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Copthall School Feb 2022

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Copthall School Feb 2022

  1. 1. Copthall School http://libguides.mdx.ac.uk/EPQ EPQ Support Workshop Workshops 3, 4 and 5 Feb 2022
  2. 2. In this workshop we will cover.. • Becoming a critical searcher • Break • Searching and recording • Lunch • Academic Writing
  3. 3. • Identify • Evaluate • Select https://www.lisalanierconsulting.com/wp-content/uploads/2014/10/LLC-Evaluation.png AO2: Evidence of detailed research involving the selection and evaluation of a wide range of relevant resources. Critical analysis and application of the resources with clear links made to appropriate theories and concepts. Becoming a critical searcher
  4. 4. Reliable and trustworthy information
  5. 5. Author/Authority https://www.ted.com/talks/ben_goldacre_battling_bad_science
  6. 6. Evaluating information Imagine you are writing an EPQ on the ‘English/London Riots of 2011’. Go to: https://libguides.mdx.ac.uk/Riots Have a look at the 5 items and consider the following: • Which items are the most relevant to your EPQ? • Which items would be no use? • Which items have the most authority? • Which items might have bias? • Which item is the most current?
  7. 7. • Relevance • Expertise • Viewpoint • Intended audience • Evidence • When Published REVIEW your information
  8. 8. Room S107
  9. 9. • Recording • Searching • Streamlining • Need more • Referencing Searching and Recording
  10. 10. http://www.farmmanagement.pro/wp-content/uploads/2015/01/Record-Keeping-620x330.jpg Keep track Assess Referencing Annotated bibliography http://libguides.mdx.ac.uk/EPQ/TeachingMats Why is it important to record your search?
  11. 11. Why reference? • Highlight and back-up relevant points and facts • Avoid plagiarism • Give credit to the author/creator • Reader can locate original source used • Demonstrate that you have carried out lots of research • Achieve a better mark or grade. Adapted from: https://www.citethemrightonline.com/Basics/what-is-referencing AO2: Evidence of detailed research involving the selection and evaluation of a wide range of relevant resources.
  12. 12. http://libguides.mdx.ac.uk/EPQ/Ref Referencing basics http://s3.amazonaws.com/libapps/accounts/5494/images/ref_4.jpg Consistent Accurate
  13. 13. Access our resources https://unihub.mdx.ac.uk/study/library
  14. 14. Online resources Library Search Databases Library Guides
  15. 15. Using Library Search
  16. 16. Library Search: Creating references
  17. 17. Streamlining your search http://www.flickr.com/photos/mike_miley/2614472057/ riot* “civil unrest” http://libguides.mdx.ac.uk/EPQ/SearchTips
  18. 18. Finding newspaper articles https://unihub.mdx.ac.uk/study/library Global Newsstream
  19. 19. Search
  20. 20. Discover more sources
  21. 21. Public Library Resources http://libguides.mdx.ac.uk/EPQ/resources https://libguides.mdx.ac.uk/EPQ/publiclibraryeresources
  22. 22. http://libguides.mdx.ac.uk/EPQ/resources http://libguides.mdx.ac.uk/EPQ/resources http:// Internet Resources
  23. 23. https://scholar.google.co.uk/
  24. 24. http://libguides.mdx.ac.uk/EPQ
  25. 25. Finally - as you carry out research…… • Don’t forget your question • Break your question down • Things might change
  26. 26. Adam Edwards a.edwards@mdx.ac.uk Vanessa Hill v.hill@mdx.ac.uk http://libguides.mdx.ac.uk/EPQ
  27. 27. Lunch break 12:30-13:30 • Stay in room • Library cafe • Quad • Student Union Room S107

Editor's Notes

  • In advance of the workshop Librarian will need to inform Library reception that x number of students will be arriving from xxxx school/college and will be located in room x (in case students get lost). These students will probably need to leave the library for lunch break etc so will need to be let in and out.

    Welcome to Middlesex University and to The Sheppard Library.

    Introductions.

    Before we start some housekeeping:

    No scheduled fire alarms today, so if alarm goes off then evacuate the building as quickly as possible.
    Nearest fire escape is……. But we will lead the way.
    If you need to use the toilet, then the nearest ones are located…….
    One of our Ambassadors can point you in the right direction if you are unsure.
    We have scheduled in some breaks, so if you leave the library, then you will need to ask our library reception staff to let you in and out of the building – our students and staff have swipe cards. Just tell reception which school/college you are from and they will let you in/out.
    We are in room xxxx today, so if you loose your way, just ask someone to direct you back here.


  • Today we are going to cover:

    10:30 Becoming a critical searcher - evaluating information (45 mins)

    11:15 15 min Break

    11:30 Searching and recording – a chance to search our library resources for information (flexible)

    12:30 60 min Lunch

    13:30 Academic Writing (60 mins)



    10:15 Arrival and welcome
    10:30 Workshop 3 (Librarians)
    11:15 Break
    11:30 Workshop 4 (Librarians)
    12:30 lunch
    13:30 Workshop 5 (LET)
    14:30 End - final Questions if any
    14:45 Finish and walk back to school
  • Librarians will need:

    What if Evaluating resources cards 14 black cards, 16 red cards.
    Evaluation worksheet
    Sources of information print outs x 5

    In this workshop we are going to discover how to be a critical searcher, so we will be:

    Learn how to identify reliable information sources
    Develop the skills needed to evaluate information for authority, relevance and quality
    Be able to select quality information to use in their EPQ.

    By the end of the workshop you will have:
    Developed skills needed to evaluate and select the best information sources for your EPQ.

    This will enable you to meet Assessment Object 2 (AO2) by selecting and critically evaluating a wide range of relevant information sources to ensure that you are using the best possible resources appropriately.




  • Good research requires sources of reliability and authority, and for you to demonstrate a critical capacity when selecting sources for your research. To get you thinking about this, we are going to do a quick exercise:

    Ask for two volunteers. Give them the 14 black type cards and ask them arrange them in order of reliability and trustworthiness.

    Or give a black type card to 14 students and ask them to put themselves in order of reliability ad trustworthiness. Hold up various red cards to see if the order changes.

    Approx 5-10 mins.

    Once completed use the red cards to see if the order changes (16 to choose from). For example:
    Blog post - written by Published academic or Political Activist
    Eyewitness testimony – from research active expert or member of the public
    Tweet – by Influencer or leading author
    Website - British Sociological Association or Wikipedia etc.

    Approx 5-10 mins.

    ****************************************************
    Black cards:
    Blog post
    TV documentary
    Book
    Magazine article
    Conference paper
    Newspaper article
    Website
    Encyclopaedia
    YouTube
    Movie
    Eyewitness testimony
    TV news report
    Tweet
    Journal article

    Red cards:
    Fox news (right wing viewpoint)
    The Sun newspaper (sensationalist/controversial)
    Published academic
    Oscar winning director
    Teacher
    Member of the public
    Influencer
    Leading author
    Research active expert
    Political activist e.g. campaigner, politician, councillor, member of political party etc.
    Charity
    The Guardian newspaper (left wing)
    British Sociological Association
    Wikipedia
    www.Gov.UK
    Community group e.g. religious, ethnicity, age group etc.

    *************************************************

    Discuss as a class:

    What effects the reliability of sources of info?
    authority/expertise i.e. why should we trust the authors/creators?
    context e.g. information about riots in another country may or may not be relevant etc
    why it has been written – political gain/persuasion, spread misinformation, financial gain, share facts/knowledge etc
    publication date

    Are there instances when something might be made more reliable? – a blog post on a science topic might not be considered the most reliable source of information, but if it is written by Professor Brian Cox or Stephen Hawking then does this change things?


    What do you want to know about any of these sources when you are making a judgement? Its back to what effects the reliability of sources as already discussed i.e. authority, publication date, context etc.
  • Watch Goldacre video to 2:50 https://www.ted.com/talks/ben_goldacre_battling_bad_science

    Then discuss or get feedback from the class in relation to authorship, authority, publication expertise etc.

    What did you find interesting in Goldacre’s talk?
    How would we apply this to being a critical researcher?
  • Divide class into group

    Hand out worksheet and 5 x items.

    Discuss. No right or wrong answers. All items found by doing a search on English/London Riots.

    Which items are most relevant:
    Item 1 Wikipedia – 2011 England/London riots
    Item 2 Daily Mail – Prime Minister’s response to England/London riots of 2011
    Item 3 Book – English riots of 2011
    Item 4 Website - Opinion following England/London riots of 2011
    Item 5 Academic Journal – Related topic. Community development in relation to black/minority ethnic communities. Refers to2001 riots in northern England cities, but not London/England riots of 2011.

    Which items would be no use:
    Item 1 Wikipedia – No use because its Wikipedia
    Item 2 Daily Mail – Biased to right, but might be useful for right wing perspective
    Item 3 Book – Useful
    Item 4 Website - Very biased, but might be useful to demonstrate extreme religious/pro marriage perspective
    Item 5 Academic Journal – Possibly useful for background information. Off topic (community development in relation to black/minority ethnic communities) and refers to 2001 riots in northern England

    Which item has the most academic authority:
    Item 1 Wikipedia – No. Has references, but a very eclectic mix not as a result of systematic research. We can see who has edited the information if look at ‘View history’ but usernames are not particularly useful – ‘Brown haired girl’, ‘Andy the Grump’ etc – and we don’t know anything about the authors.
    Item 2 Daily Mail – No in text citations or references, probably written with very little research and based on past articles and press releases. Many online versions of newspapers have embedded links within text, but these only link to other online articles by the same newspaper. Newspapers well-known for having bias – right wing in this case.
    Item 3 Book – This book is a collection of essays edited by Dr Daniel Briggs who is an academic expert from UEL. Lots of in text citations used and extensive reference list at end of each chapter.
    Item 4 Website - no academic authority, extremely biased. Includes quotes from prominent political and religious leaders, but context probably questionable.
    Item 5 Academic Journal – written by an executive member of the UK Standing Conference for Community Development – not an academic, but professional expert . Lots of in-text citations and reference list. Peer reviewed journal. Contact details included.

    Are any of the items bias:
    Item 1 Wikipedia – possibility of bias, if information is edited/added to meet someone’s agenda.
    Item 2 Daily Mail – Yes. Right wing.
    Item 3 Book – In theory, no. However, editor has been open about what inspired him to carry out his research i.e. as a response to David Cameron’s speech after riots in which he branded the rioters’ actions ‘criminality, pure and simple’.
    Item 4 Website - Very. Ultra conservative/religious perspective.
    Item 5 Academic Journal – In theory, no.

    Which item is the most current:
    Item 1 Wikipedia – Check website, but last updated on 12th January 2022 at time of typing.
    Item 2 Daily Mail – 16th Aug 2011
    Item 3 Book – 2012
    Item 4 Website - 12th August 2011
    Item 5 Academic Journal – Published in 2003.




  • •Relevance - Is this what I need? Will it answer my question? Is it at the right level?

    •Expertise - Who is the author? What is their knowledge base/qualifications? How have they carried out their research? Where are they working, can they be contacted? Is there any Peer Review?

    •Viewpoint - Is it a balanced view? Are opposing views represented? Are there links to supporting information?

    •Intended audience - What is the purpose of information e.g. financial gain, propaganda, entertainment, academic?

    •Evidence - Is it peer reviewed? Are there references which can be checked to support the information or theories discussed?

    •When published - How old is this information?  Does it need to be up-to-date? When was it last updated and by whom? Do you know what was updated. There is often an explanation of what has been updated in new edition of a book.




  • Make sure students know what room they are in.

    You’ve got 15 mins, so if you want to get a drink, then one of our Ambassadors can take you to the café in the basement of the library.

    11:15-11:30
  • Librarian will need:

    Information record sheet W4
    Logins
    USBs


    In this workshop you will:

    Discover the importance of recording your search results

    Have a go at searching our resources for the information that you need

    Learn how you can streamline your search to make it more effective and focussed

    Discover other places to look for information such as open access resources on the Internet and public libraries if you need more information.

    Why you need to reference the information sources that you use


    By the end of the workshop:

    You should have a range of information sources that you can use in your EPQ

    And be able to reference them correctly
  • Before they start searching………Why is it important to make a record of what you find?

    Discuss.

    Summarise……..click to bring up the summary:

    Keep track of what you have already found even if you think that you might not use it……you might need it in the future……your EPQ might change direction. Good idea to use a ‘Information record’ sheet (Information Record sheet W4). Copies available here in class. You can find this on our EPQ website. URL on the screen.

    Use the ‘Information record’ sheet to assess the value of what you have found i.e. who, what, where, when, why e.g.

    What information does it give you? i.e. what it contributes to EPQ.
    Why might it be useful? i.e. will it answer my questions.
    Who produced the information and why? i.e. authority
    Is the author trustworthy? i.e. authority
    Is the information reliable? i.e. accuracy/misuse of facts.
    Could the information be biased in some way? i.e. written from a particular viewpoint.
    Do you have further questions and things that you need to follow up? i.e. what do you still need to know.

    With experience you will assess information quickly, but you might find it useful to use the Resource Record sheet.

    Recording what you find will be useful for when you write reference list at the end of your EPQ i.e. you have all the information that you need. More about this in a moment.


    Assessing the information that you find and recording this on a ‘Information record sheet’ will help you create an annotated bibliography if you are required to do this.

  • Once you have found information and have used it in your work, we need to think about referencing.

    Ask students why they need to reference?

    Take their feedback and then click to show the info below:

    Using information from books, journals etc in your EPQ enables you to highlight and back-up relevant points and facts that you have made i.e. establish the credibility and authority of your ideas and arguments by quoting, paraphrasing or summarising from the original text.

    Therefore you need to reference to avoid plagiarism i.e. This is when you pretend that someone else’s work is your own.

    By referencing you are giving credit to the original author/creator of information that you use i.e. Distinguish between your own ideas and opinions and those of others.

    You may also be expected to add in text citations when you quote or paraphrase…..so again you need to know where the information came from.

    Ultimately the reference list means that the reader can easily see where you got your information from and shows that you have carried out lots of research.

    Your reference list is important – it will help you achieve better mark or grade. Think back to AO2: ‘Evidence of detailed research involving the selection and evaluation of a wide range of relevant resources’.







  • Your school may have its own referencing style or recommend a style of referencing to use. If not then you can find a simple referencing guide at the URL on the screen. This guide also includes guidance on how to include in-text citations in your work.

    The important things to remember are (click):

    Be accurate. Make sure that you have all the information that you need in your reference to ensure that the reader can find that information themselves if necessary.

    Be consistent. Ensure that you use the same style of referencing throughout your reference list.
  • We have already logged on the computers. If not use the temporary login.

    Open a browser and go to the link on the screen if not already available.
  • These are the things that might be useful:

    Library Search: Use to search for information (books, journals etc) on your topic.

    Databases: Gives you access to specialist collections of journals and other resources in a particular subject area. You can access most of these through Library Search, but searching a specialist resource such as Global Newsstream to access newspapers (more later), might save you time. We can advise you on this.

    Library Guides: Gives you access to our library subject guides. Use these to find what resources are available including websites on a particular subject.



  • We will start off using Library Search and then move on to the other resources if necessary.

    Explain how students can refine their search and see a preview (abstract) of specific items.

    Finally point out how they can save search results and email to themselves later……..useful for their reference list.
  • The other really useful feature is the ability to create a reference using a variety of referencing styles.​

    Harvard is a common referencing style and what we have used in the referencing guid mentioned earlier.

    Explain how they create a reference on Library Search i.e:

    Search ‘Library Search’ to find information
    Click on ‘speech mark’ icon
    A box opens with various options
    Choose ‘Harvard’
    You can then save the reference in a variety of ways including emailing it to yourself and copying.

  • Before you start searching, here is a reminder (if they have previously done ‘Workshop 2: Finding information’) of how you can streamline your search using these two search tips.

    Broaden search using an asterisk* e.g. riot, riots, rioting, riotous etc.

    Refine search using “quotation marks” i.e. search for phrases – words in specific order.

    Both work well on Library Search, but can also be used on the Internet.

    These and other search tips which can be used on the Internet are available on our EPQ LibGuide which you all have access to…….link on the screen.



  • In case anyone wants to find newspaper articles this is how to access Global Newsstream which gives you access to nearly 3.5k full-text UK, European and global newspapers.

    Library Search includes this resource, but useful to search it directly if you are looking for newspaper articles only.
  • Now its time to search.

    Images show how much more arduous it used to be to search for information back in the ‘80s and ‘90s.

    You’ve got 60 minutes so make the most of it.

    Hand out USBs if have been provided by MDX.
  • Next 4 slides to be covered after students have done searching.


    This is a reminder only if class have done workshop 1 (Thinking about resources) otherwise treat as new info.

    Don’t forget to have a look at the list of references or bibliographies that appear at the end of book chapters, journal articles or other sources of information that you find.

    These can provide valuable sources of further information as they will be related to the subject that you are searching.
  • This is a reminder only if class have done workshop 1 (Thinking about resources) otherwise treat as new info.

    Another source of information is your local public library.

    If you go to the link on the screen you can discover what online resources are available in the area that you live, work or study.

    In most cases you will need to be a member pf the library to access their online resources and more information should be available from their websites.

    Public libraries will also provide study spaces which might be useful.

    This is Hendon Public Library btw.
  • This is a reminder only if class have done workshop 1 (Thinking about resources) otherwise treat as new info.

    You may use your school library to find information for your EPQ, but you my also need to do some independent research using the Internet.

    There are many good quality free resources available.

    Have a look at this website. Some of them might be useful for your research.
  • This is a reminder only if class have done workshop 1 (Thinking about resources) otherwise treat as new info.

    One of the free open access resources that you might want to use is Google Scholar.

    Enables you to search for academic journal articles, papers, book chapters etc.

    Not everything is full text.

    Possible to refine your search on the left hand side of the screen.

    Have a look.

  • Reminder:

    EPQ guide has further info on open access resources, search tips and basic referencing.

  • Don’t forget your question: always keep your question in mind as you search, read, take notes, and write. This will help focus your research, thinking and the finished piece of work, enabling you to address the issues rather than ‘talking’ around the topic.

    Break your question down in to sub questions. This will help you find specific information that you need in order to answer the main question and will help guide your research. The sub questions might also help you develop the structure of your written work i.e. sub-headings.

    Things might change: as you carry out your research, you might find that your question changes or evolves, because you are finding out new information which might have an effect on how you think about the topic.
  • You’ve got 60 mins for lunch.

    If you need to buy some food our Ambassadors will be happy to take you to the Student Union where there are a variety of food outlets. This will take you past the café in the basement of the library if you would prefer to stay local.

    Alternatively if you have brought food with you, then there is plenty of seating in the Quad plus a Costa and again one of our Ambassadors will take you there.

    You are also welcome to eat your lunch in this room and continue searching (if doing workshop 4).

    Remember to ask the staff at library reception to let you in and out of the library.

    After lunch we will be joined by our colleague Ruth Bonanza) from our Learning Enhancement Team who will be looking at academic writing skills with you. Ruth Bonanza.

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