Evaluating Information in a Changing Landscape: Creation of an Evaluation Tutorial

Abstract

The information landscape continues to drastically shift with the advent of new technologies. Artificial intelligence, opaque algorithms, data deluge, and the proliferation of information sources removed from their original context (for example news on TikTok) all pose challenges (Head, 2018). We have entered an area where the need for information literacy on source evaluation is at a critical juncture. Evaluating information is a key component of information literacy but students continue to struggle the most with it (Head, 2010). Without the ability to identify whether a source is credible, reliable, and the best evidence for their information need, students will be unable to succeed in school as well as life outside of school. Our faculty demanded a learning object that can serve as grounding for navigating the changing digital ecosystem. One of the most critiqued aspects of the CRAAP test (and other checklist approaches) is that it is out of sync with the increasing digital information age (Tardiff, 2022). The attempt at engaging in the critical appraisal of information is overly convoluted for students to reliably deploy outside of the classroom. This asynchronous tutorial in source evaluation was uniquely designed with an eye towards improving the efficiency in “truthiness” validation and critical appraisal, regardless of the modality in which the information has been received. Reserved under a Creative Commons License, this tutorial draws on UDL in combination with important evaluation frames such as lateral reading (Caulfield) with graphic elements (comic strips) and interactive assessments that can be embedded into courses or used for independent learning. This approach is responsive to the learning styles of students who thrive off innovative, accessible pedagogical strategies that amplify the content and actively engage them (Lang, 2020). It differs from many other evaluation learning objects the authors encountered in that it is a true self-guided tutorial (rather than a research guide with static pages of information or a stand-alone video) and it is freely available (rather than being locked down behind a login). This session provides an in-depth look at the tutorial’s development process, highlighting its interactive features, and offering practical strategies for faculty and student engagement. The session will also provide feedback and data on use and user experience testing which informed iterative changes. Attendees will gain concrete insights into designing effective information literacy resources and will receive access to the tutorial for potential adaptation and use in their own institutions.