Evaluating & Using Information

The previous ILIP modules aimed to assist you in locating, accessing and citing information. Because all information is not of equal value you also need to be able to critically assess the information you find, and because there's an overwhelming number of information providers available today it's also important that you critically assess the sources you are using.

Assessing the purpose, audience, value and appropriateness of message and medium is part of information literacy. All information should be questioned for its reliability, authenticity and source, particularly much information from the internet as often it has not been checked for its quality or accuracy. This module is designed to assist you with evaluating and using information.

In addition to locating, accessing and citing information sources an information literate person will be able to:

• assess the type and extent of the information required;
• determine the value of the information including its source;
• compare the same topic information from different sources;
• synthesise information into his/her knowledge base;
• state the social, cultural and legal issues linked to use of information.

Information literacy skills "enable learners to engage critically with content and extend their own investigations, become more self directed, and assume greater control over their own learning." (CAUL 2001, p2). This applies both to academic learning and the learning that occurs as we make decisions that affect our lives.

Consider the following example:

You are with a group of friends who are talking about a popular current affairs show. One of your friends is of the opinion that the information presented must be factual because it was on TV, and the presenter is well respected. Do you agree? Why/Why not?

Making decisions like this involves critical thinking. Critical thinking is an attribute that the University of Wollongong aims to develop in all its graduates. The development of this attribute requires information literacy skills which in turn contribute to academic literacy. Read the Graduate Attributes and then answer the following question.

If information literacy is essential for the development of the Graduate Attributes, what do you think the purpose of the Graduate Attributes statements is?

Tick the correct response below. Provide information Persuade or trigger emotions Present a range of viewpoints Describe the skills students are expected to attain Click here to check your answers.

As a guide to assessing information the Learning Development handout
Critical Thinking 2: Critical reading and note-making (pdf) suggests the following:

	Never accept a statement as true merely because someone has said it is true
	Never condemn a statement as false unless a) you can produce rational evidence to support your position and b) you have a sound reason for attempting to demonstrate it is false
	Always ask questions of the things you are exploring, eg what if? why? who said?.

These approaches guide critical thinking, which is deliberate or reflective thinking about an aspect of your life, work or study that you have to make judgements about. This is not the same as criticising something you don't like but is a questioning of the value of information in order to make a reasonable decision. Consider the following questions and think about your answers to these.

Learning Development's "Asking questions" (pdf) can assist you with your answers.

1. Purpose - who said? You have been asked to research the environmental practices of BlueScope Steel, an international company based in Australia. Is it sufficient to cite the following extract from BlueScope Steel's environmental report as your answer?

"BlueScope Steel has made a significant financial investment in our environmental performance. For example, at our Port Kembla Steelworks, we have invested more than $400 million in environmental improvements since 1976, and continue to spend around $50 million per year on operation and maintenance of pollution control equipment." (2004)

Which organisation would you expect to provide the most independent information on environmental performance?

Tick the correct response below. Choose one answer: NSW Department of Environment and Protection,       a government regulatory body BlueScope Steel Environment Report Greenpeace Web site The Regional Development Board (industry promotion body)       for Port Kembla How would you explain your answer? Click here to check your answers.

The Library's Research Edge can also guide you in evaluating information from the internet

2. Which audience and why; who is the following extract intended for?

"The metabolism of tyrosine is dependent on a form of folic acid (biopterin) and NADH (a type of Vitamin B3) as well as copper and vitamin C. Once tyrosine reaches the neurons, it is quickly converted to norepinephrine. This last, but crucial step, however, needs the presence of an enzyme (tyrosine hydroxylase) at the presynaptic nerve ending. This enzyme has to travel all the way down the axon to get there. So its availability, and therefore the output of norepinephrine to life the depression, depends on the amount of electrical activity along the nerve itself. This electrical activity is stimulated by any form of touch - chiropractic, osteopathy, massage, acupuncture, cuddling, stroking... In case you think this is one of the best excuses for a hug you've ever read, you're right." (Vayda 1989, pX)

Choose one answer: General public Health academics Scientists How would you explain your answer? Click here to check your answers.

3. Purpose? What does this passage aim to do?

"The tendency to blame young people for declining physical activity has overlooked constraints that may stop them from being involved in preferred activities. Most young people in this study articulated the relationship between health and physical activity and valued open space and the opportunity to use this creatively. This perspective illustrates the inadequacy of simplistic approaches that suggest more education or the provision of more adult designed recreational facilities will suffice to increase levels of physical activity." (Kriflik & Wright)

Choose one answer: To provide information To persuade or trigger emotions To present a range of viewpoints How would you explain your answer? Click here to check your answers.

4. Value; consider the following statement:

A great deal of information can be accessed through academic libraries and the internet but when using information to support your argument you need to be critical and to verify the reliability of the source.

Choose one of the following as the most accurate response to the above statement This is true of information available through academic libraries This is true of information available via the internet This is true of information available through both academic libraries and the internet If it is published it does not matter where you get the information from How would you explain your answer? In assessing the value of information you need to consider its currency and whether this has been tested and proven.

5. Value and appropriateness. You are researching current theories on child rearing. Consider the value of the following passage.

Leahey (1980 p369) describes how Watson, a behavioral theorist, suggested in 1928 that "There is a sensible way of treating children. Treat them as though they were young adults. Dress them, bathe them with care and circumspection. Let your behaviour always be objective and kindly firm. Never hug and kiss them, never let them sit in your lap."

Which of the following statement(s) would you select to explain the value of the passage.

Tick all that would apply No, the theory has been discredited as it is       now commonly accepted that children       need to be shown affection Yes, the information has value in providing a       historical perspective As a published theory it still has value and cannot       be dismissed. How would you explain your answer? Click here to check your answers.

Information that has been rigorously tested often becomes what is known as a foundational theory, Newton's laws of gravity are a good example of this. However, you need to be alert to information that was suggested as having value but is later proven to be based on false premises, for example the idea that the world is flat.

6. Using appropriate information as evidence

Much information comprises of both opinion and fact and at times it is difficult to obtain conclusive evidence to support your argument when answering assignment questions.

If this is true which one of the following is most important That you have checked all possible sources to       verify the relevancy, accuracy and appropriateness       of the information That in the absence of conclusive evidence you       accept the most persuasive viewpoint That you critically examine a range of views about       your assessment topic and cite these sources to        support the position you have taken How would you explain your answer? Click here to check your answers.

The Learning Development handout Critical Thinking 3: Critical writing (pdf) provides suggestions on evaluating and using information when completing assignments.

After working through this tutorial you should be able to answer the questions on Evaluating and Using Information in the compulsory ILIP assignment.

References

Bluescope Steel 2004, Health, Safety, Community And Environment Report, accessed 5/5/2005 http://hsecreportbluescopesteel.com

Vayda, W 1989, 'Causes and cures for depression', Wellbeing, no.32, pp47-50.

Kriflik, L & Wright, J 'Out there: young people's views on open space and physical activity', (forthcoming article)

Leahey, TH 1980, A History of Psychology: Main Currents in Psychological Thought, Prentice-Hall, New Jersey, p369.

CAUL 2001, Information Literacy Standards, Council of Australian University Librarians, Canberra.

Standardized Assessment Information Literacy Skills (SAILS) 2005, Project SAILS and Kent State University, Kent, Ohio. A joint project with Association of Research Libraries, with support from the Institute of Museum and Library Services, accessed 5/7/2007, http://www.marshall.edu/library/instruction/infolit/

You have now completed the ILIP online training modules.

Click on the Assignment link at the top of the page to start the compulsory online assignment.