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3rd year Maths Session 1 Oct 2021
- 1. https://unihub.mdx.ac.uk/study/library Maths 3rd year Session 1 Oct 2021 Information skills for research
- 2. In this workshop we will look at.. • Resources • Keywords • Evaluating http://www.powerfulinformation.org/objects/pi/OverloadCartoon2.jpg
- 3. Marking scheme MSO3130 Presentation report mark Scheme • Within the report the student communicates, discusses, and motivates the presentation topic extremely well and demonstrates an understanding and clear appreciation of the key concepts. • Use of language is accurate and appropriate. • All resources used are referenced accurately. MSO3130 Presentation Mark Scheme • Oral presentation is excellent, well-paced, clear and confident, and does not pause. • Timing is excellent.
- 5. Newspaper Company/Market research report Friend Encyclopaedia Lecturer Magazine Standards Librarian Subject Dictionary Google Statistics Thinking about resources Blog Academic Journal YouTube Wikipedia Wikianswers Charity Website Textbook Handout from class Government website Conference proceeding Company website
- 6. Access Library Resources MyUniHub > MyStudy > MyLibrary
- 7. Find out more MyUniHub > MyStudy > MyLibrary > MySubject Library Guide > Computing Maths & Engineering http://libguides.mdx.ac.uk/MathsStats
- 9. Developing a search strategy • Topic • What? • Where? • Keywords Improving your search: https://libguides.mdx.ac.uk/MathsStats/Help
- 10. Streamlining your search http://www.flickr.com/photos/mike_miley/2614472057/ comput* (broaden search) “Project management” (phrase search) Define: “data mining” (definition) Jaguar –Cat (exclude words) http://libguides.mdx.ac.uk/MathsStats/SearchTips
- 11. Too many search results • Add more keywords to narrow down your search results • Be more specific • Search for an "exact phrase" • Add limits
- 12. Not enough results • Use alternative keywords • Be less specific • Split the question into individual concepts • Use an asterisk to search for variations of the same word
- 13. • Go to http://libguides.mdx.ac.uk/Brexit • Have a look at the 4 items • How do I know if the information is reliable? Evaluating information
- 14. • Relevance • Expertise • Viewpoint • Intended audience • Evidence • When Published REVIEW your information
- 15. Next week…...
- 16. Your Librarian is: http://libguides.mdx.ac.uk/MathsStats/Help Vanessa Hill v.hill@mdx.ac.uk Need further help? Learning Enhancement Team Academic Writing Support : https://unihub.mdx.ac.uk/study/writing- numeracy Presentation skills: https://unihub.mdx.ac.uk/study/writing- numeracy/awl-resources/giving- presentations
Editor's Notes
- Need: Sources game
- The range of resources we provide The value of resources in an academic context How to select the appropriate resources Accessing resources Develop an effective search strategy eg. Identify keywords, refining your search Evaluating the information for quality and relevance
- It is a good idea to have a look at the assessment criteria or marking scheme for your assignments as these show you how the marks are distributed. You can also see how using library resources and other services such as our Learning Enhancement Team can help improve your marks. On the screen you can see some of the marking scheme for the MSO3130 presentation and report assignment which you were told about last week. You can get the highest marks for: MSO3130 Presentation report mark Scheme Within the report the student communicates, discusses, and motivates the presentation topic extremely well and demonstrates an understanding and clear appreciation of the key concepts –. Our Learning Enhancement Team can help you with your academic writing, use of language, structure etc. I’ll give you a link to more information at the end of the workshop. By carrying out research using library resources, you can demonstrate an understanding and clear appreciation of the concepts of whichever topic you have chosen. Using library resources will ensure that you find quality information that you can trust and will also demonstrate to your lecturer that you have carried out research – this will be evident in the references that you include in your presentation which will include journal articles and books, rather than websites which quite possibly have no quality/editorial control. Use of language is accurate and appropriate – Again our Learning Enhancement Team can help you with your use of language whether it is in a presentation or in your written work. All resources used are referenced accurately – We will cover referencing in next week’s workshop. MSO3130 Presentation Mark Scheme Oral presentation is excellent, well-paced, clear and confident, and does not pause - Our Learning Enhancement Team can help you improve your presentation skills and even if you have not got time to have a one to one with them before you have to present, then there are relevant resources available online. I’ll give you the link at the end of the workshop. Timing is excellent - You can use something called LinkedIn Learning to improve your time management skills. I’ll talk more about this resource towards the end of the workshop.
- Your finished product (or essay, project etc) is just the tip of the iceberg. Below it is should be loads of research ie. looking at theory and facts, being inspired, getting ideas, stimulating your imagination etc. Limited research = less creativity. Finished design might not be as good as it could be. Find out as much as you can. Question, discuss, be inspired, think etc Feed your creativity…….library resources can help you do this. Below it is should be loads of research ie. looking at theory and facts, being inspired, getting ideas, stimulating your imagination etc. Research at Uni of Huddersfield shows that students who use library resources get better degrees. We’re going to start off with an exercise to get you thinking about keywords.
- I’ve listed the different information sources on the slide, so that Hugo can take part. Sources game Magazine (A regular publication aimed at a profession, business or interest....trade/popular) Good: Latest news: events, jobs, products etc, concise info, easy to obtain Bad: lacks detail, can be bias, old issues hard to come by Standards (An agreed, often legally binding level of quality or way of doing something....regional, Nat, Internat, profession/sector) Good: Created by experts, confidence Company/market research report (Well researched overview of a company or product market. Could contain future trends, financial data, competitors and SWOT analysis) Good: Up-to-date: latest research/data, Insider information: information not freely available elsewhere, objective, accurate Bad: Hard to locate Webpage Good: All subjects covered, easy to use, mobile Bad: accuracy, no editorial control, anyone can add information, provenance Newspapers Good: Daily information ie. up-to-date, edited, current issues accessible Bad: Sensationalist, biased (unbalanced), harder to get back issues Conference proceedings (Collof aca papers distributed after a conference, cont the contributions made by researchers, academics etc) Good: Up-to-date: latest research, ideas, thinking on a subject, focussed/specialist, stringent quality control Bad: Too specific Journals Good: Up-to-date, Focussed: specialist subject areas, quality Bad: Too specific Books Good: overview, background knowledge, edited/quality Bad: Currency, detailed/specific information
- You can access library resources and services by logging on to MyUniHub > MyStudy > MyLibrary. The library provides access to thousands of books, journals, magazines, conference papers etc, many of which are available electronically. The main way of searching for and accessing this information is to use Library Search. 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. You can also search for information using journal databases such as MathSciNet. In next week’s workshop, you will have the chance to explore the resources yourself.
- More information about the range of resources available on the Library Subject Guide plus lots of useful online guides eg. how to search for information for your project.
- What can you see in the picture…fruit If type ‘fruit’ into database will get millions of hits, how can you break it down ie. search for something more specific to get more manageable results Can you be more specific ie. Type of fruit: apples, oranges, bananas etc Location: Stall, market, outdoor market, fruit market, Britain Detail: boxes, signs, astroturf, prices, colour of fruit, lights, pound £ signs, special offer etc People in background: old, young, male, female > stall holder, customers, browsers etc Think of related subjects eg. retail, commercial, financial, point-of-sale Shopping, shops, fish/meat/clothes market, shopping centres, high street Town, city, centre, British town Nutrition: vits and mins Also: Orange or Blackberry: fruit NOT telephone Apple: fruit NOT computer Thinking beyond the obvious, looking for the detail that might make a difference. ********************Hand out keyword worksheet if they know their topic*****************************
- When you have decided what your project is about you will need to think about the following: What is your topic? What do you need to find out about? Try and break your topic down into a small number of concepts. What do you need to know? Think about what sort of information you need e.g. theories, stats, facts etc Where from? Think about where you can find the information that you need e.g. books can give you a broad overview of a subject (history, background, theories etc.), journals provide more detailed and focussed information and good for up-to-date research etc. Searching only one word for each concept will not necessarily bring you all the results you need. Sometimes none, so you need to think of different ways of describing your topic. Not everyone uses the same terminology Think of synonyms….different/alternative words that mean the same e.g. old person, OAP, pensioner, elderly, elder, aged etc Consider professional, common and scientific words e.g. Myocardial Infarction/Heart Attack International differences e.g. American words and spellings compared with British English e.g. behaviour/behaviour or sidewalk/pavement Acronyms/Abbreviations and Initialisms e.g. NHS In addition you need to think about words to use to find information that provides broader information, background and history as well as the detail that you require. Brainstorming with someone else is often a good way of coming up with lots of different terminology, as is mind mapping which encourages you to think about the different aspects of the subject that you are researching. As you start to find articles, you will probably come up with other terminology that you can use. A worksheet called ‘Improving your search’ is available at the link on the screen to help you think about the keywords that you will use to search with. For info in case asked: Acronym: an abbreviation formed from the initial letters of other words and pronounced as a word e.g. MODA – Museum of Domestic Design and Architecture Abbreviation: a shortened form of a word or phrase e.g. Tribeca (Triangle below Canal Street) Initialism: NHS – National Health Service Using 'Drugs in sport' as an example: Keywords Drugs, sport Synonyms/Alternative words Stimulants, steroids, human growth hormones, diuretics Physical activity, physical exercise Doping Narrower (detail) Anabolic steroids, caffeine, performance enhancing drugs Different types of sport e.g. athletics Gender, side effects, blood tests Broader Ethics, law, corruption, Olympic Games, drug abuse Acronyms/Abbreviations/Initialisms PED (Performance Enhancing Drugs), IOC (International Olympic Committee), WADA (World Anti Doping Agency).
- Explain how they can broaden their search using an asterisk* e.g. given will find computer, computers, computing, computerisation, computation etc Explain how they can refine their search using “quotation marks”. These two refining tools work well on Summon, but can also be used on the Internet.
- Once you have started your search, if you find that you have too many search results: Add more keywords to narrow down your search results e.g. 'Design history, 20th century, textiles' rather than just 'design history' Be more specific e.g. 'Sprinting' rather than 'running' Search for an "exact phrase" e.g. "Number theory" Add limits e.g. Date, country, gender etc.
- Not enough results: Use alternative keywords e.g. Old person - also use: aged, elderly, OAP, old age pensioner, senior citizen etc Be less specific e.g. Use 'package holidays' rather than 'coach package holidays' Split the question into individual concepts - searching for all concepts together might make your search too complicated Use an asterisk to search for variations of the same word e.g. Swim* (swim, swimmers, swimming)
- 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. Evaluation exercise Ask students to stay in their groups. Hand out one Evaluation worksheet to each group. Ask groups to go to the website noted on the screen and on their worksheet. They will find links to 4 items on the subject of Brexit (click on red links). Look at each item and consider how we know if the information is reliable (c10mins). If time is running out then allocate an item to each group. It doesn’t matter if more than one group looks at the same item as long as they are all covered. Students should use worksheets to record their thoughts. After 10 mins take feedback. 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 BurritoBazooka, Luigi Boy, David in DC 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 Item 2: Get Britain out Blog: Has a derogatory tone e.g. “Cameron & Co.”, “interfering busybodies” etc. Jingoist, historic overview of Britain success and power and how we can cope without Europe. Author is knowledgeable, but has a very particular perspective. No references. Item 3: Guardian newspaper article: Left wing paper so some bias. Author is the Science Editor, although this might not mean that he is a science expert. However if you click on his name you can get an overview of his science background. The article is well written and cross-referenced against other Guardian articles and refers to expert opinion. No references. Item 4: LSE Centre for Economic Performance paper: Reputable, academic source. Contact details. We are told that the centre has no institutional ties, the views are those of the authors and that one of the authors did not and does not support joining the Euro. Funding for the centre is made explicit. The paper is well written. Citations, cross-references, expert sources, further reading etc.
- •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.
- Specialist resources
- This is the end of the workshop which I hope you found useful. If you have any questions, then please contact me – my email address is on the screen v.hill@mdx.ac.uk - or visit the relevant Library Guide from the web address on the screen.