Critical evaluation of information – Generic Window

In my previous post, I outlined the crisis of credibility that has beset scholarly information. In this post I present the first in a series of posts explaining the GeSTE windows model for the critical evaluation of information (Lupton 2008, Lupton & Bruce 2010).

The GeSTE windows is a way of seeing information literacy as Generic, Situated, Transformative and Expressive (see Figure 1). The GeSTE windows form a hierarchy of increasing complexity with the Generic window at the base (i.e. simplistic) and the Transformative and Expressive windows as the top level (i.e. complex).

Screen Shot 2016-06-02 at 2.21.03 PM

Figure 1: GeSTE windows

The Generic window for information literacy is the most simplistic as it deals with generic skills and processes (see Figure 2). Ways of working with information are seen as transferable and decontextualised. Information is seen as external (out there to be found), objective and codified. Information is found by using search strategies and following the stages of a research process.


Screen Shot 2016-06-02 at 2.16.48 PM

Figure 2: Generic window


Information is critically evaluated using surface signs such as currency, authority, bias and provenance. This approach is commonly seen in checklists such as:

It was always intrigued me that these checklists became popular with the advent of the World Wide Web. It seems that suddenly people became worried about the trustworthiness of information when they no longer could rely on traditional publishing to filter their information for them. The trouble is, we should be actively evaluating all forms information, not just web-based information.

The checklists are an OK place to start, but they are overly simplistic. For instance, when researching the Australian drop bear, you might find this website from the Australian Museum. You might also find the article Indirect tracking of drop bears using GNSS technology’, written by Dr Volker Janssen, an Honorary Research Associate from the University of Tasmania and published by Australian Geographer, a reputable journal. If you were to apply the basic internet sources checklist you might conclude that these sources contain accurate and reliable information. But you’d be wrong :-).

12 responses to “Critical evaluation of information – Generic Window

  1. Hello! I would love to talk more with you about your model. I too believe that the need for evaluation diminishes with carefully constructed search. t

    • Hi Deb, thanks for your comment. The model covers information that is found by any means – not just via searching. I think as you read the subsequent posts on the full model, you’ll find that carefully constructed searching might be applicable to the Generic window, but not for the Situated, Transformative and Expressive windows. I’ll be interested to hear your thoughts!

      Mandy 🙂

  2. Pingback: Critical evaluation of information: GeSTE windows overview | inquiry learning & information literacy·

  3. Pingback: Redesign of unit | Inquiry Learning·

  4. Pingback: Analysis & Recommendations | Inquiry Learning·

  5. Pingback: Analysis and Recommendations – Seek, Learn, Blog·

  6. Pingback: Analysis and Recommendations – Understanding Inquiry·

  7. Pingback: Final Reflections 2 | An Inquiry Journey·

  8. Pingback: Analysis & Recommendations – Tour de Inquiry Learning·

  9. Pingback: Utilising Prior Learning – The Good Teacher·

  10. Pingback: Reflecting on Personal Understandings – The Good Teacher·

  11. Pingback: Questions and Questioning Frameworks – Linking Learning·

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s