Carvel Gray's List: Evaluating 5 of the 10 "Cs"

• • Purdue Online Writing Lab provide a variety of citations e.g., Citations Commonly Used with Electronic Sources - Basic Style for Citations of Electronic Sources (Including Online Databases) etc.

• Citing an Entire Web Site

   

  It is necessary to list your date of access because web postings are often updated, and information available on one date may no longer be available later. If a URL is required or you chose to include one, be sure to include the complete address for the site. (Note: The following examples do not include a URL because MLA no longer requires a URL to be included.)

   

  Remember to use n.p. if no publisher name is available and n.d. if no publishing date is given.

   

   

  Editor, author, or compiler name (if available). Name of Site. Version number. Name of institution/organization affiliated with the site (sponsor or publisher), date of resource creation (if available). Medium of publication. Date of access.

   

   

   

  The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and Purdue U, 2008. Web. 23 Apr. 2008.

   

   

   

  Felluga, Dino. Guide to Literary and Critical Theory. Purdue U, 28 Nov. 2003. Web. 10 May 2006.

• • Pretty simple example of a citation

• Citing Internet Sources:
   Make sure your citations of online content are correct

   

   

     

   

    

   In the same way that many style guides exist for citing printed information sources (APA,MLA,Chicago Style, etc.) many style guides have cropped up with suggestions on how to cite electronic and internet sources. Variations abound, but basically, the major components of a citation remain the same: author (if known), title, publisher, date. 

   

   When citing a Web page, the author of the document is listed first (if an author is given) and the title of the page should be easily identified. Instead of publication information, the URL (Uniform Resource Locator) is given. The date created should be the date on the web page. The date you visited the page is given in parentheses at the end of the citation.

   

   Here's an example: 

   

• • It's good to know the in' and outs copyright, it doesn't help to understand some copyright law either.

• More About Copyright

   

  In today’s digital world, issues of copyright become more and more salient to small business and consumers. Copyright is the legal term used to describe the rights a person has to control the use of their original works. By assuring that the original owner of a work can control legal control over it’s use, innovation and creativity is encouraged. If a person could not control their original works and the ways in which the works were used, there would be little incentive for artists, writers, musicians and others to educate and entertain us.

   

  Of course, we wouldn’t want to have to have all of the original works ever created exclusively under the control of the original author, because it would prevent us from learning or commenting on the original works.

• • Can't highlight PDF files for more sophisticated work, but this is a pretty credible web page from the U.S. Copyright Office.
• What is Copyright?  
  Copyright is a form of protection provided by the laws of the United States (title 17, U.S. Code) to the authors of "original works of authorship" including literary, dramatic, musical, artistic, architectural and certain other intellectual works. 

  ***This protection is available to both published and unpublished works. 

  Material in the "public domain" is intellectual property that does not come under copyright laws. 
  Nearly all work before the 20th C. is not copyrighted. 

  What is Plagiarism?  
  Plagiarism is the the act of stealing and passing off the ideas, words, or other intellectual property produced by another as one's own. For example, using someone else's words in a research paper without citing the source, is an act of plagiarism.

• • Teaching Internet Seach Stratergies Using Ccritical Thinking by R Scott Auble David L Delongchamp contributes to how critical thinking will improve students ability to harness information from the World Wide Web.
• Based on the  above review of literature, the task of teaching how to search the Web for  information can be broken down into problem-solving tasks, critical- or  analytical- thinking tasks, and metacognitive (reflective) tasks. The  problem-solving tasks are as follows: (a) predicting what keywords will be most  effective in locating the desired information, (b) developing a query that will  select a good sample of documents containing the information, and (c)  determining the authenticity or validity of the found information. The critical  thinking tasks are as follows: (a) analyzing the relevancy of the search  results and deciding whether refinement is needed, (b) deciding which documents  in the search results are likely to contain the desired information, and (c)  recognizing bias, opinion, or agendas within found information. The  metacognitive tasks are as follows: (a) preparing a search plan, and (b)  knowing at what points in the search process to apply the cognitive skills of  problem-solving and critical analysis.
• It is clear that  consistently effective, successful Internet research will possess the characteristics  of being driven by higher-level thinking skills such as planning, critical  analysis and evaluation, and problem-solving. These skills must be applied in  an environment of adequate prior knowledge about the nature and organization of  information on the Internet. The problem of searching for information on the  Internet, or any open-ended information system, is appropriate for the teaching  of thinking skills within the context of a real-world problem that is relevant  to students. However, to be successful the complexities of Internet searching  need to be broken down into individual cognitive tasks and taught as separate  mini-lessons with adequate time for both guided and autonomous student  practice.

1 more annotation...

• As students continue to view the internet as a primary source of information, without a

  significant shift in training

  • College and university students need to apply critical thinking when verifying information and also research a variety of sources. PS Highlight tool was a problem.

• • Traci Hong thoroughly explores the perception of web site credibility in association with message feature and structural feature, relative to health. Also the general URL institutional -aaffiliated domain names (.gov, .org, .edu) in both general and inplicating terms.
    

• earch phrase "carpal tunnel syndrome'' was entered into five commonly used World Wide Web search engines. The search results then were given as an ordered list of universal resource locators, or web-site addresses. The top (first) fifty web sites from each of the five searches were combined to create a master roster of 250 web-site addresses. These web sites then were evaluated for authorship and content, and an informational value score ranging from 0 to 100 points was assigned to each. Results: Thirty-three percent of the sites sold commercial products for the evaluation or treatment of carpal tunnel syndrome. An additional 30 percent were commercial web sites that did not sell products. Only 23 percent of the sites were authored by a physician or an academic organization. Fewer than half of the sites offered conventional information. Twenty-three percent of the sites offered unconventional or misleading information. The mean informational value of the web sites was 28.4 of a possible 100 points. Conclusions: The information about carpal tunnel syndrome on the Internet is of limited quality and poor informational value. The public and the medical communities need to be aware of these limitations so that the quality of medical information available on the World Wide Web can be improved. [ABSTRACT FROM AUTHOR] (AN: 5982694)