Ser capaz de evaluar la información por su autenticidad, corrección, actualidad, valor y sesgo. También, ser capaz de evaluar los medios por los cuales se obtuvieron los resultados para poder asegurar que tu planteamiento no produce resultados equívocos o incompletos.
No se trata sólo de que el recurso parezca responder a la pregunta, sino si es intrínsecamente digna de confianza.
Ejemplos:
- Utilizar el conocimiento previo del autor, editor literario, serie, editorial.
- Examinar.
- La relevancia para el problema/cuestión/tarea entre manos.
- Adecuación del estilo a los usuarios.
- Disponibilidad de índices, notas, bibliografía, ilustraciones, multimedia, etc.
- Autenticidad y origen.
- Autoría (propiedad, reputación, cobertura, ámbito).
- Sesgo o punto de vista.
- Tasa de error/corrección.
- Propósito/audiencia.
- Actualidad/oportunidad.
- Consistencia.
- Diseño (producto, presentación y distribución).
- Organización/navegación (facilidad de uso).
- Acceso y uso (documentación, accesibilidad, comparación con otras fuentes).
ABELL A, ARMSTRONG C, BODEN D, TOWN JS, WEBBER S, WOOLLEY M. Alfabetización en información: la definición de CILIP (UK) *. Boletín de la Asociación Andaluza de Bibliotecarios [Internet]. 2004;77(Diciembre 2004):79–84. Available from: http://www.aab.es/pdfs/baab77/77a4.pdf
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