The strength of criticism
lies in the weakness
of the thing criticized.
Henry Wadsworth Longfellow
English poet 1807 –
1882
|
Online learning series
Evaluating Online/Website Content
I. The Problem
The Internet is a challenging information and
communication medium.
As such, we need to evaluate, expand, and
adapt existing criteria for evaluating content, as well as develop
new techniques.
Since the the Internet can be unregulated and un-regulatable
medium,
it is the visitor to online resources who must have
tools and responsibility to assess the quality of the information
provided.
II.. Examples of the problem
Have you been to
New Hartford, Minnesota?
(Probably only virtually...)
What do you think of the distinguished
academic study "Feline
Reactions to Bearded Men" by Catherine Maloney, Fairfield
University, Fairfield, Connecticut, Sarah J. Lichtblau, University
of Illinois, Champaign, Illinois Nadya Karpook,
University of
Florida, Gainesville, Florida Carolyn Chou, University of
Pennsylvania, Philadelphia, Pennsylvania, Anthony Arena-DeRosa, H
III. Eight basic types of online information:
- Personal with biographic data, often called "vanity sites"
- Promotional to sell a product
- "Current" to provide extremely up-to-date information, as for
newspapers' sites
- Informational to share information on a particular topic or
hobby
- Advocacy/persuasive as propaganda to convert you to particular
point of view
- Instructional to teach a unit or course of study;
- Registrational to register for courses, information, and/or
products, accumulate a database of, and simplify communication
with, registrants
- Entertainment!
IV. Contexts of evaluation:
header * body *
footer * navigation
V. Five evaluative guidelines
from the School of Journalism & Library Science:
Authority Who is responsible for the
page?
What are their qualifications and associations, and can you
verify them?
Check the footer
for
name of the web page author, his/her credentials and title,
organizational affiliation. Is the information verifiable?
Currency
Are dates clear when the website was first created and
edited?
Check the footer
for
when the website was created, and when last edited.
Check the content
for
news items, indications that the site is actively maintained,
acknowledgements/responses to visitors
Coverage
What is the focus of the site? Are there clear
headings to illustrate an outline of the content? Is the navigation
within the website clear?
Check the header
for
a clear title and web site description
Check the content
for
headings and keywords
Check the navigation
to reflect content outline within the web site
Objectivity Are biases clearly stated?
Are affiliations clear? Is the "site" even original or just relaying
information without citing the source?
Check the content
for
statement of purpose,
to determine the potential audience
for outside links for information external
to the website
for graphics and cues for affiliations
Check the header/footer and
URL/domain
(.gov .com .edu)
to determine organizational source of
and how this reflects on content type
Accuracy
Are sources of information and factual data listed, and
available for cross-checking
Check the content
for
accuracy of spelling, grammar, facts(!), and consistency within
website
Check content for a bibliographic
variety of external links, of electronic media
(electronic databases of references, established (print & on-line)
journals, of electronic indexes (ERIC), and of books for
comparative/evaluative purposes
VI. Bibliography (Author, web site, date last visited)
related to evaluation:
Reading and research series
Website overview:
Kiosk guides for learning are a freely accessible educational environment that offers strategies to recognize and realize learning objectives. We accept individual differences without regard to ability and creed; sexual and affectional orientation; caste, tribal and national affiliation; individual, familial and collective history. Our suggestions should be thoughtfully considered for appropriateness and guidance to your situation, relying on elders, mentors, cohorts and/or professionals to achieve learning objectives and outcomes.