1. © 2007 Pearson Education, Inc. publishing as Longman Publishers Chapter 12: Reading and Evaluating Internet Sources Efficient and Flexible Reading, 8/e Kathleen T. McWhorter

2. © 2007 Pearson Education, Inc. publishing as Longman Publishers In this chapter you will learn: 1. To locate electronic sources more effectively. 2. To evaluate Internet sources. 3. To read electronic text. 4. To develop new reading and thinking strategies for electronic text.

3. © 2007 Pearson Education, Inc. publishing as Longman Publishers Using Caution on the Internet The Internet is not owned by anyone and has no central sponsorship. The Internet is not owned by anyone and has no central sponsorship. There is no set of standards by which all material is evaluated before it is published. There is no set of standards by which all material is evaluated before it is published. Information on the World Wide Web is not organized with the goal of being easy to locate. Information on the World Wide Web is not organized with the goal of being easy to locate. Not all information on a topic is available on the Web. Not all information on a topic is available on the Web. Many materials written prior to the 1980’s are not on the Web. Many materials written prior to the 1980’s are not on the Web.

4. © 2007 Pearson Education, Inc. publishing as Longman Publishers Locating Electronic Sources on the Web Identifying Keywords Identifying Keywords Using Subject Directories Using Subject Directories INFOMINE (infomine.ucr.edu) INFOMINE (infomine.ucr.edu) Yahoo (www.yahoo.com) Yahoo (www.yahoo.com) Using a Search Engine Using a Search Engine Using Meta-Search Engines: Google, Yahoo!, InfoMine, Exalead, Kartoo, Ixquick Using Meta-Search Engines: Google, Yahoo!, InfoMine, Exalead, Kartoo, Ixquick

5. © 2007 Pearson Education, Inc. publishing as Longman Publishers Tips for Locating Reliable Web Sites Use the Web only when it is appropriate to do so. Use the Web only when it is appropriate to do so. Notice obvious clues that point to lack of credibility. Notice obvious clues that point to lack of credibility. Distinguish between original Web material and reprinted material. Distinguish between original Web material and reprinted material. Recognize that articles put up on the Web (that originally appeared in print) are devoid of many of the usual reliability clues. Recognize that articles put up on the Web (that originally appeared in print) are devoid of many of the usual reliability clues. Do not assume that every source contains accurate and reliable information. Do not assume that every source contains accurate and reliable information.

6. © 2007 Pearson Education, Inc. publishing as Longman Publishers Evaluate the Appropriateness Evaluate the Appropriateness Evaluate the Source Evaluate the Source Evaluate Level of Technical Detail Evaluate Level of Technical Detail Evaluate the Presentation Evaluate the Presentation Evaluate Completeness Evaluate Completeness Evaluate the Links Evaluate the Links Evaluating the Content of a Web Site

7. © 2007 Pearson Education, Inc. publishing as Longman Publishers Evaluating the Accuracy of a Web Site Are the author’s name and credentials provided? Are the author’s name and credentials provided? Is contact information for the author included on the site? Is contact information for the author included on the site? Is the information complete or in summary form? Is the information complete or in summary form? If opinions are offered, are they presented clearly as opinions? If opinions are offered, are they presented clearly as opinions? Does the writer make unsubstantiated assumptions or base his or her ideas on misconceptions? Does the writer make unsubstantiated assumptions or base his or her ideas on misconceptions? Does the site provide a list of works cited? Does the site provide a list of works cited?

8. © 2007 Pearson Education, Inc. publishing as Longman Publishers Evaluating the Timeliness of a Web Site CHECK: the date on which the Web site was mounted (put on the Web). the date on which the Web site was mounted (put on the Web). the date on which the document you are using was added. the date on which the document you are using was added. the date on which the site was last revised. the date on which the site was last revised. the date on which the links were last checked. the date on which the links were last checked.

9. © 2007 Pearson Education, Inc. publishing as Longman Publishers Evaluating the Purpose of a Web Site Informational—presents facts and research data Informational—presents facts and research data News—provides current information of local, national, or international interest News—provides current information of local, national, or international interest Advocacy—promotes a particular cause or point of view, often concerning a controversial issue. Advocacy—promotes a particular cause or point of view, often concerning a controversial issue. Personal—information about a person, his or her interests and accomplishments Personal—information about a person, his or her interests and accomplishments Commercial—sells or promotes goods and services Commercial—sells or promotes goods and services Combination sites Combination sites

10. © 2007 Pearson Education, Inc. publishing as Longman Publishers Evaluating the Structure of a Web Site Is it easy to use? Is it easy to use? Is the information found quickly? Is the information found quickly? Is there a site map or directory? Is there a site map or directory? Graphics, sound and color should not detract from the usability of the site. Graphics, sound and color should not detract from the usability of the site.

11. © 2007 Pearson Education, Inc. publishing as Longman Publishers Checklist for Evaluating Web Sources What is the purpose of the site? What is the purpose of the site? Is the site appropriate for your research purpose? Is the site appropriate for your research purpose? Who is the site’s sponsor and who is the author? Who is the site’s sponsor and who is the author? Are the author’s name, credentials, and contact information provided? Are the author’s name, credentials, and contact information provided? Does the site have an appropriate level of detail? Does the site have an appropriate level of detail? Is the information presented clearly? Is the information presented clearly?

12. © 2007 Pearson Education, Inc. publishing as Longman Publishers Is the information complete? Is the information complete? Are sources documented? Are sources documented? Are opinions distinguished from facts? Are opinions distinguished from facts? Is the information available in print form? Is the information available in print form? When was the site last revised? When was the site last revised? Are the links useful and up-to-date? Are the links useful and up-to-date? What role, if any, does advertising play? What role, if any, does advertising play? Checklist for Evaluating Web Sources (continued)

13. © 2007 Pearson Education, Inc. publishing as Longman Publishers Reading Web sites involves paying attention to sound, graphics, and movement, as well as words. Reading Web sites involves paying attention to sound, graphics, and movement, as well as words. Text on Web sites comes in brief, independent screenfuls, sometimes called nodes. Text on Web sites comes in brief, independent screenfuls, sometimes called nodes. Text on Web sites may not follow the traditional main idea-supporting details organization of traditional paragraphs. Text on Web sites may not follow the traditional main idea-supporting details organization of traditional paragraphs. Web sites are multidirectional and unique; traditional text progresses in a single direction. Web sites are multidirectional and unique; traditional text progresses in a single direction. Reading Electronic Text or Hypertext Reading Electronic Text or Hypertext

14. © 2007 Pearson Education, Inc. publishing as Longman Publishers Web site text requires readers to make decisions. Web site text requires readers to make decisions. Web sites allow readers the flexibility to choose the order in which to receive the information. Web sites allow readers the flexibility to choose the order in which to receive the information. Web sites use new symbol systems. Web sites use new symbol systems. Reading Electronic Text or Hypertext Reading Electronic Text or Hypertext

15. © 2007 Pearson Education, Inc. publishing as Longman Publishers Electronic texts have a wide variety of formats and include color, animation, sound, and music as well as words. Electronic texts have a wide variety of formats and include color, animation, sound, and music as well as words. Reading tends to be slower on the computer screen than on print sources; one expert estimates about 25% slower. Reading tends to be slower on the computer screen than on print sources; one expert estimates about 25% slower. A computer screen holds fewer words than a book’s page, so you get less feedback before you begin to read. A computer screen holds fewer words than a book’s page, so you get less feedback before you begin to read. Changing Your Reading Strategies for Reading Electronic Text

16. © 2007 Pearson Education, Inc. publishing as Longman Publishers Focus on Your Purpose Focus on Your Purpose Get Used to the Site’s Design and Layout Get Used to the Site’s Design and Layout 1. Spend a few minutes getting used to the site and discovering how it is organized. 2. Expect the first screen to grab your attention and make a main point. 3. Get used to the colors, flashing images, and sounds before you attempt to obtain information. 4. Consider both the focus and limitations of your learning style. Developing New Ways of Thinking and Reading

17. © 2007 Pearson Education, Inc. publishing as Longman Publishers Pay Attention to How Information is Organized Pay Attention to How Information is Organized 1. Use the site map to discover what information is available and how it is organized. 2. Consider the order in which you want to take in information. 3. Consider writing brief notes to yourself as you explore a complicated Web site. 4. Expect shorter, less detailed sentences and paragraphs. Developing New Ways of Thinking and Reading

18. © 2007 Pearson Education, Inc. publishing as Longman Publishers Use Links to Find the Information You Need Use Links to Find the Information You Need 1. 1. Plan on exploring links to find complete and detailed information. 2. 2. As you follow links, be sure to bookmark your original site and other useful sites you come across so you can find them again. 3. 3. If you use a site or a link that provides many pages of continuous paragraphs, print the material and read it offline. 4. 4. If you find you are lacking background on a topic, use links to help fill in the gap or search for a different Web site on the same topic. 5. 5. If you get lost, most Internet browsers have a history feature. Developing New Ways of Thinking and Reading

19. © 2007 Pearson Education, Inc. publishing as Longman Publishers 1. Use a print source to browse for ideas to begin an open- ended assignment. 2. Use a print source to learn the basics about an unfamiliar topic. 3. Use print sources for in-depth research. 4. Use print sources to locate illustrations, art reproductions, and photographs. 5. Use print sources to locate quick facts. 6. Use print sources to verify conflicting information that you find in online sources. Critical Thinking Tip #12: Choosing Between Print and Internet Sources

20. © 2007 Pearson Education, Inc. publishing as Longman Publishers 1. How can you locate electronic sources more effectively? 2. How can you locate reliable Web sites? 3. What factors should you consider when evaluating a Web site? 4. What are the five basic types of Web sites? 5. How does text on Web sites differ from print text? 6. How should you read electronic text? Summary

21. © 2007 Pearson Education, Inc. publishing as Longman Publishers Go Electronic http://www.ablongman.com/mcwhorter