An important part of any research endeavor whether academic, professional, or personal is the ability to critically evaluate your sources. The soundness of your position is deeply influenced
philosophy presentation
Deadline
Due by the end of Week 3 at 11:59 pm, ET.
Directions
An important part of any research endeavor whether academic, professional, or personal is the ability to critically evaluate your sources. The soundness of your position is deeply influenced by the quality of your information. In this course, you will be performing research to present an ethical problem in today’s workplace where you will present both sides of the issue. To prepare you for this research process, this week you will complete this activity to help you learn how to evaluate sources.
Review the information concerning evaluating sources
Read the document and in the reference area, watch the video as this information is very useful to review for this exercise. Using these guidelines locate three sources for your proposed paper topic, give their APA citation, and explain how they meet the criteria for acceptable use in an academic paper. At least one of these sources must come from the Bryant & Stratton College Virtual Library. Your resources much be presented in APA format. For assistance with APA style view the Using APA Style Presentation and APA Tutorial Slides. The following automatic citation generators may be helpful: Citation Machine, Citation Maker, KnightCite.
Requirements: 3 to 4 paragraphs
Evaluate Your Resources After you find relevant information, it’s important to evaluate it. Evaluation includes two considerations: 1. Whether the results are too broad, too narrow, or off-topic. 2. Whether the sources you find are credible enough. Not everything that you read can be used as research for college-level assignments. Developing information-literacy includes learning to determine whether a resource is credible, valid, and appropriate for the assignment. As you evaluate, consider these areas: 1. Purpose: a. Is this source a commercial site intended to sell you something? b. Does the site advocate for a political, religious, or social point of view? c. Is the site primarily concerned with providing information? 2. Content: a. Is this document or source accurate and appropriate? b. Are the ideas well explained? c. Does the information contain specific details that would strengthen your paper? d. Is the author biased? If the information is from a website, what is the website ending? (Websites that end in .com are often commercial sites intended to sell directly or to give advertisers access. For research-based writing, websites whose endings are .gov and .edu are typically better than those that end in .com. Websites ending in .org are often from non-profit organizations which may have a bias. (Do an Internet search on website endings to teach yourself more.) 3. Currency: a. Is the information the most up-to-date or current on the topic? b. Is the information time-dependent? c. Does the source provide a date? (Look for Last Updated? or Created?) 4. Source: a. Is the author or source indicated? b. Is the source and/or author an expert in this field? c. Is the source and/or author reliable? 5. Relevance: a. Is the source appropriate to your research? b. What information (point-of-view, data, or new ideas) does this information contribute to your research? c. Is this information important?
Read this article from Parsons and Oja: Reference Parsons, J. J. & Oja, D. (2003). The practical PC (3rd ed.). Boston, MA: Thomson. Now watch the video Evaluating Resources on the World Wide Web You live in the Information Age. Ironically, much that you read and hear is just not true. False and misleading information predates the Information Age, but now it propagates more rapidly, fed by new technologies and nurtured by “spin doctors.” As one commentator has suggested, “The danger is that we are reading a moment when nothing can be said to be objectively true, when consensus about reality disappears, the Information Age could leave us with no information at all, only assertions.” In a more innocent era, the source of information provided a clue about its reliability. Television network news was usually dependable. You could generally rely on newspaper reports and information in books. Now, however, the yardstick one used to measure the reliability of information is being challenged by technology and by changes in the relationship between mass media and their audience. Using [computer] software, virtually anyone can produce brochures, pamphlets, and books that look professional and official. Using Web authoring software, it is easy to design a professional Web site and stock it with misinformation. In an Internet chat group, anyone can start a rumor that propagates via the Net and eventually achieves the status of an “urban legend.” Editorializing has softened “hard” news, and news stories are often selected for their sensationalism, rather than for their importance. Who should be responsible for ensuring the accuracy of information? Holding writers accountable for their “facts” does not seem to be working. Governments, already overburdened with other problems, have scant resources available to sift through mountains of information and set the record straight. It seems, then, that the burden of verifying facts is ultimately left to the reader?or watcher, as the case may be. But many of these individuals do not have the time, motivation, expertise, or resources to verify facts before they pass them on through the information mill. This information problem might prove particularly difficult to solve. (Parsons & Oja, 43)
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