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Norwalk Campus Library

Norwalk Information Literacy & Resource Evaluation

Common Criticisms

  • Designed based on evaluation criteria for print collections in the 1970s, not rapidly changing digital resources.
  • Emphasizes focusing on data that can be manipulated, making evaluation misleading
  • Yes/No structure encourages binary thinking rather than critical thinking

    "When the CRAAP method was first deployed nearly 20 years ago, the world was still making the transition from Web 1.0 to Web 2.0. Most online content was meant to be consumed, not interacted with, altered, changed, and shared. CRAAP was developed in a time when you found information, before the dramatic shift to information finding you .. Checklists like CRAAP are meant to reduce cognitive overload, but they can actually increase it, leading students to make poor decisions about the credibility of sources, especially in densely interconnected networks." (Bull, 2021). 

The TRAAP Test

 

TIMELINESS: The "newness" of the information

  • When was the information published or posted?
  • Have there been new versions or editions since this was published?
  • How quickly does new research for this topic come out?
  • Does new research expand upon or replace old information for this topic?

BOTTOM LINE: Does this offer appropriately current or historical information?

 

RELEVANCE: Does the information matter?

  • Does the information help you accomplish the purpose of your work/paper? Does this easily relate to your topic?
  • Does this source meet all your information needs or assignment requirements?
  • Is this source written at an appropriate level for your intended audience?
  • Have you looked at a variety of sources? why is this source better than others?

BOTTOM LINE: Is this a source that adds value to your work? why is it worth including?

 

AUTHORITY: Who is the author? Who is the publisher?

  • What is their educational or professional background? What expertise do they have with this subject?
  • Where are they from? Where are they living now?
  • What political party do they belong to?
  • What organizations or causes do they support?
  • Can you see any bias in their work?

BOTTOM LINE: Can you trust this author and publisher to know what they are talking about?

 

ACCURACY: Is this information correct and reliable?

  • When were the sources published? Are they current or outdated?
  • Do the sources come from trustworthy authors or publishers?
  • If the source is based on original research, what methods were used to collect the data or information?
  • What is the sample size or population of the study? Is it large enough to be representative?
  • Are there any obvious weaknesses in the way data or information was gathered or analyzed?
  • Does the author provide adequate support for their conclusions?
  • Are sources listed or cited in the text?

BOTTOM LINE: Can you trust that this information is truthful?

 

PURPOSE: What are the intentions behind this information?

  • Is the information meant to entertain? Inform? Educate? Persuade? Sell?
  • Is the source populated with advertisements or photographs?
  • Is the information fact, opinion, or propaganda?
  • Do the authors or publishers make their intentions clear
  • Is there evidence of bias: political, cultural, religious, ideological, personal?

BOTTOM LINE: Is this source objective and impartial or is it influenced by bias or hidden agendas?

The CRAAP Test Checklist

Does the source pass the CRAAP test? Yes must be selected for each component to pass the CRAAP test.

Currency- Publication date is acceptable for the information being conveyed.

 Yes No

Relevance- The information within the source is relevant to my topic.

 Yes No
Authority- The author has expert credentials or affiliations and/or the source is known, published, and reputable. Yes No

Accuracy- The information is well researched and supported by evidence.

 Yes No

Purpose- The source's slant or bias is not a hindrance to my project's focus. 

 Yes No