How to use this site

Sitemap - layout of the web site
How the links are organised
Tips and techniques when using the web

Organising the Links

This site enables you to explore the issues surrounding Jabiluka through a variety of hyperlinks (here referred to as 'links') to other sites on the World Wide Web. You access these links by simply clicking on their URL or 'web address'. Though you may find many of the same links by using a browser and search engine, it is a something of a 'scattershot' approach which can cause considerable confusion and delay. The purpose of this site is to provide you with a structured overview which allows you to directly enter the topics and subtopics at various levels.

The links for this site have been carefully grouped in two ways:

• as a graduated set of exercises (Exploring Jabiluka: guided tutorial)
• as themes (shown as boxes on the side menu)

Organising the Links - A guided tutorial

The section "Exploring Jabiluka" is a graduated set of exercises which help you to gradually gain expertise and confidence with the issues at your own pace.

This approach to grouping the topics resembles a guided tutorial. You are asked to look at the various sources, examine the agreed 'facts', define key concepts and examine key issues in a systematic (though hopefully painless) way. Again, do not be surprised if you find the same link repeated from one stage of the 'tutorial' to another.

Go to "exploring Jabiluka" to begin the tutorial.

Organising the Links - As themes

The second method clusters the links under separate headings, as in the side menu. You are strongly recommended to complete the guided tutorial before going on to this thematic section.

The thematic headings mirror the those of CUC101 (North Australian Studies) and can tie in with any of the lecture, tutorial or essay topics of the unit.

For example:

• Indigenous rights over mining at Jabiluka could be used in an essay or presentation on the case for NT Statehood and of constitutional issues.
• The case for another uranium mine could form part of the theme economic development and also implies a view of atomic energy.
• The proposal to put another mine within the confines of Kakadu challenges the images of the Park as a pristine wilderness (see lectures on landscape and literary representations of North Australia).

You have only to use your own imagination to build on these examples for other topics. You should, however, always try to tie together more than just one or two of these themes. Jabiluka is an issue where many interests, perspectives and disciplines overlap, merge and collide. Do not be surprised, then if you sometimes find the same link in more than one of these clustered 'zones' in the side menu.

The 6 themes are grouped into one of three primary levels of interest:
(a) local
(b) national
(c) global.

Have a look at the conceptual site map (below) to access the topics and to see how they are grouped. Click on one of the circles to access both the topic and the level of interest. Note that the circles are divided into local, national and global components each which take you to different sections of the resource pages.

Conceptual Sitemap - Decision to Mine Jabiluka

Tips and techniques for evaluating web sites

taken from Information Skills materials put together by NTU Library staff

Because the materials found in these various web sites can vary widely in use of evidence interpretation, the following tips are offered:

• Scope and Accuracy
  What sort of information is covered?
  Is it comprehensive and well researched?
  Does it give references or links to other sources of information on the same or related topics?
• Currency
  Is the information up to date, recent?
  Check for any date information.
  If there is date information - it is the date of publication, the date it was put on the web or the date of the website's last update?
• Authority
  Who is the author?
  Is the person an expert in this field?
  What qualifications does she/he hold?
  Does he/she work for an academic institution or an institution known for research and study on that topic?
• Target audience
  Who is the information intended for, and what level is it pitched at - primary, secondary or tertiary students or the general public?
• Aim of the author/publisher
  Does the author have a particular bias?
  For example, information from a beef products company is not going to present information which is pro-vegetarian lifestyle.
  Check for balance in the information presented - are other views, other information or links to other sources presented?

You may like to refer to: http://www.ntu.edu.au/library/is_5.html (evaluation of web resources) for more information on tips using the web.