It is widely accepted among researchers and educators that the peer review process, the reputation of the publisher and examination of the author's credentials are the gold standards for assessing the quality of research and information. However, the traditional gold standards are not sufficient, and the effective evaluation of information requires the consideration of additional factors. Controversies about positive evaluations of new medications that appear in peer-reviewed journals, the financial reports on Enron prior to the revelations that led to its collapse, and obstacles to the publication of research that does not conform to dominant paradigms are just a few examples that indicate the need for a more sophisticated and nuanced approach to evaluating information.
Each of the factors is discussed in a factual manner, supported by many examples that illustrate not only the nature of the issues but also their complexity. Practical suggestions for the evaluation of information are an integral part of the text.
- Highlights frequently overlooked criteria for evaluating research
- Challenges the assumption that the gold standards for evaluation are sufficient
- Examines the role of new technologies in evaluating and disseminating research
Grafstein, AnnAnn Grafstein is Associate Professor of Library Services, Hofstra University. She has a Ph.D. in linguistics (McGill University, 1984) and an MLIS (University of Western Ontario, 1989). Her publications include "Information Literacy and Technology: An Examination of Some Issues (portal: Libraries and the Academy, 2007), "The Evolution of Academic Libraries: The Networked Environment (Journal of Academic Librarianship, 2005), A Discipline-Based Approach to Information Literacy (Journal of Academic Librarianship 2002), and "The Linguistic Assumptions Underlying Readability Formulae (Journal of Language and Communication, 2001). She received the prestigious Association of College and Research Libraries Instruction Section Publication Award for "A Discipline-Based Approach to Information Literacy in 2004.