will I Get There? Rubrics 2. 3. It could be argued that Competency in Ethical Use should be demonstrated by "always citing the source" and that anything less demonstrates incompetency. 4.

Project Information Literacy: Smart Talks Howard Rheingold: "Crap Detection 101: Required Coursework" Project Information Literacy, "Smart Talks," no. 5, January 3, 2011 Subscribe our Smart Talk RSS feed Printer-friendly version Photo Credit: Judith Maas Rheingold If one word captures Howard Rheingold's writing about the political, cultural, and social impact of new technologies, that word is prescient. In 1987, Howard was one of the first to write about the peer-to-peer power of virtual communities building collective intelligence. Not only does he detect change before everyone else does, but Howard also writes about the complex interplay of technology, society, and culture with clarity, depth, candor, and profound insight. We caught up with Howard in late December and shared some of Project Information Literacy's (PIL) latest findings with him. PIL: Since 2003, you have been teaching college students at Berkeley and Stanford. Dealing with the rate of change is also an issue. Your last question is a big one. Howard: Meet Buffy J.

Digital literacy resources for teachers and students | Timmus Limited There’s been some Twitter chat from @dajbelshaw about Digital Literacy that has sparked some discussion, notably thoughts of operationalising Digital Literacy ( see Doug’s blog – top marks for doing some thinking on a Sunday!). This reminded me about some resources that I made for Becta just before they were quangoed. Our aim was to create some useful resources for teachers and students to use, which could easily be incorporated into existing teaching practice. (Change management methods here – unfair to ask teachers to get to grips with a new concept AND change the way they work… this method only ever grabs the attention of those keen ‘early adopters’). OK so I am taking the initiative here and will upload these resources seeing as Becta are no more. The link to the resource pack (zip file) is at the bottom of this post. Please feel free to use/tweak them if you want (I haven’t checked all links for example, and these were made last year).

Crap Detection 101 | City Brights: Howard Rheingold “Every man should have a built-in automatic crap detector operating inside him.” Ernest Hemingway, 1954 The answer to almost any question is available within seconds, courtesy of the invention that has altered how we discover knowledge – the search engine. Materializing answers from the air turns out to be the easy part – the part a machine can do. Unless a great many people learn the basics of online crap detection and begin applying their critical faculties en masse and very soon, I fear for the future of the Internet as a useful source of credible news, medical advice, financial information, educational resources, scholarly and scientific research. The first thing we all need to know about information online is how to detect crap, a technical term I use for information tainted by ignorance, inept communication, or deliberate deception. “Ask a few questions and use available tools to see if you can find answers,” is what I told her when she asked me how to go about investigating.

Evaluating Websites as Information Sources Studies suggest that many U.S. students are too trusting of information found on the internet and rarely evaluate the credibility of a website’s information. For example, a survey found that only 4 percent of middle school students reported checking the accuracy of information found on the web at school, and even fewer did so at home (New Literacies Research Team & Internet Reading Research Group, 2006). At the same time, the web is often used as a source of information in school projects, even in early schooling, and sites with inaccurate information can come up high in search rankings. Shenglan Zhang and I thought that we could help address this situation by laying a foundation for website evaluation in elementary school. In particular, we wanted to: To achieve these aims, we developed the WWWDOT Framework. Who wrote it and what credentials do they have? In teaching WWWDOT, we elaborate on each of these factors. In the study, the WWWDOT Framework was taught in four 30-minute sessions.

How to Test For One Hundred Percent Truth - the 3 Emergence Truth Tests This article was written only months before I discovered the map of the mind. And while these ideas are still true, our standards for accessing truth have since been raised a thousand fold. More important, in 2010, I began work on a new scientific method, one with which discoveries are guaranteed. This method also contains a far more stringent test for truth. This said, this article is still important in that is shows the relationships between my work on mind and consciousness, emergence personality theory, and emergence therapy. It also shows how anything posited had (and still has to) test as true from all three prospectives; from the view of the mind, from the perspective of personality, and as part of a working therapy. On What Do We Base Our Three Emergence Based Theories? The First Truth Test - the Two Geometries (the meta truth test) Socrates had four main areas of study. Logically, one cannot fault Socrates here. Truth for Socrates was a much purer goal. Why this order? Steven

Review of Net Smart: How to Thrive Online | Paying Attention in an Information Rich World Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: The MIT Press. Critics of modern social media and our emerging hyperlinked culture are abundant. Critics warn us that Google might be “making us stupid,” as Nicholas Carr put it. At the other extreme are the cheerleaders. Until I read Net Smart: How to Thrive Online, I thought its author, Howard Rheingold, was a cheerleader. However, in this book, Rheingold’s position is much more nuanced, and indeed helpful, than that of either the critics or the cheerleaders. Here is the author’s own teaser for the book. Rheingold’s thesis is that the Internet can make us either smart, or stupid. Five Literacies The author proposes to show us five key information literacies that are essential to this task. 1. Should we be clicking on the Facebook icon? The answer to such a question is not always obvious. Similarly, should you be focused on your Smart Phone or watching your kid play soccer? 2. 3. 4. 5. Source: Rheingold (2012) p. 6.

6 types of Questions you Need to Know... Learning is all about asking questions and finding answers to them. An inquisitive mind is one that goes beyond the status quo and probes deep below surface meanings. To foster such kind of thinking inside our classroom requires some hard work and a serious investment in time and efforts. We, as teachers and educators, need to prepare the right environment where inquisitive minds can nourish and grow. We need to water this environment with a culture of asking questions. Yes you can put it in your teaching plans for this new school year.

Evaluating Web Pages: Techniques to Apply & Questions to Ask 1. What can the URL tell you? Techniques for Web Evaluation : 1. 2. 2. 1. INSTRUCTIONS for Truncating back a URL: In the top Location Box, delete the end characters of the URL stopping just before each / (leave the slash). Continue this process, one slash (/) at a time, until you reach the first single / which is preceded by the domain name portion. 3. Check the date on all the pages on the site. 3. 1. What kinds of publications or sites are they? Are they real? 3. Expect a journal article, newspaper article, and some other publications that are recent to come from the original publisher IF the publication is available on the web. Look at the bottom of such articles for copyright information or permissions to reproduce. 4. 1. a. Type or paste the URL into alexa.com's search box. b. 1. The pages listed all contain one or more links to the page you are looking for. If you find no links, try a shorter portion of the URL, stopping after each /. 2. 5. 1. 2. WHY? More About Evaluating Web Sources

How To Evaluate a Website - Basic Evaluation Checklist The Web has become the go-to source for many people doing all sorts of research these days. However, judging the truthfulness of information that you find online can be a bit problematic, especially if you’re looking for credible material you can cite in a research paper or academic project. Fiction and reality are not the same thing, but on the Web, it’s getting increasingly hard to tell the difference. To Cite or Not to Cite - That is the Question So how do you divide the wheat from the chaff? Who’s In Charge? Determining the authority of any particular site is especially vital if you’re planning on using it as a source for an academic paper or research project. Are You Telling Me The Truth? Eventually while you're on the Web, you will run into information that is not entirely true. Can I easily figure out who wrote the information? Are You Selling Me Something? Say for instance you’re researching power motor accidents. Is there an overwhelming bias in the information?

Web profond Un article de Wikipédia, l'encyclopédie libre. Ne doit pas être confondu avec darknet. Ne pas confondre[modifier | modifier le code] Ressources profondes[modifier | modifier le code] Les robots d'indexation sont des programmes utilisés par les moteurs de recherche pour parcourir le web. Afin de découvrir de nouvelles pages, ces robots suivent les hyperliens. On peut classer les ressources du web profond dans une ou plusieurs des catégories suivantes : contenu dynamique ;contenu non lié ;contenu à accès limité ;contenu de script ;format non indexable. Voir aussi la section raisons de la non-indexation qui donne plus de précision. Taille[modifier | modifier le code] Une étude de juillet 2001 réalisée par l'entreprise BrightPlanet[1] estime que le web profond pouvait contenir 500 fois plus de ressources que le web indexé par les moteurs de recherche. Web opaque[modifier | modifier le code] Une partie très importante du web est théoriquement indexable, mais non indexée de fait par les moteurs.

Deep Web From Wikipedia, the free encyclopedia (Redirected from Deep Web) Deep Web may refer to: Dark Internet Causes[edit] Failures within the allocation of Internet resources due to the Internet's chaotic tendencies of growth and decay are a leading cause of dark address formation. One form of dark address is military sites on the archaic MILNET. These government networks are sometimes as old as the original ARPANET, and have simply not been incorporated into the Internet's evolving architecture. See also[edit] References[edit]

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