Why Evaluate?
This section is duplicated with permission from The San Diego State University Library.
Once you have found information that matches the topic and requirements of your research, you should analyze or evaluate these information sources. Evaluating information encourages you to think critically about the reliability, validity, accuracy, authority, timeliness, point of view or bias of information sources.
Just because a book, article, or website matches your search criteria and thus seems, at face value, to be relevant to your research, does not mean that it is necessarily a reliable source of information.
It is important to remember that sources of information comprising the Library’s print and electronic collections have already been evaluated for inclusion among the Library’s resources. However, this does not necessarily mean that these sources are relevant to your research.
This does not necessarily apply to sources of information on the Web for the general public. Many of us with Internet/Web accounts are potential publishers of websites; most of this content is published without editorial review. Think about it. Many resources are available to help with evaluating web pages.
Questions to Ask
What criteria should you use to judge information sources?
Initially, look at the author, title, publisher, and date of publication. This information can be found in the bibliographic citation and can be determined even before you have the physical item in hand.
Next, look at the content, e.g. intended audience, objectiveness of the writing, coverage, writing style, and, if available, evaluative reviews.
The following questions should be asked:
Who is the author (may be individual or organization) and/or publisher?
- What are the credentials and affiliation or sponsorship of any named individuals or organizations?
- How objective, reliable, and authoritative are they?
- Have they written other articles or books?
- Is the author(s) listed with contact information (street address, e-mail)?
- Has the publisher published other works?
- Do they specialize in publishing certain topics or fields?
- Is the publisher scholarly (university press, scholarly associations)? Commercial? Government agency? Self (“vanity”) press?
What can be said about the content, context, style, structure, completeness and accuracy of the information provided by the source?
- Are any conclusions offered? If so, based on what evidence and supported by what primary and secondary documentation?
- What is implied by the content?
- Are diverse perspectives represented?
- Is the content relevant to your information needs?
When was the information published?
- Publication date is generally located on the title page or on the reverse side of the title page (copyright date).
- Is the information provided by the source in its original form or has it been revised to reflect changes in knowledge?
- Is this information timely and is it updated regularly?
Where else can the information provided by the source be found?
- Is this information authentic?
- Is this information unique or has it been copied?
Why was the information provided by the source published?
- What are the perspectives, opinions, assumptions and biases of whoever is responsible for this information?
- Who is the intended audience?
- Is anything being sold?
AI at Saint Mary Seminary
Artificial intelligence (AI) models are powerful tools for generating texts that mimic human compositions. “…the richness of the philosophical tradition and Christian theology, (offers) a deeper and more comprehensive understanding of intelligence–an understanding that is central to the Church’ teaching on the nature, dignity, and vocation of the human person.” (Antiqua et Nova, #12) The use of AI in educational institutions, specifically in theological settings, continues to evolve, impacting academic integrity with both positive and disruptive outcomes.
It is essential to review AI generated content carefully to ensure its validity. Texts generated via AI can contain inaccurate, misleading, and fabricated content and may contain copyrighted material. Academic integrity requires that students take responsibly for any erroneous AI content introduced in course work.
AI generated content may only be used in coursework with the express permission of the instructor. Instructors are encouraged to explicitly state in course syllabi policies with respect to the use of AI. It is suggested that instructors follow one of three models currently being used in Catholic seminaries.
- AI not permitted in the course.
- AI permitted for specific assignments. Students must disclose any AI assistance.
- AI use is encouraged with proper attribution.
(adapted from Artificial Intelligence Policy, St. Meinrad Archabbey, Indiana,)
Evaluation of Information Literacy at Saint Mary Seminary
More Information Literacy Resources
- The Information Literacy User’s Guide : An Open, Online Textbook
- Lizard People in the Library
- Information Literacy in the Age of Internet Conspiracism
- In Trust Center: Good Governance podcast
Ep. 49: Conspiracy theories, information literacy, and theological education (37:53 min:sec) - Sage Skills: Student Success enables students to develop and practice the skills needed to thrive at college or university. This interactive digital resource features the work of a diverse set of academic experts to help students achieve academic success during their time in higher education and beyond. It builds foundational skills, including: critical thinking, research, writing, evaluating information, finding and using data, study and communication skills, and how to apply academic skills to the workplace.