Skip to main content
AUS Library Homepage
University Library

Information Literacy @ AUS

Tutorial Links

The AUS library's online modules (Reflect, Learn, Connect) provide a range of learning content for students.

In particular, we recommend students look at the Evaluate module.

3. Evaluates Sources

Standard Three

The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system

Performance Indicators:

  • The information literate student summarizes the main ideas to be extracted from the information gathered.
  • The information literate student articulates and applies initial criteria for evaluating both the information and its sources..
  • The information literate student synthesizes main ideas to construct new concepts.
  • The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
  • The information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences.
  • The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
  • The information literate student determines whether the initial query should be revised.


Example Assessment Methods And Activities

  1. Have students apply the CRAAP test to specific sources.
  2. Have the class assignments reflect “real life” evaluative job skills: a product or book review or a comparison of products, software, or books to select the most appropriate for a given situation. 
  3. Have students compare a popular and a scholarly work on the same topic. 
  4. Sstudents brainstorm evaluative criteria for web sites and then use their criteria to evaluate different selected sites. 
  5. Given criteria, have students evaluate a web site or compare sites for reliability, accuracy, authority, bias, etc. 
  6. Have an open discussion of what is and isn’t on the web. 
  7. Students create a bibliography of sources they have used for their projects and explain why they choose each source and how each is relevant to their needs.
  8. Have students identify key sources for remaining current in their field and describe how and when they will utilize professional and scholarly literature in their professional practice.
  9. In the reference list, have students evaluate the top three resources most critical to the development of their paper according to criteria including currency, reliability, authority and purpose.
  10. Students select a topic and compare how that topic is treated in several different sources