authentic information

Throughout my studies, I have always strived to give authentic information. However, it is not always easy to find credible sources, especially when using digital sources. It becomes challenging to determine which information to use and which not to use because academic bloggers have increased, some of which cannot be trusted. For example, upon searching on a particular topic on Google, it results in many websites where the writers might say different facts about it. Nevertheless, upon realizing that using websites is not fruitful, I have been using academic websites that publish peer-reviewed journals and books. Particularly, my process involves logging in to Google scholar or an online library, searching for my topic, and choosing journals and books that fit my search. This technique has enabled me to locate credible and reliable sources.

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I have found articles and books that are published on peer-reviewed journals credible because peer-reviewed means the information published has been evaluated by multiple experts (Tekian et al., 2017). Also, I find recent articles and books, mainly published in less than five years, credible since they contain recent information, which reflects credibility. On the contrary, I have found sources published on websites and do not have authors. I view such sources as incredible because trusting their information and credibility is difficult if the author is not recognized (McGrew et al., 2019). Besides, those that do not have publication dates are incredible because one cannot determine if the information published is still relevant or not. For example, if I search for total cases of covid-19 infected patients and find an article without a publication date, it could be hard to get the correct number of cases. This is because the information is prone to changes, so a date is essential.

The topic for the argument paper: Diversity and Inclusion

Keywords: Gender, age, sexual orientation, culture, and education.


McGrew, S., Smith, M., Breakstone, J., Ortega, T., & Wineburg, S. (2019). Improving university students’ web-savvy: An intervention study. British Journal Of Educational Psychology, 89(3), 485-500.

Tekian, A., Watling, C., Roberts, T., Steinert, Y., & Norcini, J. (2017). Qualitative and quantitative feedback in the context of competency-based education. Medical Teacher, 39(12), 1245-1249.