A more interactive approach that encourages users to develop critical-thinking skills would provide lasting value, while preventing them from becoming dependent on these portals for the correct answers. Developing other approaches requires a firm understanding of how students currently use the Internet for research. Consider the results of an informal questionnaire distributed by Angela Weiler in 1999 at SUNY College of Agriculture and Technology, Morrisville, NY. In response to a question asking how students would ascertain if online sources were accurate enough to be considered “a good source of information,” 29% said they accepted Internet information regardless, with only 34% considering additional verification important [5]. These startling results confirm the importance of further study to provide specific information about.
