Dierks Bentley, “Up On The Ridge” (2010)








Dierks’ video was right in the middle of a vampire vogue, with Twilight, True Blood, and other productions following up on Buffy and her effort to make vampires sexy again.

This shows that his work was CURRENT, the first term in the CRAAP test. (this is a link to NC State Library guide)


Currency  – CADILLAC SKY are lampooned in this report – “Cadillac Sky to Release Vicious Birds of Prey Instead of Soloing” is this group current any more?


Relevance: You may have trouble finding relevant sources that are reputable – for instance, there is little to no scholarly discussion of contemporary mandolin instrument building in academic writing. So, for your niche topic you might have to find analog situations – for instance, if you are interested in banjo making, try looking into violin-making or guitar making, to areas where there HAS been more writing.


Authority –  “Old-Time Music Permanently Revokes All Song Titles — Retroactive ruling rids genre of baffling, pointless nomenclature”
– What is the authority named here?

– How might we verify the authority of this “authority”?




Accuracy –  “Curtis McPeake Verifies $85K Pre-War Banjo Using Taste, Smell “This is the real McCoy,” says expert appraiser

– Well, how might we prove that McPeake does NOT test banjos this way?



Purpose – What is the goal of the author/production team? Consider bias.
Example: a List of awards from IBMA
– What is the purpose of the IBMa awards list?
– What differences do you notice in the male/female awards list?
– Is there a commercial motive in this kind of listing?



Another test – SMELL – similar, but to me it seems more useful for debate.
S stands for Source. Who is providing the information?
M is for Motivation. Why are they telling me this?
E represents Evidence. What evidence is provided for generalizations?
L = Logic. Do the facts logically compel the conclusions? (internal AND external)
L is for Left out. What’s missing that might change our interpretation of the information?



In Groups: re-evaluate one of the sources that someone in your group used in their discussion post and point out how they may or may not meet criteria for one letter of the SMELL test. explain to the class – the one source, and 1 (or 2) criteria it DID or DIDN’T meet.











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