Moving up the ladder of source assessment: Expanding the CRAAP test with critical thinking and metacognition

Liu, Grace

doi:10.5860/crln.82.2.75

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…Information Literacy is a general subject open to all students, and it focuses on equipping them with the essential skills to critically assess information, particularly in today's digital age characterized by the proliferation of false or misleading information. This curriculum includes teaching source evaluation, fact-checking, and using methods like the Currency, Relevance, Authority, Accuracy, and Purpose (CRAAP) test (Liu, 2021) to evaluate sources for their credibility and reliability.…”

Section: Game Design and Implementationmentioning

confidence: 99%

Design and analysis of personalized serious games for information literacy: catering to introverted and extraverted individuals through game elements

Thongthip,

Intawong,

Chernbumroong

et al. 2024

Humanit Soc Sci Commun

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Personalized learning has become increasingly prevalent in computer-based education. Nevertheless, there remains a scarcity of studies addressing personalized serious games. This paper delves into a study on a personalized serious game that utilizes suitable game elements tailored to students’ personality traits, focusing on the dimensions of introversion and extraversion. To evaluate the impact of personalized serious games, a comparative experiment was conducted. The study involved both a Control group (Non-personalized game-based approach) and an Experimental group (Personalized game-based approach). Participants were assessed using pre-post tests measuring knowledge acquisition and retention in information literacy for source evaluation, as well as intrinsic motivation measured through the IMI questionnaire. The findings indicate that while personalized serious games can enhance intrinsic motivation, particularly in terms of perceived competence and effort, they did not significantly impact knowledge acquisition and retention. User behavior data statistics revealed a substantial 37% improvement in engagement, measured by both average and total playtime, especially noticeable among introverted participants. However, this personalized approach was found to be less effective for extraverted participants.

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Section: Game Design and Implementationmentioning

confidence: 99%

Design and analysis of personalized serious games for information literacy: catering to introverted and extraverted individuals through game elements

Thongthip,

Intawong,

Chernbumroong

et al. 2024

Humanit Soc Sci Commun

View full text Add to dashboard Cite

show abstract

“…CRAAP is not without its critics, however, and there are several pieces of literature assessing the usefulness of the framework (Meola, 2004;Ostenson, 2014;Breakstone, et al, 2018;Fielding, 2019;Blizzard, 2021;Faix, 2021;Liu, 2021;Lowe et. al, 2021).…”

Section: The Craap Testmentioning

confidence: 99%

Tools, Tests, and Checklists: The Evolution and Future of Source Evaluation Frameworks

Sye¹,

Thompson

2023

JoNL

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In this article, we connect the scholarly conversations around established and emerging source evaluation frameworks such as the ABCs of website evaluation, CRAAP Test, DIG Method, RADAR approach, SIFT Method, the Proactive Evaluation approach proposed by the Project Information Literacy Team. We then explain each evaluation framework, delineating which framework is appropriate for a particular format, such as scholarly sources, online sources, image-based sources, and/or networked information sources. Lastly, we showcase the ways we have incorporated these source evaluation frameworks into our own classroom instruction and provide readers with ideas on how to do the same within their own institutional contexts.

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confidence: 99%

Evaluating Online Sources: Introducing a 4-Step Strategy

Liu,

Pajewski,

McMullin

2024

CRLN

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I n 2021, Grace Liu published an article titled "Moving Up the Ladder of Source Assessment: Expanding the CRAAP Test with Critical Thinking and Metacognition" in C&RL News. 1 This article was a result of collaboration with West Chester University management faculty aimed to enhance source evaluation practices by incorporating critical thinking and metacognition. The article introduced a 4-step source assessment strategy and documented our initial efforts to enrich source evaluation practices, aligning with the concepts of affective learning and metacognition outlined in ACRL's Framework for Information Literacy for Higher Education. 2 Building on this work, over the past two years, the three authors of this article came together and further refined the source assessment strategy initially developed for the management class, adapting it to serve a wider audience of students from any discipline. We intended to create a learning module that can supplement one-shot library instruction and go into more depth in teaching source evaluation. With the support of a grant from the Committee for Excellence in Learning and Teaching at our institution, we developed a comprehensive learning module that adapts the initial 4-step strategy to focus on evaluating online sources, including videos, quizzes, exercises, infographic guides, and feedback surveys. 3 This article aims to introduce the new 4-step strategy for evaluating online sources to the academic librarian community. Our primary goal is to provide support to fellow librarians in their information literacy instruction, especially when confronted with the difficulties of teaching complex information evaluation skills within limited one-shot library instruction sessions. The approaches outlined in this strategy can be used in one-shot classes to initiate source evaluation discussions with students. Additionally, the learning module can be used outside of the classroom to extend students' learning experiences. By sharing this strategy, we aspire to foster meaningful discussions and encourage the exchange of best practices among academic librarians regarding effective source evaluation strategies. 4-Step Strategy for Evaluating Online SourcesThe 4-step strategy is designed to align with the natural process when encountering an article. It guides students through the series of evaluative steps including: (1) forming initial impressions by checking the six quality indicators of the online sources; (2) assessing quality using the CRAAP test, delving deeper into considerations of currency, relevance, authority, accuracy, and purpose; (3) applying critical thinking and lateral reading skills to

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Moving up the ladder of source assessment: Expanding the CRAAP test with critical thinking and metacognition

Cited by 5 publications

References 3 publications

Design and analysis of personalized serious games for information literacy: catering to introverted and extraverted individuals through game elements

Design and analysis of personalized serious games for information literacy: catering to introverted and extraverted individuals through game elements

Tools, Tests, and Checklists: The Evolution and Future of Source Evaluation Frameworks

Evaluating Online Sources: Introducing a 4-Step Strategy

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