How to Spot a Turkey in Cyberspace

How to Spot a Turkey in Cyberspace Web Resource Evaluation Techniques 2005 NMC Summer Conference OR, Conquering Data Smog, Information Overload, and Information Fatigue Syndrome!! Carole Robinson Jeanie Wells Conquering Data Smog Information Overload Information Fatigue Syndrome  New information per year per person   World population - 6.3 billion Almost 800 MB of recorded information is produced per person each year (about 30 feet of books to store the equivalent on paper). - How Much Information? 2003: University of California Regents Conquering Data Smog Information Overload Information Fatigue Syndrome  2002 - World Wide Web contained about 170 terabytes of information on its surface 17 times the size of the Library of Congress print collections  - How Much Information? 2003: University of California Regents Conquering Data Smog Information Overload Information Fatigue Syndrome  Sifting through masses of irrelevant online information to locate specific information is daunting. U.S. user spends a monthly average of 25 hours and 25 minutes at home and 74 hours and 26 minutes at work sifting through online information.  Conquering Data Smog Information Overload Information Fatigue Syndrome    Google estimates that over 8 Billion Web sites exist. Search engines cover less than 25% of Web sites. How much of this information do you estimate is quality, useful information? - Search Engine Watch An Information Literate Person  …can understand, locate, access, use, and evaluate information efficiently and effectively. - Information Literacy Competency Standards for Higher Education, 2002 Information Technology Literacy  …enables us to analyze and evaluate the information we find on the Internet, giving us confidence in using the selections to make a decision or create a product. Increasing Reliance Upon Web-based Information  Web resource quality varies tremendously.  Information technology literacy helps separate quality information treasure from the massive collection of cyber trash inhabiting the Internet. 5 + 1 Evaluation Criteria 1. Accuracy 2. Authority 3. Objectivity 4. Currency 5. Coverage 5+1. Design /Navigation /ADA 1: Web Resources Accuracy Remember:   Almost anyone can publish on the Web. The Web can be a virtual soapbox for organizations or individuals. Web standards to ensure site information accuracy does not exist (like information accuracy for published books, magazines, and newspapers). 1: Web Resources Accuracy  Does evidence exist to confirm the information on the site is true?  Does a bibliography of citations on the page to show where the data is coming from?  When in doubt, return to the home page to determine source of information. Can the information be verified elsewhere?   Perhaps in a print source? 1: Web Resources Accuracy  Watch groups and services scan the web for bad information, fraudulent, and fanatical web sites. The Virtual Chase maintains an updated list of these groups.  2: Web Resources Authority Remember:  A reputable site author / publisher is important.  Locate the author’s / producer’s qualifications for writing on the subject. 2: Web Resources Authority  Is the author's / producer’s verifiable information readily available AND clearly visible?        Name Qualifications Organization affiliations E-mail address Biography Curriculum vita Personal homepage 2: Web Resources Authority  Is the source peer-reviewed or edited? If the source peer-reviewed or edited, is the source reputable? Has the author / producer written articles or books other than web pages?   3: Web Resources Objectivity Remember:  Is the purpose of the site clearly stated?   Why was the site authored? What are the goals / aims of persons /groups presenting material? 3: Web Resources Objectivity  Is the intended audience clearly defined?      Advocacy Business /marketing Informational News Personal 3: Web Resources Objectivity  Is the information presented with a minimum of bias or viewpoint?  Is the information trying to sway the opinion of the audience?  Does the site use inflammatory or provocative language? 3: Web Resources Objectivity Remember:  Distinctions between advertising and information can become extremely blurred on the Web. If advertising is on the site, can it be differentiated from informational content?  4: Web Resources Currency  Is the content of the work up-to-date?  Is the publication date clearly indicated? If so, a date may have various meanings: Date first created Date placed on Web Date last revised 4: Web Resources Currency      Is information current? Are dead links non-existent the site? Do links supply enhanced information? Are links appropriate to the topic on the site? Are links evaluated in any way? 5: Web Resources Coverage  Are topics explored in depth?  Is the topic adequately covered? Is the site display complete documents or an abstract / summary? Is important information left out intentionally? 5+1: Design/Navigation  Is material presented in an orderly format?  Is information provided within a reasonable number of links (preferably 3 or fewer clicks)? 5+1: Design/Navigation  Does the text follow basic rules of grammar, spelling, and literary composition?  Are obvious errors present? 5+1: Design/Navigation  Does the site follow good graphic design principles?  Do the graphics serve an informational (see below) NOT decorative function ? Clarify Instruct Inspire Elaborate  Do icons clearly represent what is intended? 5+1: Design/Navigation  Usability Does a link on each supporting page to go back to the main page? Is a comment link provided at the bottom of the main page? 5+1: Design/Navigation  Usability Are options available for text only, non-frames, and non-tables views of this Web site? Is attention paid to the needs of the disabled (e.g., large print and graphics options; audio; alternative text for graphics)? Confused?  With…Accuracy, Authority, Objectivity, Currency, Coverage,and Design  Use…Who, What, When, Where, Why, and How? Disability Types: Major Categories 1. Visual - blindness, low vision, colorblindness Hearing - deafness 2. Disability Types: Major Categories 3. Mobility - inability to use a mouse, slow response time, limited fine motor control Cognitive - learning disabilities, distractibility, inability to remember or focus on large amounts of information 4. How Does Your Website Sound?  Screenreaders     JAWS WindowEyes HAL & Supernova Home Page Reader Let’s Do The WAVE Website Accessibility for FREE      WAVE - external link Accessibility Toolbar - external link (NILS) Cynthia Says - external link (ICDRI) A-Prompt - external link (University of Toronto) Site Valet - external link (WebThing) Website Accessibility for FREE      AccMonitor Online - external link (HiSoft) Bobby online - external link (Watchfire) TAW - external link in Spanish (Sidar) Torquemada - external link in Italian (WebxTutti) AskAlice - external link (SSB Technologies) Commercial Products & Services InFocus - external link (SSB Technologies)  AccVerify, AccRepair, AccMonitor external link (HiSoftware)  LIFT (including LIFT for Dreamweaver & for FrontPage) - external link (UsableNet)  Commercial Products & Services RAMP - external link (Deque)  Bobby - external link (Watchfire)  COAST - external link (COAST Software)  How NOT To Be a Turkey  Images & Animations: always use Alt Tags for graphics.  There is no ALTernative Image Maps: use client-side map elements and text for hotspots.  How NOT To Be a Turkey  Multimedia: Provide captioning and transcripts of audio, and descriptions of video. Hypertext Links: Use text that makes sense when read out of context.  For example: “Click here.”  When in doubt…  Learn  Webaim.org Change Promote   Presented at the New Media Consortium Summer Conference June 15-19, 2005 Honolulu, HI Dr. Carole S. Robinson, Academic Support Pasadena City College csrobinson@pasadena.edu Jeanie Wells, Technology Support Services CSU, Monterey Bay Jeanie_Wells@csumb.edu