SES1942 March 2022
Better than Google
In this workshop we will look at..
Example marking criteria
• Introduction: A clear rationale for the topic. 10%
• Discussion: Content relevant and informative, applying
depth of knowledge and understanding. 20%
• Conclusion: Clear conclusions from the literature. 10%
• References: Reference to sources including directions for
further study. 10%
• Presentation: Clearly presented with limited spelling and
grammatical errors. 10%
• Workbook: Complete workbook with good understanding of
content demonstrated. 40%
Click on ‘Sign-in’,
University’ and use
your university email
address and IT
Signing-in enables you to access full-text
material, check your library record, create
lists, save searches and create alerts.
Sign-in to Library Search
Library Search – have a go
• Go to Library Search
• Search for a journal article about the effects
of drugs on sporting performance
• Article must be:
• From a peer reviewed journal
• No more than 5 years old
• Create a Harvard Reference and copy
• Add reference to: https://padlet.com/HendonMDX/SES1942
MyUniHub > MyStudy > MyLibrary > Library Search
Post reference on Padlet
1. Go to
2. Type your
name here and
Google vs Library Search
• Easy to use
• Information bubble
• Search results sponsored
• Any source
• Pay for access
• Easy to use
• Finds information
• Search results by relevance
• Quality sources
• Free access
• Highlight and back-up relevant points and facts
• Demonstrate that you have read widely
• Give credit to the author/creator
• Achieve a better mark or grade
• Reader can locate original source used
• Avoid plagiarism.
Adapted from: https://www.citethemrightonline.com/Basics/what-is-referencing
Cite Them Right Online
myUniHub > My Study > My Library > Databases > C
Moller, V. and Waddington, I. (2015) Routledge
handbook of drugs and sport. 2nd edn. London:
Library Search reference
Cite Then Right reference
Moller, Verner. & Waddington, Ivan., 2015
Routledge handbook of drugs and sport. 2nd ed.,
Using Cite Them Right Online: Books
Referencing top tips
• Create references using Library Search
• Use Cite Them Right Online
• Be consistent
A ‘Referencing basics’ guide is available to download from:
• Go to https://libguides.mdx.ac.uk/Drugs
• Have a look at the 5 items
• Which item has the most authority and why?
Check that you are the host so that you can manage breakout rooms.
Workshop aims to help students find information for assignments.
This presentation will be available on MyLearning after all the workshops have been run.
(SES1942 – Professional Skills & Work Based Learning @ Watford)
This is what we are going to cover in workshop:
How you can develop an effective search strategy by identifying keywords and other search terms to help you find information, refining your search and some search tips. This will be useful for this coursework, but also in the future when you need to find information for other assignments.
How to find and access books, journals and other sources of information using Library Search
How to create references for the information sources that you use in your academic work.
Evaluating the information that you find for reliability i.e. how to be a critical searcher.
Some of the skills that they will learn will also be useful in your everyday life. Throughout our lives it is important to know how to find accurate and reliable information that we can trust, as well as evaluating the information that is presented to us, for example on social media.
Useful to look at the marking criteria as this gives them an idea of how they can get the best marks and how the library and library resources can help them.
This is the marking criteria for the literature review for students studying SES1501, but is indicative of how marks are distributed.
Assignment marking criteria for their literature review:
Introduction: A clear rationale for the topic. 10% Highest marks for outstanding discussion and justification of topic selected.
Discussion: Content relevant and informative, applying depth of knowledge and understanding. 20% Highest marks for excellent and well informed understanding of theories and concepts involved. **Therefore need to research well to find out about theories and concepts. Students need to find at least 5 references**
Conclusion: Clear conclusions from the literature. 10% Highest marks for lit review that is tightly structured, logical and draws coherent conclusions to the topics covered. **Make use of the LET. They should have had a session with the LET or they can make one to one appointments**
References: Reference to sources including directions for further study. 10% Highest marks for broad and relevant readings, examined and used selectively in the work. **Use library resources to find the best journal articles. Use Cite Them Right Online to reference and cite information sources correctly. Also get help from the LET to learn how to cite/use information in the work**
Presentation: Clearly presented with limited spelling and grammatical errors. 10% Highest marks for work that is very well expressed and shows understanding of content with limited spelling and grammatical errors. **Get help from the LET**
Workbook: Complete workbook with good understanding of content demonstrated. 40%
First of all we’ll be looking at search terms i.e. the keywords that you use to search for information whether using library resources at Uni or on the Internet to find information for your non-uni life. It is important to think carefully about the words that you use, as these can make all the difference when searching for information. If you don't use the right language or words, then you won't find what you need i.e. using meaningful words is essential too describe what you are looking for. You will need to think beyond the obvious keywords i.e. the words that appear in your essay title or project brief, to ensure that you find as much information as possible. Using a range of quality search terms will enable you to find information which is relevant. To get you thinking about keywords and how you can use them to describe something, we are going to do a quick exercise (describe what will happen): Students will be allocated to a breakout room in groups of c3.
In the breakout room, each group should think of a really famous person and come up with 5 words (not phrases) to describe that person. I’ll show you an example in a moment.
Each group needs to nominate a spokesperson to share their keywords with the rest of the class when they return to main room.
The idea is to make is as easy as possible for the rest of the class to guess who your person is – if they guess straight away, then you have chosen good keywords to describe them.
They will have 5 mins for this task. **************Before you start breakout rooms show our example and see if the students can guess who it is – next slide***************
And this is who my famous person is, if you didn’t already guess. – Marcus Rashford, Man United and campaigner for food parcels for school children not able to access free school meals during pandemic.
Ask class: What other words could I have used to help you guess the sports personality?
Philanthropist Children Meals Lockdown England Hampers Poverty FareShare – food waste charity who MR teamed up with to deliver meals to children in greater Manchester who were no longer receiving free school meals. MBE (Member of the Order of the British Empire) Charity Forward – playing position in Man United Hunger Homelessness Activist/Activism Start exercise:
Set-up breakout rooms and allocate students (c3 per room).
Remind students that they can ‘Call you for help’ when they are in the breakout rooms
After about 5 mins ‘Broadcast message to all’ to say room will be closing in 1 minute, then ‘close all rooms’ – students should see a 60 second countdown in their break out rooms. When everyone back in main room:
Librarian shares whiteboard – to enable students to write on whiteboard click on ‘More’ in toolbar at top of screen and select ‘Enable annotations for others’.
Ask each group spokesperson in turn to type their 5 keywords on whiteboard – In order to write on presenter’s whiteboard, students will need to go to ‘View options’ (near where it says ‘You are viewing xxx’s screen) in the task bar at top of screen and select ‘Annotate’ and then choose the ‘Text’ option from the whiteboard toolbar.
Everyone tries to guess who your famous person is.
If class does not guess the famous person, then spokesperson tells us who the person is and then class discuss what keywords might have helped them guess the famous sports star.
Move on to next group. Repeat. Alternatively ask them to type the keywords in to chat and librarian copies on to whiteboard – when in the Whiteboard ‘Chat’ disappears, so click on ‘More’ in toolbar and then ‘Chat’. It will then appear in a small box on screen. Alternatively, don’t share whiteboard and just ask spokesperson to type their 5 words in Chat. Before we move on to the real thing, reiterate the importance of thinking about keywords when searching. The better their keywords, the better the search results.
I’m using ‘Effects of drugs on sporting performance' as a generic topic to get them thinking about keywords.
Explain the following - things to consider:
Concepts: Try and break your topic down into a small number of concepts i.e. Drugs, sporting performance.
Keywords: Synonyms/alternative words, different spellings (e.g. British/American English e.g. football/soccer), related topics, detail (focus), broader subject, acronyms etc. You might find it helpful to brainstorm your topic. Example on the screen.
What do you need to know? Think about what sort of information you need e.g. theories, stats, facts etc. The type of information sources that you use, will depend on the type of information that you need, so consider where best to find the information:
Where from? Think about where you can find the information that you need (students need to find 5 + books and journal articles for their literature review) e.g. Books: Are good for introducing a subject, providing background information and an overview. They are also edited for quality and accuracy so are reliable. The authors will have used loads of references to other books, journal articles and research to support what they say in the books. However they may not be detailed enough for your needs and information might be out of date as it can take quite a while for a book to be published, so make sure you check the publication date or edition. Many books that the library provides are available electronically, so you can access these from home via Library Search. The library also holds loads of print books.
Academic Journals: A regular publication containing substantial articles on a particular academic subject area. You will all be familiar with magazines, which are published every week or month – academic journals are the same, but much more scholarly. They are good for providing access to the latest academic research critically reviewed by experts, which means that they are edited for accuracy and quality. This is called peer review. There are usually lots of quality references at the end of each article for you to follow up. This makes them trusted sources of information for your assignments as you can see where the authors got their information from. The articles will be very focussed and specialist. Most journals in your subject area are available electronically so you can access them from home and read the articles online via Library Search.
Other types of information sources include (not suitable for literature review): Websites: great for finding up-to-date information quickly, but may not be the best source of information as often no editorial control. Magazines: Again great for current information and keeping up-to-date with your subject area, but articles often brief, lack references, no author and generally include advertising. Not really suitable for academic work. Newspapers: Not considered as academic sources of information, but sometimes useful to find case studies, or background information on certain topics e.g. doping/drugs in sport.
*****Ask students to go to Padlet: https://padlet.com/HendonMDX/SES *****Also type in Chat.
Possible words below as a prompt: Effects: Impact, influence, results, repercussions, consequences, ramifications
Drugs (alternative words) e.g. stimulants, doping, sports medicine
More detail (narrower): Types of drugs: anabolic steroids, caffeine, human growth hormones, testosterone, diuretics, insulin, dietary supplements Specific sports e.g. athletics, football, running etc Gender/age Events e.g. Olympics Geographic e.g. country/region Side effects, health, psychological impact Testing
Broader subject: Ethics, law, corruption, drug abuse, athletes' health etc
Acronyms/Abbreviations/Initialisms – PED (Performance enhancing drugs), IOC (International Olympic Committee), WADA (World Anti Doping Agency)
You can access library resources and services by logging on to MyUniHub > MyStudy > MyLibrary.
Your Literature Review is 1000 words and must include a suitable list of at least 5 references (Text books and journal articles only).
We are going to concentrate on using Library Search to help you find the information that you want. You will be introduced to other ways to find information in your 2nd and 3rd year workshops.
Library Search is our resource discovery tool which allows you to search all of the resources located in the library, but also available online. Beside books and journal articles, you can also find newspapers, magazines, conference papers and lots of other resources.
Its very easy to use, but remember to sign in first as this allows you to do lots of things including:
Access online books and journal articles and other full-text resources Save items to ‘Favourites’/Create lists for future reference. Good practice, so don’t lose good items that you have found. Save searches and create alerts Request items that are only located in the library and not available online.
Guides on using Library Search are available at the link on the screen including: basics, extras, finding books and finding journal articles.
Enter your keywords (search terms) into the search box and click on the search icon. At the moment Library Search will search for electronic resources only unless you choose to search everything - print and electronic – when you enter your search terms in the search box. If you choose to search everything, then you will find print books and journals. Refine your search by using some of the options on the left hand side of the screen. For example you can refine your search by: Type of resource, so if you just want journal articles, select ‘articles’ under ‘resource type’. If you are searching for journal articles then you might want to limit your search to ‘Scholarly and peer reviewed’ (one of the options on the left). Discuss Peer Review. Limiting by ‘publication date’ might also be useful. As you search, you can also save items to your ‘Favourites folder’ which is located at the top right of the screen. You can only do this if you have signed in. The other really useful feature is the ability to create a reference –more about this in a minute (slide 12).
Search tips on next slide.
Run through these search tips which work well on Library Search.
swim* ……..Truncates your search by finding everything which contains the same bit of a word e.g. swim, swims, swimmers, swimming etc
“Physical education”……….Allows you to search for a phrase i.e. where words appear together and in a specific order. This is particularly useful if words are quite common.
*****More search tips at the URL on the screen which can be used when searching the Internet*****
The other really useful feature is the ability to create a reference (important for next exercise) using a variety of referencing styles.
You will be using Harvard.
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. For the purpose of the next exercise you will need to ‘copy’ the reference.
Students are now going to have a go at searching Library Search using one of the topics– effects of drugs on sporting performance.
In order to encourage the students to use the refining tools they need to find a journal article which is: Peer reviewed No more than 5 years old
Then students need to create a Harvard Reference. Remind students to copy the reference as this is going to be posted on a padlet – link on screen.
In case they have not used Padlets before, instructions on how to do this are on next slide or you can demonstrate this.
Leave this slide up whilst they are searching Library Search, so that they know what to do.
Allow about c15 mins for the exercise.
Display Padlet on big screen and discuss references (include LET tutor). Things to consider:
Is it a journal article? Is it relevant to topic? Less than 5 years old? Available online?
Familiar and easy to use but can find too much information of varying quality
Search results can be manipulated….information bubble…..search engines like Google start to learn what you are not interested in, so stop showing you some search results which you are not interested in……therefore you can find yourself in an information bubble.
Search results sponsored…no accident that Wikipedia, Amazon etc at top of search results
Searches for info from any source
Pay for academic information
Easy to use and will finds lots of academic info which is not freely available on the Internet.
Designed to find you information: up-to-date, focussed/specific
Search results by relevance
Searches quality resources e.g. Peer reviewed journal articles, conference proceedings , research etc
Free access to full text i.e. Information not freely available elsewhere
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:
Highlight and back-up relevant points and facts that you have made in your assignment (i.e. establish the credibility and authority of your ideas and arguments) by quoting, paraphrasing or summarising from the original text.
Demonstrate that you have read widely on the subject by providing evidence of your research
Give credit to the original author/creator i.e. Distinguish between your own ideas and opinions and those of others.
Achieve a better mark or grade: marks are often awarded for the accuracy of your references.
Enable the reader (your tutor) to locate the original material you used.
Explain that although we can create Harvard references on Library Search, the references will need to be slightly tweeked to make them perfect. To do this they need to use Cite Them Right Online.
Explain how it works and how to access it. Cite Them Right doesn’t create references for you, but shows you how to reference loads of different types of information sources.
*******There is a referencing exercise in their ‘module workbook’ (mentioned on slide 1), which they need to carry out in their own time. Cite Them Right will help them complete this referencing exercise. As part of this exercise it will be useful for them to look at the ‘Basics’ section of Cite Them Right.********
Next slide shows example of the small changes that they might need to make to references created on Library Search.
Bits that needed changing are highlighted in colour.
Create references using Library Search Use Cite Them Right Online to make them perfect Be consistent – make sure you use the same referencing style (Harvard) all the time.
There isn’t time to go in to too much more detail about referencing in this workshop, but there is an exercise in your workbook which includes referencing to complete in your own time.
There is a link on the screen where you can find a Harvard referencing guide on the screen – Referencing: The basics. I have also sent this guide to Hannah the ML and it should be available in your module area.
Also refer to referencing and plagiarism guide – URL on screen.
Finally it is important to evaluate the quality of the information found. It is easy to find information, so it is more important than ever to make sure what you select is good.
The subject of the 5 items is drugs in sport – they are very broad, but this exercise is more about the types of information sources, then the actual content of the information sources.
Students will be divided in to breakout rooms – ideally no less than 3 students per room. Explain that in groups students need to look at the 5 items about Drugs in sport and decide which one has the most authority and why. Before you put them in to breakout rooms, check that they understand what authority means i.e. reputable authors, well written, references etc. Add link to Chat so that students can copy it: https://libguides.mdx.ac.uk/Drugs Divide students in to breakout rooms After c15 mins close rooms Take feedback/discuss. Assuming first group choose the academic journal article as having most authority, then ask subsequent groups what was wrong about the other items. Share screen to show individual items if necessary.
****************If time is running out then skip this exercise and go to next slide and give overview of how to evaluate information*********************
These are the four items with some pointers: Item 1 Wikipedia: Good overview Lots of references, but eclectic mix. Can see contributors if click on ‘View history’ (top right) but authors often use pseudonyms such as Ochonfucious, Tobby72, Coturnix2020 etc Can click on contributors names to see a profile, but not useful. No idea of who they are and what they do/know etc Last updated 3rd Jan 2021 at time of typing.
Item 2: Webpage (How stuff works): Know who the authors are, but not given any information about them even if you click on their names. Advertising No references or though occasional link to source which doesn’t take you to the source. ‘How stuff works’ is not a specialist source. No publication date, although website is dated 2021. Easy to read – useful for general information, but not an academic source.
Item 3: Guardian newspaper article: Left wing paper so some bias. Author (Sean Ingle) is the Chief Sports Editor, although this might not mean that he is a sports expert. The article is well written, but not academic in its tone. There are quotes used in the article from various experts/significant people, but no in-text citations. No reference list or bibliography. Dated 9th July 2018. Not an academic source.
Item 4: Journal Article: Reputable, academic source-British Journal of Sports Medicine Dated 14th March 2014, so a few years old. Contact details, plus we know where the authors work. The paper is well written. Citations, cross-references, expert sources etc. Lots of references. Peer reviewed. Authors are open about contribution, competing interests and patient consent etc on page 7 (top).
Item 5: OUPblog: Know ow who the author is and biographical information at end of blog post. No in-text citations as such, but cross references to other sources including ‘How stuff works’ webpage (above) and some journal article abstracts. No reference list. Dated 29th July 2016. OUPblog is published by Oxford University Press, so a fairly good source. Possible to leave comments/give feedback. Easy to read – useful for general information, but not an academic source.
Authority : Who is the author? What is their knowledge base/qualifications? How have they carried out their research? Can the information be supported? Another witness or further information from a different source. Is there any peer review?
Relevance : Is this what I need? Will it answer my question? Is it at the right level?
Intent : What is the purpose of information e.g. financial gain, propaganda, academic etc?
Currency: 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.
Finally as a student at Middlesex University you have free access to LinkedIn Learning, a website packed with video tutorials and courses covering business, technology and creative skills. With more than 5,000 courses taught by industry experts—and more added every week—LinkedIn Learning is designed for all levels of learners, and it’s available whenever you’re ready to learn.
Example of how it might be useful: Might want more help using Word or Excel. Later on in their programme they will probably need to use SPSS (Data analysis software) which is also covered on Linked In learning.
In addition there is employability tutorials including presentation skills, CV writing, interview skills, time keeping etc
Plus wellbeing tutorials e.g. relaxation techniques. The LinkedIn Learning app, means that you can also view courses from your mobile device, so you can learn on the bus to uni. Go to our LinkedIn Learning Library Guide (link on screen) to discover how to activate your account, connect it to your LinkedIn profile, showcase your learning to future employers and network with your peers. Find out more at the link on the screen. You can watch a You Tube video all about LinkedIn Learning at the URL on the screen.
More information about the range of resources available on the Library Subject Guide plus lots of useful online guides e.g. how to search for information on Library Search etc.