Enduring Questions: Perspectives from Rhetoric and Research (HNRS 2313)

Four Moves and a Habit

In an effort to prevent the continued spread of disinformation, Michael Caulfield recognized our shared information ecosystem is polluted and in desperate need of "information environmentalism," which encourages consumers and producers to work collectively to "clean up" the online environment by diligently fact-checking all information encountered before sharing it. 

His suggestions are as follows: 

• Check for previous work: Has a fact-checking organization already investigated the claim?
• Go upstream to the source: Find and evaluate the original source .
• Read laterally: Read other sources on the topic. Do different sources agree? What are the opposing viewpoints?
• Circle back: Research is iterative. When you hit a roadblock, start over and with your previously gathered knowledge, you may come to a different conclusion.

Habit: Check your emotions

If a resource evokes a strong emotion (happiness, anger, sympathy, etc.), be sure to fact-check the source. Be on the look out for any emotions that are causing you to have bias.

From: Caulfield, Michael. Web Literacy for Student Fact Checkers. Ebook, 2017. PressBooks,                                https://webliteracy.pressbooks.com/. Accessed 15 October 2018.

The CRAAP Test

The CRAAP Test is a way to evaluate any information source which you are considering referencing.The CRAAP Test consists of 5 basic evaluation criteria: Currency, Relevance, Authority, Accuracy, and Purpose.

 Currency: The timeliness of the information.

• When was the information published or posted?

• When was the information last revised or updated?

• Is the information current or out-of date with regard to your topic?

• If you found the information on the web, are the links functional?

 Relevance: The importance of the information for your needs.

• Does the information relate to your topic or answer your question?

• Is the breadth and depth of the information appropriate for your needs?

• Who is the intended audience?

• Is the information at an appropriate level (i.e. not too elementary or advanced) for your needs?

• Could you find the same or better information in another source (for example, a general encyclopedia)?

 Authority: The source of the information.

• Who is the author/publisher/source/sponsor?

• Google the author, organization, or sponsor. What information do you find?

• Are the author's credentials or organizational affiliations given? If so, what are they?

• Is the author qualified to write on the topic?

• Is contact information provided, such as a publisher or email address?

Accuracy: The reliability, truthfulness, and correctness of the informational content.

• Where does the information come from?

• Is the information supported by evidence?

• Has the information been reviewed or refereed?

• Can you verify any of the information by looking in another source or using personal knowledge?

• Are there spelling, grammar, or other typographical errors?

Purpose: The reason the information exists.

• What is the purpose of the information? To inform? teach? sell? entertain? persuade?

• Do the authors/sponsors make their intentions, purpose, and any possible biases clear?

• Is any advertising content easily distinguishable from the informational content?

• Does the point of view appear objective and impartial?
  

• If you found the information on the web, what does the URL reveal about the author or source? For example, .com indicates a commercial site, .edu indicates an educational site, .gov indicates a government site, and .org indicates a non-profit site.

View the section on "Evaluating" in the University of Wyoming's Tutorial for Info Power for help on applying the CRAAP Test to your sources.

This content was adapted with permission from the John Jay College of Criminal Justice Lloyd Sealy Library's Evaluating Information guide.