Evaluating Internet Sources - Climate Change
Students will generate a well-reasoned conclusion in a two-page paper in which they identify a "good" Internet source and a "bad" Internet source, using IL source evaluation terminology (outlined in CRAAP) to guide their writing.
They will then explain why the good source should be used to investigate the chosen topic, and why the bad source should not be used in their investigation.
For additional information about the Intellectual Standards, please visit www.criticalthinking.org for the Paul-Elder Critical Thinking Model.
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• Student will critically assesses sources using various criteria terminology such as: currency, relevance, authority, accuracy, purpose, etc., and adequately examines each source.
• Student will identify various specific authority factors for each source such as: domain, URL, corporate author, “About Us” or “Contact Us” links; or author credentials.
• Student will clearly state reliability and appropriateness of the information for the specific information/ research need, and demonstrate adequate reasoning and/or justification for assessing each source.
• Student will articulate and apply the Intellectual Standards to guide reasoning.
Information Literacy concepts:
Individual or Group:
This lesson was created by a Chemistry professor for his Honors college Chemistry course. It has been enhanced for IL and adapted for our college's QEP (theme: critical thinking). It was also adapted throughout attending a Backwards Design class as an example (Library Juice Academy) thus the GRASPS instructional design tool was used.
Content will be uploaded into their online course shell (in the course management system) for them to view prior to an in-person library session. This will include a short library orientation video and another short using library resources video – both of which I created in the last year.
Students will attend a face-to-face library session – a full 75-minute class.