Instruction
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Information Literacy Toolbox
Evaluating Websites
EVALUATING WEBSITES
http://www.statesymbolsusa.org/California/bird_ca_quail.html (accessed 9-24-08) Quality Usability Authority Integrity Links
The central letter in the mnemonic QUAIL stands for authority, which is the most important consideration to make in website evaluations.
http://www.spaceandmotion.com/Physics-Richard-Feynman-QED.htm (accessed 3-25-08)
Dr. Feynman was winner of the Nobel Prize in Physics. He was the lone dissenting voice on the panel that investigated the disaster of the space shuttle Challenger.
The following file is a short Power Point that covers important factors to consider when evaluating a site.
Evaluating+Websites.ppt
Metadata is data about data. An index of websites, including the following, is an example of metadata.
The Librarians' Internet Index uses the following rubric to determine whether or not a website meets academic research standards. 1. ## Authority 1. Can an author be identified, and is there contact information? 2. What is the author's reputation and qualifications in the subject? How important is the authority for this site? 3. Does the author provide sources for information? 2. Scope and Audience 1. Why does the site exist? What is its purpose--to instruct, inform, amuse, or persuade? Is its purpose clearly stated or easily inferred, or does there appear to be a hidden agenda or ulterior motive to the presentation of the content? 2. Who are the audiences for this site? Is the site appropriate for the intended audiences? 3. How does the site compare with other sites on the same subject? 3. Content 1. How thoroughly does the site cover its content areas? For example, a site describing dachsund breeds should list all known breeds. We represent this information with a rough count: for example, a site providing recipes may have "dozens," "hundreds," or "thousands" of recipes (or it may have just one, but it's really special). 2. If the site provides opinion, rather than facts, are these opinions clearly identifiable as such? 3. Does the point of view help balance the LII collection? 4. Does the site provide illustrations you would expect to find? (For example, a resource describing knot-tying would be expected to have illustrations of knots in various stages of execution.) 4. Design 1. Is the site well-organized and easy to navigate? 2. Does the site display well in popular browsers? Do all features work in current versions of Firefox and Internet Explorer? 3. Is the site complex or simple in design? Is the level of complexity appropriate for its audience? 4. Is it searchable or browsable? Is the search box or browsing hierarchy easy to find? Does the user have to read instructions to search or browse successfully? 5. Is the site consistently available? If you visit it over several days, can you always retrieve it? If not, does it offer an explanation? 6. Is the site visually appealing, particularly for its target audience? 5. Function 1. Do key features work? Do search engines function? 2. How fast does the site load? If it is bandwidth-intensive, is this justified by special features, such as high "teen appeal" or elaborately detailed scientific images? 3. Does the site display error messages? 4. If the site includes video and audio files, is it clear what plug-ins are required to make them work? Can you play the files? 5. Are there pop-up ads? How frequently do they appear? What kind of content do these ads provide (and is this content appropriate for lii.org)? 6. Does the site requires registration in order to access information or use features? Why does the site require registration? How much information is available anonymously? How much personal information is required to register? 6. Shelf Life 1. Is the site established for a temporary event or activity? 2. Is the site a "personal" page (often indicated with a tilde before the directory name, as in www.myfunpage.com/~bobsmith)? 3. Is it a student or class project?
Class Guides
Spring 2008
Introduction to Political Ideas
