Neigh october2012
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Neigh october2012

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  • How you can help them and how they can find you – leads into the ISEMP introduction
  • This can be amended to reflect a specific assignment they are working towards or that information could be added verbally.
  • Student ID and PIN overview
  • This will depend on the group of students and their assignment
  • We could find out all about this using Wikipedia, right? Perhaps start with Wikipedia – to get them to understand where you’re going with this, say “Wikipedia works for day-to-day questions, but why can’t you use just Wikipedia for all your research needs?” You’re looking for them to understand that a single source, regardless of what it is, is not enough for their research, even if it seems to provide all the answers they need…because it’s providing just one perspective, one author’s viewpoint. Facts may have been excluded or modified. You have to use a variety of sources to ensure you’ve got the best information, and the broadest perspective. List potential sources on the screen or on the board – the ones students suggest and you suggest will depend on the research topic
  • Do a quick search for your question, together. Have students look at the first page of results and see if they intuitively know the best from the worst (this can be just by the names of the links and their domain suffixes, or you could pick one or two (one good, one bad) and present the question openly (“Do you think this website is trustworthy, or not? Why or why not? Think about it and then we’ll discuss it.”). You could also do this with preselected websites which you lead students to with links. After the open discussion, present the CAARS/CRAAP acronym to fill in additional considerations. Could also do this in reverse, using the CAARS evaluation tool up front [depends on timing and audience]
  • Do a quick search for your question, together. Have students look at the first page of results and see if they intuitively know the best from the worst (this can be just by the names of the links and their domain suffixes, or you could pick one or two (one good, one bad) and present the question openly (“Do you think this website is trustworthy, or not? Why or why not? Think about it and then we’ll discuss it.”). You could also do this with preselected websites which you lead students to with links. After the open discussion, present the CAARS/CRAAP acronym to fill in additional considerations. Could also do this in reverse, using the CAARS evaluation tool up front [depends on timing and audience]
  • Describe what the Discovery Service is and what it does Library subscribes to 1000s of electronic journals, 1000s of ebooks, tons of specialized databases and we still have lots of those crazy things called books. We have a special search engine that helps you discover what the library has to offer Rather than getting a mixed bag of results from Google that you aren’t sure what the true source is this will help you retrieve results that are appropriate for the assignments you will complete at the College level. Here are mine: learning and multi-taskingg Spell one of the words incorrectly to show the “did you mean” Learning and multi-taskingg Highlight any of the limiters and features you feel appropriate e.g. subject limiters, full-text online, catalogue for books and e-books, etc. Peer Reviewed: Scholarly research or projects.  Illustrations are usually charts and graphs. Authors are authorities in their field. Often professors or researchers. Peer review process is in place where the content of an article is reviewed by one or more experts in the field. Date 2010 Subject – multitasking “ Check for Full Text” show and Regular item Show how to access the full-text and save the information about the article for citing and sharing PDF Download Save E-Mail Citing Citing allows us to clearly direct our instructors and fellow students to the source where we found our information This is key in avoiding plagiarism. We need to give credit where credit is due
  • This page links to the Contact Us page by clicking on the screen shot of Contact Us.

Neigh october2012 Presentation Transcript

  • 1. LRC Resources for Computer Programming StudentsSMART START
  • 2. I AM . . .Melanie ParletteProgram Liaison for School of Engineering and Information Technologymparlette@conestogac.on.ca
  • 3. TODAY we will…• Locate key sections of the LRC’s website• Perform a basic search of LRC resources, narrow our search and create a list of relevant results• Identify the tools we can use to evaluate information sources
  • 4. Off-Campus Access
  • 5. Today’s Research Topic is….• Is there a relationship Facebook use and academic performance?
  • 6. Finding A Source to AnswerYour Question• Where do we begin? • Google • Wikipedia • Other suggestions…
  • 7. Choosing Better Sources • How can you tell trustworthy information (the “better” information) from less-trustworthy information (“worse” information)?The CRAAP Test • Currency The timeliness of the information • Relevance The importance of the information for your needs • Authority The source of the information • Accuracy The reliability, truthfulness, and correctness of the information • Purpose The reason the information exists
  • 8. Let’s begin our search…
  • 9. Just a click away . . .LRC Website Challenge• Locate the library’s Research Help Online (HINT! Check out the Computer Programming guide found under Information Technology). guides, and explain what additional help these guides provide, beyond the EDS tool.• Locate the LRC’s Cite Your Sources (HINT! Check the Cite Your Sources tab on the Computer Programming Research Help guide) page and describe two different resources found there.• Locate and explore Safari Books Online (HINT! Check Books, eBooks and Media tab on the Computer Programming Research Help guide). How might this be useful to students in Computer Programming?
  • 10. Today We…• Located key sections of the LRC’s website• Discovered tools we can use to evaluate resources to ensure they are of good quality• Performed a basic search of LRC resources, narrowed our search and created a list of relevant results
  • 11. HELP AT THE LIBRARY instant messaging information service email or phone
  • 12. FEEDBACK