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Jon Harrison
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Evaluating Information on the Internet (Johns Hopkins)
Evaluating Sources of Information (Purdue)
Evaluating Web Sites: Criteria and Tools (Cornell)
Evaluating Web Pages (UC Berkeley)
The Good, the Bad, and the Ugly
How to Evaluate a Web Site
How to Separate Good Data from Bad (New York Times)
Teaching Undergrads Web Evaluation (ALA)
Testing the Surf: Criteria for Evaluating Internet Information Resources
Texas Information Literacy Center
Thinking Critically About Web Page Content (MSU)
Thinking Critically about WWW Resources (UCLA)
WebWizard: Evaluating Web Pages (BGSU)
Whales in the Minnesota River? Only on the Web.... (New York Times)
Evaluating Information Found on the Internet (Johns Hopkins)
Evaluating Sources of Information
Evaluating Web Pages (UC Berkeley)
Evaluating Web Sites: Criteria and Tools
The Good, the Bad, and the Ugly, or
How to Evaluate a Web Site
"How to Separate Good Data from Bad"
Teaching Undergrads WEB Evaluation
Testing the Surf: Criteria for Evaluating Internet Information Resources
Thinking Critically about Web Page Content
Thinking Critically about World Wide Web Resources
TILT (Texas Information Literacy Tutorial)
WebWizard: Evaluating Web Pages
"Whales in the Minnesota River?" Only on the Web, Where Skepticism Is a Required Navigational Aid
http://www.library.jhu.edu/researchhelp/general/evaluating/
The World Wide Web offers students, teachers and researchers the opportunity to find information and data from all over the world. The Web is easy to use, both for finding information and for publishing it electronically. Because so much information is available, and because that information can appear to be fairly “anonymous”, it is necessary to develop skills to evaluate what you find. When you use a research or academic library, the books, journals and other resources have already been evaluated by scholars, publishers and librarians. Every resource you find has been evaluated in one way or another before you ever see it. When you are using the World Wide Web, none of this applies. There are no filters. Because anyone can write a Web page, documents of the widest range of quality, written by authors of the widest range of authority, are available on an “even playing field”. Excellent resources reside along side the most dubious. The Internet epitomizes the concept of Caveat lector: Let the reader beware. This document discusses the criteria by which scholars in most fields evaluate print information, and shows how the same criteria can be used to assess information found on the Internet.
(Last checked 03/13/08)
http://owl.english.purdue.edu/handouts/research/r_evalsource.html
Provides advice on Evaluating a Bibliographic Citation, Evaluating Content in the Source, Evaluating Internet Sources, and
Further Resources. Courtesy of the Purdue University Online Writing Center.
(Last checked 03/13/08)
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
(Last checked 03/13/08)
http://www.library.cornell.edu/okuref/research/webeval.html
A guide created by Michael Engle, a librarian at Cornell University. Last updated July 12, 2001.
(Last checked 03/13/08)
Why It's a Good Idea to Evaluate Web Sources
http://lib.nmsu.edu/instruction/eval.html
Susan E. Beck, New Mexico State University Libraries. Updated July 24, 2001.
(Last checked 03/13/08)
http://www.llrx.com/features/webeval.htm
Includes links to many more evaluation web pages as well as providing advice. LaJean Humphries, Law Resource Xchange, Dec. 2, 2002.
(Last checked 03/13/08)
http://www.nytimes.com/library/tech/99/03/circuits/articles/04tips.html
An online article by Tina Kelley appearing in the New York Times, Circuits, D9, March 4, 1999. Requires free registration to access article. Also check out companion article "Whales on the Minnesota River".
(Last checked 03/13/08)
http://www.ala.org/acrl/undwebev.html
If you can't beat 'em, join 'em. Undergraduates are, more and more, relying on Web resources for serious research. While librarians can debate forever the appropriateness of citing the Web (over print resources) for serious research, Jim Kapoun at Southwest State University decided that if the Web is going to be students' resource of choice, he might as well give them tools that will help them make intelligent choices about the sources to cite. His list of criteria is short enough for the average undergraduate to digest and, he hopes, is transparent enough that using his list of criteria will become second nature. The five critera? Accuracy, authority, objectivity, currency and coverage. An online article by Jim Kapoun appearing in College and Research Library News, July/August 1998.
(Last checked 03/13/08)
http://info.lib.uh.edu/pr/v8/n3/smit8n3.html
Librarians and users need criteria for the evaluation of Internet information resources. This article by Alastair G. Smith reviews
criteria published in the print literature and on the Internet. An extensive "toolbox" of criteria which can be used by librarians and others to evaluate Internet information resources is presented. These criteria are in turn compared to criteria stated by selected evaluation and review sites. It is noted that many of the criteria considered important by librarians are not used by some popular evaluative sites.
(Last checked 03/13/08)
http://www.lib.msu.edu/link/critical.htm
Our challenge in using the Web to locate information is not simply in finding relevant information. More emphatically, we need to find credible information. How can we begin to examine a Web page for the quality of information. The following criteria are drawn from a variety of sources. Practical advice from Terry Link, Michigan State University Libraries.
(Last checked 03/13/08)
http://www.library.ucla.edu/libraries/college/help/critical/index.htm
An instruction guide by Esther Grassian, UCLA College Library. The World Wide Web has a lot to offer, but not all sources are equally valuable or reliable. Here are some points to consider. Last updated Sept. 6, 2000.
(Last checked 03/13/08)
http://tilt.lib.utsystem.edu/
Developed by the Digital Information Literacy Office at the University of Texas at Austin, this site introduces undergraduate students to basic research sources and skills. TILT is essentially an interactive tutorial organized in three modules (selecting, searching, and evaluating) which may be completed in any order. Before beginning the tutorial, users select one of six "current Internet issues" (Free Speech, Global Communities, Laws & Regulations, etc.) and the ensuing tutorial will supply related examples. Each of the fairly deep and well-organized modules contains a list of key concepts and skills and a quiz. Some of the highlights include finding and using articles in scholarly journals, navigating databases and search engines, and perhaps most importantly, evaluating print and Web sources. While the some of the images and animations seem perhaps more appropriate for younger users, the tutorial as a whole offers a detailed and accessible introduction to important research techniques and skills for university students. Source: Scout Report, December 3, 1999.
(Last checked 03/13/08)
http://www.bgsu.edu/colleges/library/infosrv/lue/getcrit.html
Because anyone with a little computer knowledge and access to a server can create a Web page, it's more important than ever to evaluate Web sites, especially if you want to incorporate information from a Web site into a paper or some other type of scholarly work. A guide by the Bowling Green State University Library.
(Last checked 03/13/08)
http://www.nytimes.com/library/tech/99/03/circuits/articles/04trut.html
Tourists drove six hours to Mankato, Minn., in search of underground caves and hot springs and yes whales in the Minnesota River mentioned on a Web site. When they arrived, there were no such attractions. An online article by Tina Henry appearing in the New York Times, Circuits, D1, March 4, 1999. Requires free registration to access article. Also check out companion article "How to Separate Good Data From Bad".
(Last checked 03/13/08)
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Jon Harrison
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