6.1: Readings
- Page ID
- 261479
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)How do you evaluate information? How do you decide what information has value? What does value even mean in this context?
Just like other raw materials, information has value that depends on social contexts; that value can be economic or cultural, and its value can change, depending on where it comes from and what is done with it. When things have value, access to them is often restricted based on some type of privilege. This is important to think about in the context of academic research and library resources.
Much of the world’s population doesn’t have reliable internet access, if they have it at all. This difference defines the digital divide: the “haves” and “have nots” when it comes to accessing digital resources and information. Just like economic privilege, the information privilege of those who have access gives them advantages over those who do not.
With most of the world unable to access digital information reliably, consider how many voices are not represented, how many are silenced, and also whose voices are the loudest and reach the farthest, what information is shared, and how bias and all sorts of privilege frame this idea: the value of information is related to socioeconomic status, and within that, also to historical privileges and biases related to racism, sexism, ableism, gender bias, religious bias, and more.
The image below represents what (in this case, white) privilege might look like in everyday situations (Duke University).
As users of an open educational resource (OER), we are fortunate to have digital access to information. We can use this privilege in many ways, including to make positive changes in the world. However, a lot of information on the internet is behind paywalls, further limiting access for people who can’t afford to pay for it, or for those who choose not to pay the fees. In this sense, the value of information is literally tied to money. One benefit of having access to libraries is that libraries pay subscription fees to database companies, allowing you to access their contents essentially for free.
Above all, critical thinking is essential for evaluating information. Rather than the negative connotations the term “critical” can have, critical thinking refers to the reasoned process of gathering, analyzing, and evaluating information in order to guide decision-making.
Here are some general tips for evaluating the information you encounter, no matter the context:
- Always nurture a healthy sense of skepticism, but stay open-minded
- Read laterally: compare sources and look for additional information if sources don’t agree
- Consider the source of the information and fact check or investigate its credibility
- author’s credentials (check their professional associations or personal website)
- website’s “about” section, mission statement, or other background information (a quick Google or Wikipedia search can often tell you what you need to know)
- Examine links and references cited for content and reliability
- Check publication and revision dates
- Ask yourself whether the content seems sensational or promotional
- Be aware of filter bubbles and your own biases