Though there are many positive arguments for the Web and a general consensus that Web usage skills need to be taught to students, there is opposition by schools, businesses, and even the everyday user. Some argue that the Web has a negative effect on the research process and information skills of a student. Eisenberg (1997) and Manley (1998) claim that the Web contains too much 'trashy' information to be reliable and that the ease of publication provides for an encouragement of 'pseudo-science,' not valid science and facts. Other opposition stems from those who believe that the Internet is a 'fad' and does not require serious academic merit (Hatfield & Erbeck, 1997). Serious concerns have been raised about the students treating the Web as an entertainment tool that puts information into heads, causing information overload, not information synthesis or reflection (Neuhaus, 1996). However, students are using the Web, and educators are responsible for leading them towards using it well.