Evaluating internet sources for academic work

Internet Source Evaluation:  A Checklist - In order to write a paper that provides strong evidence for the point that you are making in your thesis, you must choose the best sources available. Using the following checklist, let's look at some ways to evaluate Internet sources for an academic paper.

·       Relevance: Does the website provide information that you need? Does it answer questions that your research poses? The website should not just be another source to put on your list. The sources you choose should provide important information that can be used in your writing.

·       Author: It is helpful to know who the author is when evaluating a website.

  Is the author of the website identified? Sometimes, the "author" is the organization that posted the site and no one person is given credit. You then have to consider the credibility of the organization before dismissing the website as useless or deciding it is your best source.

  Does the author/s have credentials in the field about which s/he is writing? In other words, if you have to choose between a ten-year-old girl's Internet website about George Lucas' novels and movie series, Star Wars, or a well-known literary scholar's journal article published on the Internet about Star Wars and the hero's journey, you would choose the journal article written by the literary scholar.

·       Credibility: This aspect of source evaluation is especially important for Internet sites. Is there contact information for the publisher/author of the website? Does the contact email address or other contact information work? If there is a link to the author's email address, can you email the author and get a response? If any of these questions is not answered with a "yes," then this website may not be not credible and you should not use it for college or employment-related research.

·       Publication date: Is there a clear publication date? Has the website been updated in the last year? Information is considered more reliable if the publication date is recent and if the web page itself has been updated recently or frequently. For some fields of study, like biology, the publication date is extremely important since new research is published frequently in the sciences.

·       Audience: For whom was the information written? The answer might be for specialists in the field, for amateurs, or for children. If you are writing for an academic or professional audience, the information needs to be more detailed, accurate, and sophisticated than if the website is providing information for a fan club or a private audience. For example, a person's homepage usually does not have strong enough proofs for most academic essays, and many teachers will not accept these as valid sources. Make sure that the material is appropriate in level of depth and breadth for the academic topic you are researching.

·       Length: Is the website or web page very short? A one-page website might not provide enough information for you to fully understand the topic presented. Is the web page or website detailed enough to provide the breadth and depth of information about your subject that you need? Does the shorter website make up for brevity by linking you to other, more helpful websites? If it does, this website might be considered a good portal to other sources and, therefore, might be appropriate to bookmark for later reference or even to cite if you actually use it for your writing.

·       Website Type Identifier: Every website has a URL, which is its address. The ending is comprised of three letters (.xxx) that indicate what type of organization is publishing the website itself. From these letters, web users get important clues about the nature of the sites' content. Here are some of the most common endings:

  .gov (government)

  .edu (educational)

  .com (commercial or personal)

  .net (network or portal opening; sometimes a personal website)

  .org (non-profit organization)

  .mil (military)

  Every one of these website types is published by people with their own purpose. You should keep the author (or group) in mind as you read the information on any site. For example, you might get different information about an election on a .gov site than you might on a.edu site.

 Of these website endings, the most common is the .com ending. Some people believe that .com websites are the least credible and scholarly websites available because the writers may have a "for profit" agenda or motive. This is because almost anyone can get a .com website, while .gov, .edu, or .org websites are only given out to certain groups. Yet, many .com websites have a lot of research and thought in them. Some actually are the search engines that will lead you to your ultimate research goals (like altavista.com). Thus, not all commercial sites lack credibility. In fact, the best researchers may have preferences in types of websites, but they understand that each site should be evaluated on the basis of the bias and agenda of the authors.

·       Source Type: Frankly, one of the weaknesses of the Internet is that anyone at all can create and post a web page. That weakness is also one of the Internet's greatest strengths, however. The Internet allows many people research ideas and to voice their thoughts. Therefore, when your source is a website, you must evaluate it thoroughly: Is this site an example of the Internet's weaknesses or strengths? Ask yourself all of the questions in the checklist above and answer them honestly. The website you have found may have wonderful content, but no author; yet, if the posting organization is the "author," and the organization itself is credible, then the site may be credible. 

        Tip: In order to use an Internet source with confidence, you will want to be sure that the source meets most of the criteria in this checklist. (Source:  Smarthinking Writer's Handbook/Using the Internet Wisely; http://services.smarthinking.com/static/Document_Library/docs/writeman/contents.cfm)

A critical thinking self-assessment

Here is a critical thinking self-assessment I use in my Introduction to Psychology class.  Please feel free to suggest any additional critical thinking resources and why they are valuable.  Thank you!

Critical Thinking Self-Assessment

Take the following self-assessment to find out what level of critical thinking you are at, and how you can improve it.

You will be asked 8 questions regarding your understanding of critical thinking and its application in your life. After each question are a series of possible responses. Select the response box that most accurately represents your present level of understanding and application of critical thinking in your life (Read ALL responses before choosing your most honest answer). Circle your answers, add up the numbers you chose, and at the end of this self-assessment, read about your approximate level of thinking.

Question 1   What does "everyday thinking” mean for you?

1.      I am mostly unaware of my thinking. I really don't think much about my thinking. I have other more important things to think about.

2.      I am becoming aware that my thinking affects my life and that problems I have with my thinking could be causing problems in my life.

3.      I have begun to take my thinking seriously. I have become increasingly aware of the need to further develop my thinking.

4.      I recognize some problems exist in my thinking and I need to address those by deliberately following an action plan to improve my thinking.

5.      Unsolved problems and conflicts in life are frequently the result of undisciplined "everyday thinking.”

Question 2  How would you define "critical thinking”?

1.      I don't have a good definition for critical thinking. However, I know what it means to be critical of others.

2.      I have a vague concept of critical thinking. I have heard about it, but I cannot provide a clear definition.

3.      I can provide a workable definition of critical thinking and name some of the components involved.

4.      I can provide an excellent definition of critical thinking and name the components of the critical thinking process.

5.      I can provide an excellent definition with examples because I utilize it in my daily life to great benefit.

Question 3   What is the role or function of critical thinking in your life?

1       There is no role for critical thinking in my life. And I'm doing fine, thanks.

2       I have only an initial awareness of the role of critical thinking in my life.

3       I have a beginning awareness of the importance of critical thinking.

4       I have a clear recognition of the important role that critical thinking plays in my life.

5       I have a deep understanding of the powerful role of critical thinking in my life.

Question 4   How actively do you practice critical thinking?

1       I do not actively practice critical thinking.

2       I practice critical thinking only when called upon to do so in classes or in work settings.

3       I have sporadically started to use critical thinking, but I must force myself to think in disciplined ways.

4       I am beginning to practice critical thinking with more regularity.

5       I have established habits of using critical thinking and it is paying off in my daily life.

 Question 5   How actively do you monitor your thinking?

1       I don't monitor my thinking. If I detected something wrong with my thinking I would know it.

2       I occasionally monitor my thinking, usually when called upon to do so in my classes or work.

3       I monitor my thinking in a hit and miss fashion. I have no plan to follow to monitor my thinking.

4       I actively analyze my thinking in a number of areas and regular monitor my thinking in daily life.

5       I actively analyze my thinking in all significant areas of life. I have insights into problems at deeper levels of thought.

Question 6   How would you describe your skill level in critical thinking?

1       My beliefs feel reasonable to me and so I believe them with confidence.  I have no need for critical thinking.

2       My thinking is not that bad. I question a lot of things. I'm not prejudiced. I'm not as self-deceived as some people I know.

3       I can begin to monitor my own thoughts but it is sporadic. I can begin to recognize egocentricity in myself and others.

4       I can critique my own powers of thought. I can articulate strengths and weaknesses in thinking and often recognize egocentricity in myself and others.

5       I regularly and insightfully critique my own thinking and improve it. I consistently monitor my own thoughts and effectively articulate strengths and weaknesses in thinking.

Question 7   What is your understanding of the elements of thought, standards of thinking and intellectual traits of critical thinking?

1       I am unfamiliar with these concepts and so I don't understand them.

2       I have heard of these concepts and occasionally make use of them in course work, but I do not use them outside of classes and I cannot provide a good definition of them.

3       I can give a rough definition of these concepts and have some familiarity with them through use in my classes.

4       I can name the elements, standards and traits. I can accurately define them to others. I can apply them in principle.

5       I routinely utilize the elements, standards and traits in my everyday thinking.

 Question 8   What is your plan of action to further develop your critical thinking skills?

1.      I have no need for a plan to develop my critical thinking skills.

2.      I recognize that it would take effort to develop my critical thinking but I have no plans to do so.

3.      I have actively decided to develop my critical thinking but I still have not developed an action plan.

4.      I have adopted a regimen of regular daily practice in order to develop healthy habits of critical thinking.

5.      I have successful habits of critical thinking and I am constantly aware of the need for continuous improvement.

Add up the numbers for each question to find your total score and read about it below.

If your score is 1 – 8, your current stage of thought is Unreflective:  To build up your critical thinking skills at this level, use the following steps:

·       Begin at the beginning. Develop an initial awareness of thinking in general, and critical thinking in particular. Just begin to think about thinking.

·       Familiarize yourself with the various elements and critical thinking resources (several resources below) as an overview of this subject. Find out what is involved in developing your thinking.

·       When you find something of interest about critical thinking, study it. Your goal is to develop and hone the motivation to pursue the study of thinking. When you believe this study is worthwhile to you and can improve the quality of your life, you will be ready to move on.

·       View "Did You Know 4.0" (http://www.youtube.com/watch?v=6ILQrUrEWe8) to get an idea of how fast the world of information is changing and how important it is to develop and continually improve your critical thinking skills.

If your score is 8-15, your current stage of thought is challenged thinking.  Challenged thinkers have an initial awareness of the role thinking plays in their life and the problems associated with this level of thinking. They become aware of the difficulties involved with improving their thinking and risk rationalizing back to the unreflective stage to avoid the challenges of growth. To build up your critical thinking skills at this level, use the following steps:

·       You're at the "window-shopping” phase in your development as a thinker. You may think there is some merit to learning critical thinking, but you are not yet ready to "buy.” That's OK, just keep looking!

·       Review the information in the resources below to expand your awareness of the various components of critical thinking.

·       Develop an awareness of intellectual humility, one of the powerful intellectual traits. To grow in your thinking will require humility and avoiding an arrogant return to the unreflective stage.

·       Use the "wasted time” strategy. Each day invest ten minutes of time you might waste in diversions or worrying and reflect on your best and worst thinking of the day and what you could do differently with your thinking.

·       Click on some of the links in the resources below available to further explore information on topics that catch your interest about critical thinking.

·       Just keep moving forward. Learning any worthwhile skill is a process, a journey that will last a lifetime. Focus on becoming a beginning thinker.

If your score is 16-29, your current stage of thought is beginning thinking.  Beginning thinkers have begun to take their thinking seriously. They have experienced a growing awareness and awakening to the need for developing their thinking. They recognize problems in their thinking and have begun to modify their thinking in a hit and miss manner.  To build up your critical thinking skills at this level, use the following steps:

·       Become aware of the many influences (biological, economic, ethnic, and cultural) that have affected your thinking, and over which you had no control.

·       Download and print out copies of available ebooks and/or website below, of thought, intellectual standards, and intellectual traits and keep them handy to review regularly.

·       Begin the process of monitoring your own thinking. Can you spot signs of egocentric thinking? In discussions, do you consider the purpose of the discussion, assumptions, point of views, strength of evidence presented, implications, etc.? Can you recognize and affirm clarity, accuracy, precision and relevance in the posts of your peers?

·       Focus on the intellectual traits of humility and confidence in reason. The traits are important at this stage of your thinking. Developing these traits will help you move to the next stage of development.

If your score is 30-45, your current stage of thought is practicing thinking. Practicing thinkers have a sense of the habits needed to take charge of their thinking and they are actively analyzing their thinking in a number of domains. They recognize the natural tendency toward egocentric thinking. To build up your critical thinking skills at this level, use the following steps:

·       Your primary goal here is practice, to follow through with an organized plan of study and application of critical thinking concepts and principles.

·       Develop an understanding of how all the components of critical thinking (elements of thought, intellectual standards and traits, egocentricity and sociocentricity) work together.

·       Handle a problem a day. Develop the habit of taking one problem a day and in your spare moments reflect on the problem using the elements of thought to analyze the problem, not necessarily to solve the problem.

·       Internalize the intellectual standards. Try focusing exclusively on one intellectual standard (e.g., clarity, precision, accuracy) for one week at a time.

·       Keep an intellectual journal. Provide a daily description of one emotional event, how you responded, and then analyze what was going on to explain your response in critical thinking terms.

·       Develop a plan to systematically monitor your thinking. It could be as simple as having copies of the elements of critical thought on your desk while you study, or carrying a copy of the intellectual traits in your pocket.

·       Place renewed focus on the intellectual traits of perseverance and humility at this stage of your development. You will need them to move up to more advanced thinking.

·       Catch yourself whenever you engage in egocentric or sociocentric thinking. It may be easier to catch others, but focusing on others' shortcomings could be egocentric thinking.

·       Develop the habit of focusing on the elements of thought whenever you try to solve a problem. In school or life in general, practice analyzing your thinking whenever you are problem-solving to monitor and strengthen your own thinking.

To build up your critical thinking skills, here are some more strategies you can use:

• Redefine the way you see things. Virtually any situation can be redefined from multiple perspectives. Challenge preconceived notions about yourself or your personality; focus on developing your strengths rather than overcoming your weaknesses.
• Get in touch with your emotions. Whenever you experience negativity, examine the thinking that contributes to this state. Discover more positive perspectives that can be substituted for improved health and well-being.
• Analyze group influences on your life. Examine the impact of your groups on your thinking and your life decisions. What is acceptable and what is forbidden? Evaluate what influences you wish to perpetuate and those you prefer to change.
• Seek guidance from trained thinkers who have reached higher levels of thinking than yours. As in most sports, it pays to play against people more skilled than you.

Reference

The Foundation for Critical Thinking. What stage of thought are you at. Retrieved August 11, 2013, from http://www.criticalthinking.org/

Resources for critical thinking:

       Brookfield, S. D. (1987). Developing critical thinkers. San Francisco, CA: Jossey-Bass.

       Browne, M. N., & Keeley, S. M. (2010). Asking the right questions: A guide to critical thinking (9th ed.). Upper Saddle River, NJ: Pearson.

       Chaffee, J. (2012). Thinking critically (10th ed.). Boston, MA: Wadsworth-Cengage Learning.

       Ennis, R. H. (2011). Critical thinking definition, instruction, and assessment: A rigorous approach. http://www.criticalthinking.net/definition.html

       Facione, P. A. (2004). Critical thinking: What it is and why it counts. http://www.insightassessment.com/pdf_files/what&why2009.pdf

       Facione, P. A. (1990). Executive summary: Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction.

       The Foundation for Critical Thinking. What stage of thought are you at. http://www.criticalthinking.org/ Videos at:  http://www.youtube.com/user/CriticalThinkingOrg

       Millbrae, CA: The California Academic Press. http://www.insightassessment.com/pdf_files/DEXadobe.PDF

       Nosich, G. M. (2012). Learning to think things through: A guide to critical thinking across the curriculum (4th ed.). Boston, MA: Pearson.

       Paul, R., & Elder, L. (2006). Critical thinking: Tools for taking charge of your learning and your life (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

       Paul, R., & Elder, L. (2006). Critical thinking: Learning the tools the best thinkers use. (Concise ed.) (p. 258, exh. 10.1). Upper Saddle River, N.J: Prentice Hall. ISBN: 0131703471

       Paul, R., & Elder, L. (2004). The miniature guide to critical thinking concepts and tools (4th ed.). Dillon Beach, CA: The Foundation for Critical Thinking.

       Vaughn, L. (2008). The power of critical thinking (2^nd ed.) New York, NY: Oxford University Press. http://www.scribd.com/doc/95467813/Lewis-Vaughn-The-Power-of-Critical-Thinking