- This Digest offers a checklist of criteria for evaluating Web sites and lists eight online sources of evaluation criteria for Web sites.
- Online versions of information present in Alexander and Tate's book are available at the two web sites listed above.
- Note that Auer's more up-to-date bibliography is available on the web site listed above.
- These materials include a checklist intended to assist teachers in choosing quality online educational materials and a bibliography of web sites that provide additional tools for evaluating web sites.
- Note that this article is also available electronically at the web site cited above.
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This article describes two categories of scholarly Internet resources: peer-reviewed electronic journals and academic discussion lists (also known as electronic conferences or newsgroups) and discusses their advantages and disadvantages. Although the article does not overtly consider evaluation standards, descriptions of Internet sources deemed "scholarly" serves to highlight traditional notions of quality.
- Caruso, a teacher, offers tips to help educators and students evaluate web sources--the four Ws of site validation: who wrote the site, what the site is saying, when the site was created, and where it originated.
- Boyd argues that librarians are uniquely qualified to review information sources on the Internet and suggests that a process comparable to traditional reference reviewing is needed "to replace trivial and ambiguous rating systems." Boyd then discusses the Infofilter Project, designed by librarians to lend "bibliographic control to the World Wide Web." The article includes a list of criteria for evaluating Internet sources.
- This entire book focuses on assessing Internet sources. It includes information on ten areas of evaluation and also considers evaluating different types of information sources (e.g., organizational World Wide Web sites, personal home pages, subject-based Web sites, electronic journals). The book provides evaluation criteria specific to
each type of information source type as well as an annotated bibliography of other guidelines available for evaluating Internet sources.
- Although this article focuses on the need for adult learners in online environments
to be able to critically evaluate Internet resources, it also discusses the differences and similarities between Internet resources and print information sources, talks about adapting
traditional evaluation techniques to Internet information, and considers additional criteria appropriate for determining whether or not web sites are valid.
- Although this article focuses on Internet sources cited by students in research papers for a literature class, the article also provides guidelines for online research to help students locate quality Internet resources.
- This workbook focuses on teaching students how to explore the Internet
critically. Among other topics, it offers suggestions on looking for reputable sources; identifying bias, manipulative reasoning, propaganda, irrelevant, and misleading information; and checking for accuracy and timeliness of information.
- This article discusses misinformation on the Internet and advises businesses to critically assess information found there.
- Although this article focuses on the challenges that cybercitations raise concerning traditional documentation (both MLA and APA), its discussion of why online sources challenge deeply held beliefs about authors, texts, and knowledge-making is very relevant to a discussion of Internet source validity.
- This article discusses projects for middle school classes.
- This paper presents a web site Evaluation Scale consisting of three
parts: composition of the site (general characteristics, presentation and illustration of information, and user's impression); pedagogical aspects; and curriculum-
related aspects. The paper also reviews the results of a study of 27 biology teachers who evaluated web sites using this Evaluation Scale.
- This article includes
a K-12 lesson plan for teaching evaluation skills and a useful checklist.
- This paper argues that by promoting traditional standards of "quality," teachers push students towards viewing the Web as they often view the library, as a place to get "correct" information to support their positions in research papers. Siering contends that this view of the Web as a repository of information reduces its value as an interactive medium. Instead, Siering suggests that teachers approach online resources from a standpoint of "use" and thereby promote students' engagement in more interactive and creative research. Teachers should encourage students to value resources not just for their "accuracy" or "authority," but for how they add different perspectives to an issue, or how their approach to a topic can be juxtaposed against other resources.
- This article includes an informational web page checklist. This checklist replicates the materials available on Tate and Alexander's web pages, cited above.
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URL: http://stcloudstate.edu/~kilbornj/webvalidation.html
Created: 3 Feb. 2000
Last update: 15 Feb. 2004