Page, R.M., Page, T.S., (2011). Promoting Health and Emotional Well-Being in Your Classroom. 5th Ed.

Canada: Jones and Bartlett Publishers The quality of information on the internet varies from highly credible to very poor. No one regulates the information on the internet and anyone can set up a home page and claims anything. Wrong and misunderstanding information can harm someone or cause people to become worried, distraught, or paranoid. Here are some good questions for evaluating the reliability of information found on Internet sites: Are advertisements mixed with content?. Does it promise miracle cures or unbelievable results?. Does site ask you to give personal information, but not promise to keep it private?. Does site fail to link to other reliable health information?. Does the information on the site contradict what you have learned from a physician or a reputable health organization?. Also be wary of information found on bulletin boards, in chat rooms, in forwarded messages, and in e-mail messages.

Cronin, Blaise (2007). Annual Review of Information Science and Technology. Vol. 41. New Jersey: Information Today, Inc. The internet may be perceive as a major source of low-quality information but Eysenbach et al. (2002) pointed out that inaccurate information was not a problem specific to the Web; they cited findings from other studies in which 76% of the information about oral hygiene from television, 53% from magazines and 12% from newspapers was in fact inaccurate. They also reported that the inaccuracy rates of information about healthy eating in printed sources were high: 55% in free advertising newspapers, 30% in general interest magazines, 17% in health

magazines and 14% in newspapers. This indicates that the problem of credibility assessment of health information is not limited to the Internet; it is also present in other media. When comparing the credibility of the Web with other kinds of information sources, Marton (2003) found that women perceive health care practitioners to be the most reliable source. Books were rated second highest sources were Web-based bulletin boards and chat rooms. Web sites receive slightly higher rating than libraries.

Page, R.M., Page, T.S., (2011). Promoting Health and Emotional Well-Being in Your Classroom. 5th Ed. Canada: Jones and Bartlett Publishers The source of the information is another clue about the reliability of the information. Be suspicious of the organizations or individuals who might profit from the information they provide or who seems to have a particular agenda. Any organization or individual with a vested interest in a particular product or service may present information that is biased toward that particular interest. Reliable health information is based solely on scientific research and information, and not one mere opinion. The information is more likely to be accurate if credible health professionals and health organizations agree with it. Unreliable information, however, is sometimes presented in a way to convince you that it corresponds with established medical knowledge. Headline news and media report of health issues have often been criticized for attributing too much certainty to research findings, for premature representation of findings as break through, and for being alarmist, incomplete, or inaccurate. Be aware of health information that attempts to arouse feeling of fear or anxiety.

Shavinina, Larisa V. (2007). International Handbook on Giftedness. Vol.2. Quebec: Springer inc. The need for critical reading is increased as there is no vetting of most of the information that is posted on Web. Students now, more than ever, need to learn how to judge the veracity of the information they read based upon the dependability and objectivity of the source of the information. Some suggestions in the classroom include looking at websites to learn how to discern reliable information, checking sources of internet sites, learning how to create appropriate websites, and learning how to access reliable journal databases.

Glasgow, N.A., et. Al. (2007). What Successful Literacy Teachers Do. U.S.A.: A Sage Publication Company The biggest problem, when the textbook is no longer the primary source of information, is determining the validity and relevance of information from other sources. A second problem is outright plagiarism as student copy and paste internet information into their papers. The tips here is to extend the potentially limited scope of how content literacy is defined beyond the textbook. Many times when students are asked for their sources, they just say I mostly used the internet, indicating an absence of a human intellect in evaluating sources. How do you quickly find a site on the internet containing useful information related to your classroom unit and at an appropriate grade level? One strategy is to simply use a search

engine or a directory organized for teachers and children, one that also screens out sites inappropriate children. Yahooligans is a directory and a web guide designed for children. Sites are appropriate for ages 7-12. Searchopolis is a directory and search engine organized for students in the elementary grades, middle grades, and high school. KidsClick! Is a directory an search engine developed for kids by the Rampo Catskill Library System.

National Research Council, Et. Al.(1994). Realizing the Information Future: the internet and beyond. Washington, D.C.: National Academy Press Equitable and ubiquitous access provider. Libraries offer access to the network; the equipment, technical support, and software needed to access it; and the information resources available through it. Affordable access. Library experiences with current commercial electronic information services indicates that several services tends to be priced for the institutional or corporate subscriber, and not for the individual user who may have only occasional need for access to a small portion of an information source or database. Network information resource provider. A 1992 journal article* identified some of the database developed by and uniquely available from public libraries: community-

based information and referral files listing government and social services, query files of questions frequently asked by the public. Access to government information. Libraries have long had responsibilities under law and custom for partnering with governments to provide public information. Training and assistance for the public. Unlike most sites for public access terminals, public libraries have trained staff available for consultation and training in the use of the library resource, including electronic information resources. Library as electronic gateway. Libraries of all types have more than 25 years of experience in using computer and communications technologies to link together to share bibliographic information for cataloging and interlibrary loan. Accessibility and interactivity. Digital libraries will be accessible to new communities and a wider-range of user. JOURNAL?? Jones, Steve, Et.Al. (2008). The Internet Goes to College. Washington: Pew Internet & Americal Life Project. Comparing Online Information Searching to Library Use Use Internet more than Library Use Internet and Library about the Same Use Internet less than Library Dont Know 73% 16% 9% 2%

The convenience of the internet is likely tempting students to rely very heavily on it when searching for academic resources. In our own research, an overwhelming number of colleges students reported that the internet, rather than the library, is the primary site of their information searches. Nearly three-quarters (73%) of colleges students said they use the internet more than the library, while only 9% said they use the library more then the internet for information searching. In response to a general question about overall library use, 80% of college students reported using the library less than three hours each week. Students tend use the internet prior to going to the library to find information. During direct observation of college students use of the internet in a library and in campus computer labs, it was noted that the majority of students time was not spent using the library resource online.

Norman, Jeremy M. (2005). From Gutenberg to the Internet: A sourcebook on the history of information technology. Vol. 2. Novato, California: historyofscience.com When we click on a URL, selected from the list provided by the search engine, and download the particular information that we want from sources anywhere on earth without having to leave our computer, it enhanced convenience of consulting the internet over using any physical library, except perhaps the library on the bookshelves of our home or office, is very clear. Of course when we cant find what we happen to be looking for on the web we might not be so enthusiastic. Another difference between book and data is the exponential rate at which libraries of electronic data may expand. One of the most phenomenal accomplishments of the search engines is that they threat all the information on the internet as if it is one gigantic worldwide library. That does not mean that

when a search engine responds to a query that its answer is technically complete for all information on the internet; that may not be possible. It is not the practical goal of the search engine to provide a complete listing of every source that is relevant to all questions. What the search engine is attempting to do is to index as much of the information on the internet as possible, and most important to rank the information it finds in order of relevance to our query so that we can use the most relevant results to answer our question in the way that is best for us. Physical libraries of books, no matter how large, differ from libraries of electronic data in basic ways that have to do with the different roots of information science and information technology. Information science developed as a way of classifying and organizing information recorded in manuscript of print.

Norman, Jeremy M. (2005). From Gutenberg to the Internet: A sourcebook on the history of information technology. Vol. 2. Novato, California: historyofscience.com An early reaction to the explosive growth of the web was the prediction that the internet would someday replace printed books. This concern was partly based in the observation that television news credited for causing a major declines in newspaper readership. So far books have been replaced by web information only to a very limited extent. While the internet has substituted online databases or new cooperative publications such as the previously mentioned Wikipedia for certain classes of expensive but frequently updated books like encyclopedia, and an increasing number of books and other publications are now available on the internet in digital form, the internet, rather than replacing most books with electronics publication, has proven to be a wonderful way to find, buy and sell millions of printed boo