Fashion Design: Evaluating Information

Evaluating information is not always as black-and-white as it seems. No matter what type of source you would like to use, what format it is in (print, web, or multimedia), or where you find it, you need to evaluate it to determine if it is:

Credible: Do you, and should you, trust the information provided in this source?
Relevant: Is the information in this source appropriate, useful, and closely connected to the research question you are seeking to answer?

You'll find the following explanation of CRAAP analysis, which useful in evaluating all kinds of information.

It's always important to be a critical consumer of information. When surfing the web, keep the CRAAP analysis in mind.

Currency  Refers to the timeliness of the information. How recently has this information been updated? How important is having recently published information to your topic? 

Relevance  Is the information useful in the context in which you plan on using it? Is it appropriate for college-level research? Is it the best information out there, or could you find better, more complete info elsewhere? (Perhaps in a book or journal article or a different website?)

Authority  Who is publishing this information? Does he/she/the organization have a background that makes them experts in this subject matter? How do you know?

Accuracy  Is the information correct? Are there spelling or grammatical errors? If so, you may want to question the accuracy of the information on the site. Does the website cite any sources? Where is the author getting his/her information? 

Purpose  Why has the information been published on the web? To entertain? to sell a product or service? to inform? Does the author have any biases? Might this lead to the information being less credible?

Currency: the timeliness of the information

• When was the resource created, published, or posted?
• Has the information been revised or updated? 
• If it's a website, are the links functional?
• Does your research or topic require current information, or would older resources work as well?

Keep in mind, however, that for certain topics, currency is not as critical.

For example, if you are doing research on the significance/effects of Abraham Lincoln's assassination on the Restoration and on North-South relations, you could conceivably use a book published in the 1800s.

If, however, you are doing research on holistic cancer treatments, you would likely do better to use more recent resources-- as recent as possible. You could use older resources if you wanted to highlight differences in past treatments and philosophies.

Relevance: the importance of the information for your needs

• Does the resource contain information that is useful in the context in which you plan on using it?
• Does the information relate to your topic or answer your question? 
• Who is the intended audience? 
• Is it appropriate for college-level research? 
• Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?
• Have you looked at a variety of sources before determining this is one you will use? 
• Can you apply the information in the resource to your research?
• Is the topic material "deep" enough? Or is too thin?
• Would you be comfortable citing this source in your research paper?

Authority: the source of the information

• Who is the author/publisher/source/sponsor?
• Is the author qualified to write on the topic? 
• What are the author's credentials or organizational affiliations? 
• Is there contact information, such as a publisher or email address?
• Do you see any biographical or background information on the author that could shed light on authority/credentials?
• If it's a website:
  • What is the host/parent organization and what are their credentials?
  • Does the URL reveal anything about the author or source? (Examples: .com .edu .gov .org .net)

Broadly speaking, edu, .org, and .gov sites are generally less biased and more authoritative than .com websites.

Accuracy: the reliability, truthfulness, and correctness of the content 

• Where does the information come from? 
• Is the information supported by evidence?
• Has the information been reviewed or refereed? 
• Does the resource cite any sources?
• Where is the author getting his/her information?
• Can you verify any of the information in another source or from personal knowledge? 
• Does the language or tone seem unbiased and free of emotion? 
• Are there spelling, grammar or typographical errors? 

Accuracy and authority have a high correlation: the more a resource has of one, the more likely it is to possess the other.

Purpose: the reason the information exists

• Why has the information been published, especially on the Internet?
  • To entertain?
  • To sell a product or service?
  • To inform/teach?
  • To persuade?
• Do the authors/sponsors make their intentions or purpose clear? 
• Is the information fact, opinion or propaganda? 
• Does the point of view appear objective and impartial? 
• Are there political, ideological, cultural, religious, institutional or personal biases?
• If so, does this result in the information being less credible?

Note: You can certainly include biased information in your research, but it is advised that you acknowledge those biases and provide a rationale for the inclusion of biased information.

For example, you might include biased information as examples of counterarguments, counterpoints, or alternative schools of thought on the topic of gun control, citing websites that argue for and against gun control legislation.