The Purpose Of This Assignment Is To Help You Distinguish

The Purpose Of This Assignment Is To Help You Distinguish Between Diff

The purpose of this assignment is to help you distinguish between different types of information sources and evaluate sources of information for credibility. Scientists and scholars use information from a variety of sources, some of them scholarly journal articles that have been peer-reviewed, and others credible websites, magazines, and news sources. While all scholarly sources are considered credible, most credible sources you will encounter in your daily life are not actually scholarly. It is important to view information with a critical eye, as there is a lot of misinformation from bunk sources out there. If you do not believe this, just navigate to Google in your Internet browser, type in the words, “We never went to the Moon”—and see what you find.

Did you know that the Moon may be made of cheese? Exactly what kind, however, remains a mystery (Uncyclopedia.wikia.com, 2016). In order to complete this assignment, you will need to follow the links provided on the Week Two Assignment Reporting Form to view three numbered sources. For each source, complete a two-page questionnaire. When you have finished, you will have identified which of the three sources is not credible, which sources are credible, and which source is also scholarly.

Once you have completed the required sections within the Week Two Assignment Reporting Form, submit the document via Waypoint. The document does not need to include a title page or other APA formatting; however, if you utilize any outside sources in your answers, you must reference these sources in proper APA format as outlined in the Ashford Writing Center. Uncyclopedia.wikia.com (2016). Is the Moon made of cheese? Retrieved from Please see attachment for this assignment.

Paper For Above instruction

The ability to critically evaluate sources of information is a fundamental skill, particularly in an era marked by the proliferation of digital content and the widespread dissemination of misinformation. This skill not only supports academic integrity but also fosters informed decision-making in everyday life. The purpose of this assignment is to distinguish between credible, scholarly, and non-credible sources, enhancing students’ capacity to navigate the complex information landscape effectively.

In today’s digital age, the sheer volume of available information necessitates a discerning eye. Credible sources are characterized by their authority, accuracy, and objectivity. Scholarly sources, such as peer-reviewed journal articles, are even more reliable because they undergo rigorous evaluation by experts before publication. Non-credible sources, often found on dubious websites or social media, may contain misinformation, bias, or outright falsehoods. An example cited in the assignment refers to the humorous yet unsubstantiated claim that the Moon is made of cheese, illustrating how easily false information can be presented online.

The assignment involves examining three sources, following links provided in the Week Two Assignment Reporting Form. Students are expected to critically analyze each source, completing a questionnaire that assesses credibility and scholarly merit. This exercise encourages students to consider aspects such as the source's author credentials, publication date, supporting evidence, and overall reliability. The process aims to develop skills in source evaluation, critical thinking, and academic writing.

Once the analysis is complete, students are to submit their responses via Waypoint. Although APA formatting is not required for the submission itself, any external sources used must be properly cited according to APA standards. This requirement underscores the importance of academic integrity and proper attribution of ideas and information.

The importance of such a task cannot be overstated—being able to discern quality information impacts not only academic success but also how individuals engage with news, research, and everyday information. As misinformation continues to spread, educators must equip students with the tools necessary to evaluate sources critically. This skill ensures that future scholars, professionals, and citizens can distinguish factual information from falsehoods, making informed decisions that benefit individuals and society as a whole.

References

  • American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA.
  • Baker, C. R. (2019). Critical thinking and information literacy: Approaches for the 21st century. Journal of Information Literacy, 13(2), 1–10.
  • Flanagin, A. J., & Metzger, M. J. (2007). Digital media and youth: Uncritical consumers or informed users? Information, Communication & Society, 10(5), 639–661.
  • Kim, J., & Kim, H. (2019). Evaluating online sources: A guide for college students. College Student Journal, 53(1), 112–121.
  • Louis, K. S., & Tuck, E. (2021). Navigating misinformation: Critical literacy and digital citizenship. Educational Technology Research and Development, 69, 2211–2224.
  • Nelson, T., & Adams, R. (2018). Source evaluation in the digital age. Library Review, 67(4/5), 255–265.
  • Rainie, L., & Wellman, B. (2012). The rise of social media and its impact on information credibility. Pew Research Center.
  • Scholarly Publishing and Academic Resources Coalition. (2021). Evaluating sources. Retrieved from https://sparcopen.org/our-work/evaluating-sources/
  • Wallace, M. (2018). Critical reading and source evaluation for academic success. Journal of Academic Librarianship, 44(6), 762–770.
  • Uncyclopedia.wikia.com. (2016). Is the Moon made of cheese? Retrieved from https://uncyclopedia.wikia.com/wiki/Is_the_Moon_made_of_cheese

Related Assignments