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SOC 111 (Fall 2012)
 

SOC 111 (Fall 2012)

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Introduction to the library and research strategies for SOC111.

Introduction to the library and research strategies for SOC111.

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  • Why is it important? Information overload, data smog– too much information can create a barrier in our livesAn IL student is able to: Determine the extent of information neededAccess the needed information effectively and efficientlyEvaluate information and its sources criticallyIncorporate selected information into one’s knowledge baseUse information effectively to accomplish a specific purposeUnderstand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
  • Before we even begin searching and using library resources we need to know exactly what we are looking for.Preparing and defining the information need prior to searching saves time
  • Academic source: Demonstrate that the information you are using has been researched and is information is supported by evidence. Authoritative: identify the qualifications and expertise of the writer. Sourced: credits the origins of information and ideas via reference list or bibliography. Peer-reviewed: other academic or experts in the field have read the source and checked for accuracy, often a panel of referees (journals), or editors (books). Objective: look at topics fairly, does not ignore alternative positions, even if does take a side. Written for academics: target audience usually researchers, students, lecturers, professionals.
  • Peer reviewTraditional system of scholarly communication….Standing on the shoulders of giants….Intellectual property
  • Part of this relies on the source you use
  • Who wrote it? What are the authors’ qualifications? Academic authors are likely to come from a university or institute. Who is the sponsor, owner, finding agency? Just because a person’s name is on a site does not mean they wrote the information on the site and does not mean they truly existIs there a sponsor, owner, funding agency? *Important for online resources* EXAMPLEAre sources listed? Reference list, bibliography, citationsHas the item or writing been peer-reviewed? Editorial board, submission instructions, etc.Who is the target audience? Style of writing, jargon, advertisingWho is the publisher? Academic writing often published by a university pressIs the writing objective? Free from bias, blatantly one sidedWhat is the appearance? Glossy pages, ads, graphs, images, photos
  • Academic sources consider multiple sources of information to get to the big picture. Relying on evidence, logic, research. That is why outside sources are normally considered more valuable. You still want to present your own position and ideas, but your position should be supported by evidence from other sources. Reflective writing may emphasize personal experience, it depends on the assignment. Printed sources: books and articlesQuality over quantity
  • Before we even begin searching and using library resources we need to know exactly what we are looking for.Preparing and defining the information need prior to searching saves time
  • Step 1: Planning for research, topic definition, and information types and sourcesConstruct an argument on how gender stereotyping contributes to inequality in the workplace.Command words: argueAssignment topic: gender stereotyping, workplaceFocus: Argue what? gender stereotypingIn relation to what? inequality In relation to? The workplaceThesis: Gender stereotyping creates inequality in the workplace because it often promotes gender discrimination.
  • How are you going to answer your information need?
  • Survey of college students across the US.
  • Design search: Gender stereotyping, inequality, work place, gender discrimination (keywords) – synonyms?Investigative tools: Databases, library guides, reference sources, library catalogueLocate: Articles using socINDEX, psycINFO, use sociology library guides, use dictionaries or encyclopedias, use the library catalogue to find books.Cross disciplinary, maybe try OCtopus? - Now that we have a search strategy and have identified key words, we are going to locate some resources.
  • Before we even begin searching and using library resources we need to know exactly what we are looking for.Preparing and defining the information need prior to searching saves time
  • Do not trust MS Word or auto-formatting- OK starting point for extracting elements of citation

SOC 111 (Fall 2012) SOC 111 (Fall 2012) Presentation Transcript

  • “Information literacy is a survival skill in the Information Age” (ALA, 1989). SOC 111 Research & Library Skills Roën Janyk Web Services Librarianhttp://www.slideshare.net/okanagancollegelibrary
  • Outline Introduction to Information Literacy Evaluating Academic & Popular Sources  Peer-Review Process Research Skills Key Library Resources
  • Information Literacy• Definition:Information Literacy is the set of skills needed tofind, retrieve, analyze, and use information(ACRL, 2012). “Ultimately, information literate people are those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand” (ACRL, 2000).
  • InformationLiteracy: Steps toSuccessful ResearchStep 1: Defining a topic andplanning for researchStep 2: Information seekingstrategiesStep 3: Critical evaluation ofinformation sourcesStep 4:Reading, examining, taking noteson sourcesStep 5: Citing sources &constructing reference list
  • Step 3: Critical Evaluation of Information Sources Wikipedia is considered an academic source.  False A book found in an academic library (i.e. college, university) is an academic source.  False Sources: True or False?
  • Sources: Do they matter?• Academic sources: Pass through peer review process. Authoritative and sourced. Objective and written for academics. Carry more „weight‟.• Popular sources are often related to general interest and do not require writers to provide research to support their stories.
  • Publication (RegistrationCreation and Certification) Dissemination Manuscript & IP Editor Academic Publisher Library Peer Reviewers Reformulation
  • Research Skills  Step 3: Critical evaluation of information sources Critically evaluate information Criteria and methods of evaluating information resources:  Comprehensiveness, relevance, author, purpo se and audience, accuracy and currency, objectivityIn academia we are looking for sources thatare reliable, accurate, objective, and up-to- date.
  • Source Type ExamplesAcademic Sources Popular Sources  Newspaper Articles Academic Journals  Magazine Articles –Periodicals  Trade Magazines Academic Books  Organizational Profiles –Edited Books –Anthologies  Media Reports –Conference  Reports from Other Proceedings Organizations –Encyclopedias,  Websites (usually) Dictionaries  Grey Literature Published Reports –Institutional Reports –Brochures –Press Releases
  • Periodicals Journals Magazines Academic, profession  General audience al, technical audience  Easy reading May use jargon  Many advertisements In-depth articles  Broad coverage, not Thorough reference list usually in-depth Minimal advertising  Rarely peer-reviewed Peer-reviewed EXAMPLE
  • Academic Sources: Characteristics• Who wrote it? What are the authors‟ qualifications?• Is there a sponsor, owner, funding agency? *Important for online resources*• Are sources listed?• Has the item or writing been peer-reviewed?• Who is the target audience?• Who is the publisher?• Is the writing objective?• What is the appearance? EXAMPLE
  • Evaluating Reputable SourcesIn academia we are looking for sources thatare reliable, accurate, objective, and up-to- date
  • Primary & Secondary Sources Primary Sources Secondary sources Original & direct evidence  Draw from primary sources First hand experience  Use evidence from Historical documents, primary sources interviews, raw experiment data  May comment on primary sources TERTIARY SOURCES Compile, index, or organize  Use primary sources to Sources may have analyzed or construct argument digest secondary sources  Books or articles that Abstracts, bibliographies, handbo provide analysis, critique, or oks. a synthesis from a range of Encyclopedias, indexes, catalogu sources es.Cage, K. (2011). Identifying academic sources. Massey University. Retrieved July 9, 2012 from http://owll.massey.ac.nz/academic-writing/identifying-academic-sources.php
  • Information Literacy: Steps to Successful ResearchStep 1: Defining a topic and planning for researchStep 2: Information seeking strategies Step 3: Critical evaluation of information sourcesStep 4: Reading, examining, taking notes on sourcesStep 5: Citing sources & constructing reference list
  • Example: Construct an argument on how gender stereotyping contributes to inequality in the workplace.
  • Research Skills Step 1: Defining a topic and planning for research Interpret the research question/assignment, define the information need Look for command words  Directing words that tell you what to do. i.e. Evaluate, discuss, comment, critique, analyze, argue Identify the assignment topic  Area of discussion for the assignment. Take the command word and ask “what?” after it. I.e. Evaluate “what”? Argue “what”? Develop a focus (select a specific topic)  Area of the topic/assignment you will concentrate on.  In other words, argue “what”, in relation to “what”? Take your focus and develop a thesis statement
  • Information Literacy:Steps to Successful Research Step 1: Defining a topic and planning for research Step 2: Information seeking strategies Step 3: Critical evaluation of information sources Step 4: Reading, examining, taking notes on sources Step 5: Citing sources & constructing reference list
  • Finding Resources “More than 31% of all respondents use Internetsearch engines to find answers to their questions. However, people who use Internet search engines express frustration because they estimate that half of their searches are unsuccessful” (OCLC, 2002).
  • Gender stereotyping creates inequality in the workplace because it often promotes gender discrimination. Thesis
  • Research SkillsStep 2: Information seeking strategiesDesign your search strategy Develop a question (brainstorming, concept- mapping)  Identify central concepts  Identify key words and synonyms  Identify investigative tools (research guides, other libraries)Locate and gather relevant resources Identify key databases, catalogue, reference works, etc.  Coverage, disciplines, time periods, publication types, etc.  Search expressions & Boolean operators (AND, OR, NOT)  Broaden or narrow your research question
  • Research Skills Keyword searching: typically retrieve more information with less precision  Good for broad or unknown topic areas Field searching: typically retrieves less information with more precision  Good when looking for few results or source son specific topics ; Includes subject searches, title searches, author searches, etc. Too much information?  Examine irrelevant records in search results  Where did your search term match in search results? (Subject, title, etc.)  Use limiters (Boolean, field searching, database limiters) Too little information?  Spelling  Eliminate long phrases or natural language  Use alternate terms, try broadening your terms
  • Function Search Strategy DefinitionNarrow AND Retrieves only records that contain both words NOT Eliminates material you dont want. Careful to not lose valuable info.Broaden OR Retrieves matches for either term, more records. Use with terms with the same meaning. Wildcard Search variations of a word. Use  Colo?r 1 or more symbols within a word  Global (w5) Warming to replace 1 or more letters Truncation Use a symbol at the end of a  Using opera* to search word to replace any number of for operations = opera, operant, opera letters ble, etc.Combine Combine AND and OR in a single search. Divide your terms into units like an equation. Nesting  NO: media AND politics OR election retrieves records that match "media that also match politics" OR retrieves records that match "election.“  YES: media AND (politics OR election) retrieves records that match media that also match either politics OR election
  • NOT AND OR NestingTruncation (University of Idaho, 2012) Creating a Search: Boolean Operators
  • Using Library Resources• Library Databases & E-Resources• Library Catalogue• OCtopus („one-stop shopping‟)• Research & Course Guides• Electronic Journals Listing• Reference Sources• Print Journals
  • More Ways to Find Articles Reference list and article citations, bibliographies – Examine the reference lists of resources identified as being useful, and find other similar resources. Subject headings in databases & catalogue – Terms used to describe resources, controlled vocabulary, assigned by indexers Known authors – Search for other items by same author(s) Books or resources on similar topics – In-person or virtual „shelf browsing‟
  • Library Databases: SociologyFind Articles  Sociology SocINDEX Academic Search Premier JSTOR Social Sciences Abstracts Project Muse Ebrary OCtopus
  • Library Catalogue  Books, e-books, media, journals  Use subject headings, call number browsing, author searches  Limit by location (Kelowna, Online)  Request items from other campuses  Renew items and place holds
  • Example Searches• Database• Catalogue• OCtopus
  • Information Literacy: Steps to Successful Research Step 1: Defining a topic and planning for research Step 2: Information seeking strategies Step 3: Critical evaluation of information sourcesStep 4: Reading, examining, taking notes on sourcesStep 5: Citing sources & constructing reference list
  • Constructing a Bibliography• Also known as a reference list, works cited• List of sources used by the writer of a research paper. Usually listed alphabetical by author‟s surname.• A system used for referring to or locating the sources you have used• Annotated Bibliography: Sources followed by an annotation, a concise critical commentary or summary of the source• Often, bibliographies will include sources you have consulted externally, as well as those you cited directly in your paper. A reference list will often only include sources directly cited in your paper (I.e. paraphrase or direct quote), and not those consulted externally.
  • Citing Sources• Chicago Manual of Style – Online via the Library – In print at each campus library
  • Research Skills: Citing Sources Step 5: Citing Sources & Reference ListsIdentify elements of citation you will need for each itemCite your sources as you go! Try a numerical system for in-text citations Write key author names with notesCompile list of database citations as a working document throughout research processFormatting rules provided style guidesReference list, works cited list, versus bibliographyDo not trust MS Word or auto-formatting
  • Information Literacy:Steps to Successful Research Step 1: Defining a topic and planning for research Step 2: Information seeking strategies Step 3: Critical evaluation of information sources Step 4: Reading, examining, taking notes on sources Step 5: Citing sources & constructing reference list
  • Research Skills  Step 4: Reading, examining, taking notes on sources Interpret and synthesize information  Examine information source, identify source type Look at context, methods, results, discussion, etc.  Think critically: ask questions, examine the context (who did the research, what are the research questions), research methods used, results, conclusions  Verify accuracy Use and communicate information Write objectively (supported by findings, free from influence), concise, formal (formatting according to style)
  • Using Library Resources: Get Help Library Reference Desks – Hours vary, phone, email, or in-person – Citation assistance, research help AskAway – Online, live chat reference service – Open longer hours than library ; Manned by librarians from post-secondary institutions across BC – Chat boxes on website & within databases Library Guides (Guides by Course & Subject) E-mail – Response received within 24 hours Sept – April
  • References• American Library Association. (1989). Presidential Committee on Information Literacy: Final Report. Retrieved July 9, 2012 from http://www.ala.org/acrl/publications/whitepapers/presidential• Association of College and Research Libraries. (2009). ACRL scholarly communication 101: Starting with the basics [PowerPoint]. Retrieved from http://www.acrl.org/ala/mgrps/divs/acrl/issues/scholcomm/docs/SC%20101%20Introduction.ppt• Association of College and Research Libraries. (2012). Introduction to Information Literacy. http://www.ala.org/acrl/issues/infolit/overview/intro• Association of College and Research Libraries. (2000). Information Literacy Competency Standards for Higher Education. http://www.ala.org/acrl/standards/informationliteracycompetency• American Psychological Association. (2009). Publication manual of the American Psychological Association. Washington, DC: Author.• Cage, K. (2012). Reference list vs. bibliography. Retrieved July 9, 2012 from http://owll.massey.ac.nz/referencing/reference-list-vs- bibliography.php• Jefferson Community College, 2012). Information literacy tutorial. Retrieved July 9, 2012 from http://sunyjefferson.libguides.com/content.php?pid=127609&sid=1095964• Mohanty , S., Orphanides, A., Rumble, J., Roberts, D., Norberg, L., Vassiliadis, K. (2009). University libraries citing information tutorial. Retrieved from http://www.lib.unc.edu /instruct/citations/introduction/• OCLC. (2002). How Academic Librarians Can Influence Students‟ Web-Based Information Choices. OCLC White Paper on the Information Habits of College Students. Retrieved from http://www5.oclc.org.ezproxy.okanagan.bc.ca/downloads/community/informationhabits.pdf• Okanagan College. (2010). Academic offenses. Retrieved from http://webapps1.okanagan.bc.ca/ok/calendar /Calendar.aspx?page=AcademicOffenses• University of Alberta. Information literacy at the University of Alberta. Retrieved July 9, 2012 from http://www.psych.ualberta.ca/~ITL/InfoLit%20v.2.0/index.html• University of Idaho. (2012). Information Literacy Portal: Module 3. Retrieved July 9, 2012 from http://www.webs.uidaho.edu/info_literacy/modules/module3/3_6.htm