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LIS2004 Strategies for Online Research | Prof. Machado Dillon

This guide contains resources for students of Prof. Machado Dillon's LIS2004 course.

LIS2004 Lesson 4

Learning Outcomes

After completing this module, you will be able to:

  • evaluate information sources for currency, relevance, authority, accuracy, and purpose
  • differentiate between credible and noncredible sources of information

Information Literacy Competencies

You will apply and learn about information literacy competencies while completing this learning module.

  • The primary competency related to this module is Authority Is Constructed and Contextual
  • The primary knowledge practice is to define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event)
Why Evaluate Sources

Why do you need to evaluate sources? Isn’t everything on the internet correct? Not by a long shot!  

You are bombarded with information just about every moment of your day.

Media icons

Choosing the Best Sources

How can you choose the best sources for your research?  Watch these videos to learn more!

(1:42, permission obtained directly from rights holder)

(3.42, standard YouTube license, TedEd)

Evaluation Tools

Evaluating Websits (using the CRAAP method)

This video tutorial clarifies how to best evaluate the information found on websites with guidance from a GCSC librarian.

"Evaluating Websites" by Gulf Coast State College Library (2013) is licensed under a Creative Commons Attribution-NonCommercial License (CC BY-NC)

It appears you don't have a PDF plugin for this browser. No biggie... you can click here to download the PDF file.

Evaluating Websites (using the ABCD method)

This video is to introduce you on how to evaluate websites. We will look at domain endings and the steps to take in order to determine if a website is credible.

(5:56, Creative Commons License)


Evaluating Websites (using the 5W’s method)

A short tutorial to evaluate websites using the 5 W's-- Created using PowToon

(5:33, standard YouTube license)


Evaluating Websites (using the RADAR method)

Evaluate sources with RADAR: Rationale, Authority, Date, Accuracy, Relevance

It appears you don't have a PDF plugin for this browser. No biggie... you can click here to download the PDF file.

Fake News

Stop and think

Stop and Think by Mikko Kapanen is licensed under CC-BY-SA 2.0

Perhaps you have heard the terms “fake news”, “misinformation”, and “alternative facts” lately. Let’s find out more.

You need to evaluate your news sources in the same way you evaluated your research sources. To help you, I’ve included this infographic from the International Federation of Library Associations and Institutions.  

Be wary of links that have been reposted on your Facebook or Twitter feeds, particularly the ones that have shocking headlines. Those are called “click bait” and are meant to get you to click through to a site…and sometimes it may take you to a site you don’t want to be on.

Stop and think about what you are reading. Does it agree with what you have read elsewhere or learned in class? Does it go against your core personal beliefs or strongly reinforce them?

How to Spot Fake News; Consider the Source, Read Beyond, Check the Author, Supporting Sources?, check the Date, Is it a Joke?, Check your Biases, Ask the Experts

‚Äč(How To Spot Fake News by IFLA, permission to distribute)


Viewing List

How false news can spread

By Noah Tavlin

Dive into the phenomenon known as circular reporting and how it contributes to the spread of false news and misinformation.

In previous decades, most news with global reach came from several major newspapers and networks with the resources to gather information directly. The speed with which information spreads now, however, has created the ideal conditions for something called circular reporting. Noah Tavlin sheds light on this phenomenon.

Lesson by Noah Tavlin, animation by Patrick Smith.

(3:41, TedEd, Standard YouTube License)

Helping Students Identify Fake News with the Five C's of Critical Consuming

By John Spencer

With digital tools, it is easier than ever to create, edit, and publish your work to the world. But there’s a cost. It’s also easier than ever to spread misinformation. And fake news has become a real issue in recent times.

We see this with students. According to a Stanford study, only 25% of high school students were able to identify an accurate news story when also given a fake one. Students also had a hard time distinguishing between real and fake photographs as well as authentic and staged videos.

Researchers used the words “bleak” and “dismaying” to describe it. But it’s not going away anytime soon and that’s a very real problem.

So, how do we fix it?

Well, here’s a five-step process that I’ve used with students.

A word of caution. It’s not perfect and there are probably other models out there but I thought I would share it just in case you might want to use it.

We call it the 5 c’s of critical consuming.

#1: Context - Look at the context of the article. When was it written? Where does it come from? Have the events changed since then? Is there any new information that could change your perspective?

#2: Credibility - Check the credibility of the source. Does the site have a reputation for journalistic integrity? Does the author cite credible sources? Or is it satirical? Is it on a list of fake news sites? Is it actually an advertisement posing as a real news story?

#3: Construction. Analyze the construction of the article. What is the bias? Are there any loaded words? Any propaganda techniques? Any omissions that you should look out for? Can you distinguish between the facts and opinions? Or is it simply all speculation?

#4: Corroboration: Corroborate the information with other credible news sources. Make sure it’s not the only source making the claim. If it is, there’s a good chance it’s actually not true.

#5: Compare: Compare it to other news sources to get different perspectives. Find other credible sources from other areas of the ideological or political spectrum to provide nuance and get a bigger picture of what’s actually happening.

See, when we teach students media literacy, and they learn how to consume critically, they learn how to think critically. And critical thinking citizens are good for democracy. And that’s good for everyone.

How to Spot Fake News


This video provides specific steps you take to evaluate the credibility of a source.

Additional Resources


Understanding & Identifying Fake News LibGuide

(2:55, Standard YouTube license)

Websites and Worksheets

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In this module, you have learned how to:

  1. Evaluate information sources for currency, relevance, authority, accuracy, and purpose
  2. Differentiate between credible and noncredible sources of information