Week 3 Assignment

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Natasha learned that checking the timeliness of information, researching scholarly and

4.1 What Is the CRAAPO Test?

Your Road Map to Success: Section 4.1

Learning Outcome 4.1: Describe what the CRAAPO test is and how it is used to evaluate information.

Why is this important?

Understanding the CRAAPO test will help you determine whether the information you encounter is reliable and appropriate for your information need. As you gather information, you will often encounter information that is outdated, misleading, inaccurate, or biased. Knowing how to apply the CRAAPO test will help you identify and avoid such unreliable sources.

How does this relate to your success in this course?

Mastering this learning outcome will equip you with an efficient method for evaluating sources so that the research you present in this course will be valid and reliable, reflecting your developing information literacy skills.

The explosive growth and use of the Internet has had a profound effect on how people access, interpret, and use information. In 2019 over 4 billion people used the Internet worldwide (International Telecommunication Union, 2019). People turn to the Internet to find information on everything from the location of restaurants to instructions on starting their own business to possible reasons for that curious rash on their big toe. In addition, of course, students turn to the Internet to find resources for their academic papers.

People also use the Internet to publish new information quickly and easily on blogs and other platforms. This ease of publishing by anyone, while good for self-expression and the sharing of ideas, calls into question the reliability of what can be found on the Internet. When anyone can publish anything, a great deal of unreliable information will be created.

Student Profile: Natasha

Natasha was feeling confident when she submitted her final paper for her Health & Wellness Promotion class. She found several scholarly articles and ebooks in the library, as well as plenty of resources on the Internet, to back up her claims about the best approaches to teaching college students healthy eating. When her paper comes back, however, she is dismayed to see she earned only a C. Her instructor deducted points for the resources she found on the Internet and the arguments she based on those sources.

Natasha’s instructor had clearly stated that, in addition to scholarly material, resources found on the Internet were permitted for this assignment. Why was she docked points? Her instructor’s feedback includes comments such as “This teaching method is no longer used by health promotion professionals because

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authoritative sources, and accurately citing facts are all important steps in writing a well- rounded academic paper.

recent research does not support it”; “According to whom?”; and “Please back up with facts, not opinions.” At the end of her paper, Natasha sees a final comment: “When researching on the Internet, use only current information from authoritative entities, such as the American College Health Association, the Centers for Disease Control, or the National Library of Medicine’s PubMed.” Natasha used information from nutrition blogs by self-proclaimed “health experts” and an article written by a registered dietitian in 1991. As a result, the claims she made based on those sources were biased, outdated, and probably inaccurate.

Being able to evaluate information found on the web is critical not only for your academic life but also for your workplace and personal life. But given that most entities—from highly authoritative scientific organizations to purveyors of financial scams—publish on the web, how do you know whether the information you find there is sound?

The CRAAPO test is a list of questions you can use to evaluate a source’s currency, relevance, authority, accuracy, purpose, and objectivity (Table 4.1). It is adapted from the CRAAP test first developed by the Meriam Library at California State University, Chico. When used in conjunction with your critical thinking skills, the CRAAPO test can be an effective method for determining the validity of a resource, whether published on the web, in print, or in any other format.

Table 4.1: The CRAAPO test

Currency: The timeliness of the information When was the information published or posted? Has the information been revised or updated? Is the information current 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 resources before determining this is one you will use? How does this source relate to other sources and information gathered so far? Is it new information, or is it redundant when compared to your other sources?

Authority: The source of the information Who is the author/publisher/source/sponsor? What are the author’s credentials or organizational affiliations? What are the author’s qualifications to write on the topic? Is there contact information, such as a publisher or email address? Does the URL reveal anything about the author or source (e.g., .com, .edu, .gov, .org, .net)?

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Accuracy: The reliability, truthfulness, and correctness of the informational content 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, grammatical, or other typographical errors?

Purpose: The reason the information exists Why was the information created? What is the purpose of the information? To inform? Teach? Sell? Entertain? Persuade? Do authors/sponsors make their intentions or purpose clear?

Objectivity: The degree to which the information is free from bias and prejudice Does the point of view appear objective and impartial? Is the information fact? Opinion? Propaganda? Are there political, ideological, cultural, religious, institutional, or personal biases?

Again, the CRAAPO test can be used to evaluate any format or type of resource; however, the remainder of this module shows you how to use it to evaluate information you find on the Internet.

Before exploring the CRAAPO test, let’s check back in with Irwin as he begins his quest for information online. Irwin’s assignment requires that he use his course textbook, at least two scholarly sources, and one source of his choice in the development of his paper. Irwin has already extracted the information he needs from his textbook, and he has three scholarly articles. For his last resource, he decides that he would like to try locating information from a podcast or website on social networking. In the following sections of this chapter, we’ll see how Irwin uses the CRAAPO test to locate solid resources for his paper.

Section 4.1 Knowledge Check Quiz

1. What does the “C” stand for in “CRAAPO test”? A. credentials B. currency C. citation

2. The CRAAPO test can be used to __________ a source. A. evaluate B. understand C. cite

Answers 1 (B), 2 (A)

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Objective and subjective information are both important for presenting facts and analysis. Gathering data from graphs, tables, and so on may provide the foundation of the topic, while logical

4.7 How Do I Evaluate a Source’s Objectivity?

Your Road Map to Success: Section 4.7

Learning Outcome 4.7: Identify the criteria used to evaluate the objectivity of information.

Why is this important?

Recognizing bias, personal interests, and opinions in the information you encounter will help you separate fact from fiction. Malik, for example, is researching options for his daughter’s education. He comes across several blog posts that boast students who are homeschooled are happier, safer, and more interested in learning than students who attend schools, but these posts offer little evidence to support their claims. Malik realizes he needs unbiased evidence to make an informed decision about what is best for his daughter’s education.

How does this relate to your success in the course?

Mastering this learning outcome will help you locate information that is based on verifiable evidence free from overt bias, judgments, and opinions.

When searching for credible information, one final consideration should be whether the information is presented objectively. Objectivity refers to the degree to which information is free from bias and prejudice. A source that presents information objectively allows the evidence to speak for itself without accompanying it with an interpretation based on opinion or prejudice. Although different interpretations can be useful and enlightening, it’s important to bear in mind that they are arguable.

Distinguish Between Subjective and Objective Information

When discussing information, the terms “subjective” and “objective” identify the author’s perspective. Objective information is based on evidence that can be observed, measured, and verified by others. It is unbiased and carries no judgment. In contrast, subjective information is someone’s belief, opinion, or judgment on a particular topic. It can be based on facts; however, it’s expressed as someone’s interpretation of those facts. For example, consider the editorial section of a newspaper. Editorials are opinion or analysis pieces written to present the editorial staff’s views on a particular topic or issue. Editorials may contain many facts, but these facts are carefully chosen and presented in language meant to persuade the reader. Subjective information can also be found in testimonials, reviews, personal essays, and autobiographies.

On the other hand, objective information is presented without persuasion or judgment. It is merely a statement of fact or evidence without interpretation. Scientific research studies are considered

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analysis of that data may be helpful in presenting arguments.

objective, although they can still contain errors, inconsistencies, and misinterpretation. The data that researchers gather throughout the course of a study is considered objective; however, the conclusions and interpretations researchers draw from the data may be arguable and subjective. Objective information can also be found in encyclopedias, almanacs, and other reference materials. Table 4.4 shows the differences between objective and subjective information.

Table 4.4: Differences between objective and subjective information

Objective Subjective

Information Can be observed with the senses (seen, heard, touched, smelled) Factual Can be counted, described, reproduced The same from multiple reporters As close to truth as we can get

Belief, suspicion Opinion, judgment, assumption Varies (e.g., from person to person, from day to day) Not verifiable May be untrue

Language I documented . . . We counted . . . We observed . . . This is what she did . . . He said . . .

He did not want to . . . We would like to . . . I thought . . . We feel . . . She seemed . . .

Understanding the difference between subjective and objective information will help you select proper resources for your research. When your research question requires you to develop an evidence-based argument, base your claims on factual information and data. However, when you are exploring the broader conversation on your chosen topic and trying to discern what the various viewpoints represent, you may need to engage closely with subjective information.

Let’s take a look at an example.

In August 2020 the U.S. unemployment rate fell from 10.2% to 8.4%. Economists commenting on the report considered the numbers “worrisome” and indicative of an economic recovery that would likely prove to be “sluggish and uneven” (Rugaber, 2020, paras. 3, 4).

The change in the unemployment rate represents information that is objective. It is a quantifiable fact that the U.S. unemployment rate fell from 10.2% to 8.4% during the time period specified. However, while the economists’ statements were based on objective information and their own expertise, their interpretation of the numbers represents subjective information. Analyzing the same data, others might disagree with the economists’ predictions and draw different conclusions.

That’s because, whereas raw data is objective, analysis of that data is subjective. Analytical information examines and interprets data, often to support a claim or draw a conclusion. It is stronger than opinion, because opinion doesn’t always offer solid reasons, whereas analysis is based on evidence. You can think of it as focusing on the why or how of the data. For instance, a data-based forecast of the possible landfall locations of a hurricane, its intensity, and potential damage would be considered analytical information. The forecast uses current factual data but also makes predictions and judgments that may prove inaccurate. Analytical information can be found in sources such as books, articles, and some websites.

Much of the information you encounter in your research will be a combination of objective and subjective information, data, and analysis of that data. Think critically about whether the sources you encounter are interpreting

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objective information logically and fairly or there appears to be an effort to push an opinion that may not be supported by objective information.

Identify Bias

All people are biased by their education and personal experiences; thus, it isn’t possible to write from a completely neutral point of view. Therefore, other than pure statistics, most information is at least somewhat biased, and some information is more biased than others. For example, a claim that violent crime is decreasing in the United States, backed by data from the Federal Bureau of Investigation, is likely to be far less biased than a claim that America is more violent than it was half a century ago, backed by three or four personal anecdotes. Think of bias as a spectrum rather than a characteristic that is either present or not.

As you’re conducting research, be aware that most people find an author’s bias especially difficult to detect when it aligns with their own. This relates to confirmation bias, which we explored in Chapter 2. You might strongly agree with what an author has to say, but this should not deter you from looking closely at each piece of evidence the author presents, as well as taking the time to determine where the evidence is coming from. Bias is not necessarily bad. As long as you recognize that it’s always present, and you look for information that represents a different perspective, you’ll increase your chances of exploring all sides of an issue and drawing less prejudiced conclusions.

Although information in any format can be biased, information you find on obscure Internet sites may be especially prone to personal bias. We explained earlier that anyone can publish to the web without any regulation, so people can post information promoting their own personal agenda, declaring their viewpoint, or selling their product or service. People may even deliberately post misinformation that is intended to obscure the truth.

Quick Tip!

Inflammatory Language

Inflammatory language is negative in nature and consists of a selection of words a writer uses to stir up emotions such as passion, anger, or hostility from the reader. The intent in using such language is generally to get an emotional reaction from the reader. Be wary of including sources that use this type of language to convey their message. Neutral-toned sources will more effectively address your information need.

Bias, by nature, influences the objectivity of information. Let’s look at a few examples.

Political bias: Information with a political bias is intended to persuade readers to vote for a certain candidate or support the ideas of a political party. Ideological bias: Ideology refers to the system of beliefs, or the worldview, of an individual or a group of people. Individuals and organizations may publish in order to promote an ideology—explicitly or subtly. For example, the ideological views of a news organization can affect the stories it chooses to produce and the side of a story it tends to favor. An author also might write to promote the beliefs of a particular religion. Personal bias: As noted earlier, individuals are influenced by a variety of personal factors that lead to bias in the information they disseminate.

To identify bias, look for such characteristics as the following:

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emotional, strong, or inflammatory language claims that are not supported by evidence distorted facts or facts presented out of context one-sided arguments lack of evidence that contradicts the viewpoint personal attacks claims of certainty or absolutes unclear or undisclosed relationships between content and advertisements (does the content seem to be related to or promoting the products that are advertised on the site?)

Irwin reflects on the interplay between purpose and objectivity as he takes one final look at the webpage he decided to rule out for his research into social networks. The webpage does present useful pieces of objective information, such as statistics on how social media marketing has helped increase sales in a variety of industries. However, because the webpage’s purpose is to promote various workshops, that data is interpreted in a way that Irwin finds highly opinionated. The author suggests that there is one best way to implement social media marketing strategies but, instead of revealing what that way is, recommends enrolling in the company’s workshops. This is misleading and calls the objective information into question as well. Using the CRAAPO test has helped Irwin feel empowered to get to the truth. Since he’s still curious about using a podcast in his paper, he decides to see if can find one that meets his research needs.

Section 4.7 Knowledge Check Quiz

1. Using stock market and consumer data from the past 6 months, BestStocks.com predicts that technology stocks will outperform other sectors in the coming year. What type of information is this?

A. objective information B. propaganda C. analytical information

2. Shonda writes on her blog that for 6 weeks after recovering from COVID-19, she experienced constant fatigue. What type of information is this?

A. objective information B. subjective information C. verifiable information

3. Professor Taylor declares that the best works of literature have been written by men. This is an example of __________.

A. an opinion B. analytical information C. political bias

Answers 1 (C), 2 (B), 3 (A)

Use what you learned about the CRAAPO test to help Neylan, a university student, evaluate non-scholarly sources for her research project in the following activity.

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Applying the

CRAAPO Test

START