POLS/INTS 480 Senior Seminar

Below are two different approaches to evaluating internet sources.

Consider the following criteria when evaluating the information that you have found.

• The questions below will help you in evaluate web pages for use as academic sources. Be sure and look at the criteria in multiple categories prior to making a decision regarding the academic quality of a source.

  How did you find the page? 

• How you located the site can give you a start on your evaluation of the site's validity as an academic resource.

  • Was it found via a search conducted through a search engine? Unlike library databases, the accuracy and/or quality of information located via a search engine will vary greatly. Look carefully!
  • Was it recommended by a faculty member or another reliable source? Generally, an indicator of reliability.
  • Was it cited in a scholarly or credible source? Generally, an indicator of reliability.
  • Was it a link from a reputable site? Generally, an indicator of reliability.

  What is the site's domain? 

• Think of this as "decoding" the URL, or Internet address. The origination of the site can provide indications of the site's mission or purpose. The most common domains are:

  • .org :An advocacy web site, such as a not-for-profit organization.
  • .com : A business or commercial site.
  • .net:A site from a network organization or an Internet service provider.;
  • .edu :A site affiliated with a higher education institution.
  • .gov: A federal government site.
  • .wi.us :A state government site, this may also include public schools and community colleges.
  • .uk (United Kingdom) : A site originating in another country (as indicated by the 2 letter code).
  • ~:The tilde usually indicates a personal page.

  What is the authority of the page?

•  Look for information on the author of the site. On the Internet anyone can pose as an authority.

  • Is the author's name visible? Does the author have an affiliation with an organization or institution?
  • Does the author list his or her credentials? Are they relevant to the information presented? 
  • Is there a mailing address or telephone number included, as well as an e-mail address? 

  Is the information accurate and objective? 

• There are no standards or controls on the accuracy of information available via the Internet. The Internet can be used by anyone as a sounding board for their thoughts and opinions.

  • How accurate is the information presented? Are sources of factual information or statistics cited? Is there a bibliography included?
  • Compare the page to related sources, electronic or print, for assistance in determining accuracy. 
  • Does the page exhibit a particular point of view or bias? 
  • Is the site objective? Is there a reason the site is presenting a particular point of view on a topic? 
  • Does the page contain advertising? This may impact the content of the information included.Look carefully to see if there is a relationship between the advertising and the content, or whether the advertising is simply providing financial support for the page.  

  Is the page current? 

• This is both an indicator of the timeliness of the information and whether or not the page is actively maintained.

  • Is the information provided current?
  • When was the page created?
  • Are dates included for the last update or modification of the page?
  • Are the links current and functional?

  Does the page function well? 

• The ease of use of a site and its ability to help you locate information you are looking for are examples of the site's functionality.

  • Is the site easy to navigate? Are options to return to the home page, tops of pages, etc., provided?
  • Is the site searchable?
  • Does the site include a site map or index?

(adapted from the University of Illinois Undergraduate Library)

(developed by librarians at CSU Chico)

Currency: the timeliness of the information

• When was the information published or posted?
• Has the information been revised or updated?
• Is the information current or out-of date for your topic?
• Are the links functional?

Relevance: the importance of the information for your needs

• Does the information relate to your topic or answer your question?
• Who is the intended audience?
• Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?
• Have you looked at a variety of sources before determining this is one you will use?
• Would you be comfortable using this source for a research paper?

Authority: the source of the information

• Who is the author/publisher/source/sponsor?
• Are the author's credentials or organizational affiliations given?
• What are the author's credentials or organizational affiliations given?
• What are the author's qualifications to write on the topic?
• Is there contact information, such as a publisher or e-mail address?
• Does the URL reveal anything about the author or source?
•     examples: .com (commercial), .edu (educational), .gov (U.S. government), 
                 .org (nonprofit organization), or .net (network)

Accuracy: the reliability, truthfulness, and correctness of the content, and

• 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 in another source or from personal knowledge?
• Does the language or tone seem biased and free of emotion?
• 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 or purpose clear?
• Is the information fact? opinion? propaganda?
• Does the point of view appear objective and impartial?
• Are there political, ideological, cultural, religious, institutional, or personal biases?