Global events over the past two years have shown how very important timely, accurate information is – and how dangerous false and/or misleading content can be (see the excellent News Literacy Project for more about misinformation and disinformation). It is critical that we all can not only access information (a social justice issue) but learn how to confirm credibility. The stakes are high; integrity matters at school and in life. Using misinformation to support academic work may not only result in a student receiving an unsatisfactory grade but in them perpetuating untruths. And while students need credible information for scholarly purposes, everyone needs credible information to make informed decisions.

So, how to sort the good from the bad? In partnership with course teachers, the Senior School library works to support students in developing the skills to vet sources. Here are two tools – acronyms – used in the Senior School with the goal of encouraging the habit of information-checking. Just 60 seconds of questioning can make all the difference!

SIFT
Developed by Mike Caulfield, a pioneer of digital literacy, the “SIFT” process is introduced in Grade 9, and used in all subject areas:

• Stop: Think about what you’re looking for; be intentional with search strategies
• Investigate the source: Who posted it? What is their purpose? Does it contain relevant information?
• Find trusted coverage: If it is not credible information from a reliable source, look elsewhere
• Trace claims, quotes & media: When possible, use the original source (e.g. a study linked in a news report)

CRAAP
Created by Sarah Blakeslee of Meriam Library at the University of California at Chico, “CRAAP” is used in the Advanced Placement Capstone courses, AP Seminar & AP Research.

• Currency: Is the information timely? Has it been revised/updated? Are links functional?
• Relevance: Is the information relevant? Who is the audience? Is the academic level appropriate?
• Authority: Who is the source? What are the author credentials or site sponsors? Is there current contact info?
• Accuracy: Is the information supported by evidence? Has it been reviewed? Is it free of errors?
• Purpose: Is the author’s intention clear? Is the information factual and objective? Are there biases?

With either tool in practice, it is fascinating to watch student researchers casting a more critical eye over their Google hits. They become adept at quickly determining a source’s origin, the most recent date of update, the intended audience, and the source’s usefulness for their particular need.

We know that lessons learned for academic purpose are often transferable and valuable in other areas of our life, notably online. When students learn about the issues related to credibility, they become more aware of how sharing an unsubstantiated story, or intentionally posting something untrue can perpetuate a harmful cycle of misinformation. As encouraged by the UN in a 2020 campaign about misinformation, “take care before you share.”

- By Ms. Shelagh Straughan, Senior School librarian