Evaluating Sources
Learn why evaluating sources is crucial in today's information age. We provide practical tips and guidelines to help you discern fact from fiction, empowering you to navigate the vast landscape of information with confidence and critical thinking skills
For more resources on scholarly reading, writing, and research, please visit LMU Library's Information Literacy Guide.
The ACRL (Association of College & Research Libraries) Framework for Information Literacy in Higher Education is a conceptual approach that emphasizes the dynamic and evolving nature of information. It guides learners to develop critical thinking skills, explore diverse perspectives, and engage with information ethically and effectively in various contexts.
For more information, please visit ACRL's Framework for Information Literacy for Higher Education.
"Authority is Constructed and Contextual" highlights that authority isn't fixed but shaped by various factors within specific contexts. It urges learners to critically assess sources by examining authors' expertise, credibility, biases, and the social, cultural, and institutional contexts. This understanding empowers learners to discern information sources more effectively for informed decision-making in academic and everyday situations.
"Information Creation" emphasizes that information evolves through creation, production, and dissemination processes. Learners are prompted to acknowledge that information is contextually influenced and shaped by factors like purpose, audience, and format. This understanding enables critical evaluation of information reliability, credibility, and relevance for informed decision-making in research, scholarship, and daily activities
"Information Has Value" underscores that information is not free; it holds economic, social, and cultural significance. This concept prompts learners to respect intellectual property rights, critically assess information sources, and acknowledge the efforts of creators. By recognizing the multifaceted value of information, individuals can make informed decisions about its use and contribute to ethical information practices.
"Research as Inquiry" emphasizes that research is a dynamic process of questioning, exploration, and discovery. It encourages learners to approach research with curiosity and skepticism, continually refining their questions and methods as they seek answers. This concept promotes critical thinking and problem-solving skills, guiding individuals to engage actively in the research process to deepen their understanding and produce new knowledge.
"Scholarship as Conversation" depicts academic discourse as a continual exchange of ideas among scholars, fostering critique and development over time. It highlights the iterative process of scholarly communication, where new insights emerge through engagement with diverse perspectives and existing literature. This encourages learners to actively engage by analyzing research, sharing their perspectives, and contributing to the advancement of knowledge in their field.
"Searching as Strategic Exploration" sees information retrieval as purposeful, urging strategic planning and adaptability. It stresses using diverse search strategies, tools, and sources for effective results. Learners are encouraged to approach search as an iterative, reflective process, refining strategies based on feedback and discoveries to meet their information needs.
Understanding the distinctions between primary, secondary, and tertiary sources is crucial for assessing credibility, depth of research, maintaining academic integrity, and fostering critical thinking in scholarly endeavors.
Primary sources used in research studies include diaries, personal journals, original documents such as letters and manuscripts, interviews, oral histories, artifacts like archaeological findings, data sets, statistics, as well as historical photographs and recordings.
Secondary sources encompass scholarly articles, books, monographs, documentaries, and films offering analysis, review articles summarizing research, biographies, critical analyses, as well as textbooks interpreting historical events or scientific concepts.
Tertiary resources, including encyclopedias, dictionaries, textbooks offering topic overviews, almanacs, handbooks, guidebooks, manuals, and websites summarizing information (with a note of caution regarding online reliability), serve as valuable tools for gaining broad understanding and quick reference.
The CRAAP method is a framework for evaluating sources based on Currency, Relevance, Authority, Accuracy, and Purpose. It originated from librarians at California State University, Chico, who developed it as a tool to help students critically assess the credibility and quality of information sources for academic research.
Think about whether the information is up-to-date. Is it recent enough to be useful for what you're looking for, or is it old and possibly outdated?
Consider if the information is actually helpful for what you're trying to do. Does it relate directly to your topic or question, or is it just kind of sort of related?
Look at who wrote the information. Are they someone who knows what they're talking about, or just some random person? Also, check if the website or source is reputable.
Check if the information is correct and trustworthy. Are there any mistakes or lies? Can you trust what the source is saying?
Consider why the information exists. Is it trying to inform you, convince you of something, entertain you, or sell you something? Understanding the purpose helps you see if there might be any hidden agendas.