Do students have the background knowledge to separate authentic sources from hoax sources? Do students have the perspective to understand bias inherent in most sources? How are students capable of critically evaluating online sources?

School librarians everywhere teach the important skill of critical evaluation of online or print information. Many librarians may wonder at what age or under what conditions students are capable of critically evaluating online information so that they can make a decision about whether the source is accurate, authoritative, or biased. Some may even argue that however well-intentioned educators may be about having students evaluate the motives and bias behind information, the commercialized Web prohibits student researchers from simply gathering sources with a range of perspectives (Fabos 2005). In spite of lingering questions about the capabilities of students, there is no question that students (and adults) need to develop and practice the skill of critical evaluation of online information.

Both the Standards for the 21st-Century Learner (AASL 2007) and the Common Core State Standards (CCSS 2010) include standards pertaining to the evaluation of information:

• AASL Standards: 1.1.7. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
• CC.7.W.8. Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

ABCD stands for Authority, Bias, Coverage, and Date—four criteria with a specific context for each one. Authority is an evaluation of the authoring individual or group’s credentials and credibility. Bias is an evaluation of the objectivity or opinion inherent in the source. Coverage (Content may be substituted) encompasses relevance, purpose, and scope. Date is a straightforward way of listing the currency of the source.

The ABCD model includes prompts to help students consider each aspect through written responses or discussion. Two versions of the model are shared in this article. There is a simpler version for Upper elementary/Middle school students (see Figure 1) and a more complex version is for Middle/High school levels (see Figure 2).

A lesson concept for this model is to first help students understand the importance of quality sources. The quality of sources is important because these sources are the building blocks for any writing or other communication.

• Before sharing the ABCD handout, generate discussion and have students brainstorm and suggest ways they know they can trust an information source. Then either individually or as a group, help them sort their ideas into lists under the A, B, C, and D.
• Provide student groups with various articles and have them write responses to the prompts as practice.
• Remind students of the ABCD terminology and purpose and have them apply it independently to website sources they find for individual research projects. The ABCD handout can be used at the high school level in several ways:
• Assign students to complete an ABCD chart for a hoax site such as Dihydrogen Monoxide (DHMO) (http://www.dhmo.org/) and discuss.
• Assign groups of students to complete an ABCD chart for two different sites with two opinionated views about issues, such as gun control, immigration, etc., and discuss the indicators of authority and bias. Discuss the potential for bias the two opposing groups identify in one another’s sources.
• Assign individuals one question from the ABCD handout and have each prepare a response for that item from one common article the class can assess for practice.
• Assign all students to search for their individual research topics.

After reviewing the ABCD terminology and purpose, assign students to find both an exemplary website for their topic and another non-example for something related to their topic, but which may be misleading information. After completing the ABCD form for each site, have students write a comparison of the two sites.