Backward Chaining: Using a Source to Find Other Sources
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Backward chaining is a research technique where a researcher uses the references in a source to find additional relevant information. It involves following the footnotes or endnotes in sources of interest to find new sources. A tutorial is an effective way to teach backward chaining, as it includes questioning, problem solving, and testing to reinforce learning. The process overview outlines the steps: 1) find a credible source, 2) review references, 3) select relevant references, 4) determine source type, 5) find tool to locate source, 6) locate tool, 7) enter info to find source, 8) select source from results. Text, audio, and visuals are effective instructional media to teach backward chaining.
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The research question to be answered is:
Why do readers of our newspaper [name] prefer the print or online versions, and is there any overlap in readership? How can we move more of our readership onto our online news platform?
Design a research proposal to be funded by a specific news organisation (include in your proposal the name of the organisation and the newspaper/s it publishes).
Having chosen your topic, you can then refine the research question or questions by giving it a specific scope. Note that you are expected to produce a design for research, not the actual research findings. Explain and justify the theoretical assumptions underpinning your approach, making reference to issues discussed in the course materials. Write up your proposal as a submission for a committee from whom you are seeking permission to conduct the research. It should be structured around the issues listed below.
1. Key Research Questions.
2. Theoretical Framework.
3. Related Research OR Literature Review (either heading is fine).
4. Research Method.
5. Uses of the Findings OR Report to Stakeholders (either heading is fine).
6. Political and Ethical Issues.
7. Resources Required.
Format: Set it out not as an essay but in sections using the numbered headings given above. Include a list of references. You may also want to provide an appendix with sample interview or survey questions (see section 4 instructions). You can provide a one-paragraph overview (or executive summary) at the beginning if you wish.
Further advice
Section 1: your key research question/s, how you decided on this, and how you defined your audience/s.
It is very important to be clear here about who the audience is, how they are brought into being (through what relation – you should bear in mind Nightingale’s (1994a) point about audiences being relational here – see Topic 6), and why you want to research this audience. Provide some context explaining why this research question is important/significant.
Section 2: the theoretical assumptions underpinning your understanding of ‘audience’, and your research approach. (Topics 4 & 5)
You should identify the research tradition and the specific approach you are taking (with references to the course description and relevant readings). Briefly justify your choice of theoretical approach (why this approach and not another?). You may want to use Ruddock's argument re 'situation-specific' research to argue that the approac ...
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Backward Chaining: Using a Source to Find Other Sources
- 1. Lola Gilbert IDOL Capella University Backward Chaining: Using A Source to Find Other Sources October 30, 2011
- 2. Backward Chaining: Using A Source to Find Other Sources Concept: Backward Chaining Search Technique Backward chaining is a research technique where the person conducting research uses the references listed at the end of the book, article, or other referenced source, to find additional relevant information on the topic being researched. According to Andrew Booth (2008), “Footnote chasing (or ‘backward chaining’) involves following up references (footnotes) in books and articles of interest, and moving backward through a chain of reference lists” (p. 316). Although the name of the technique is called “footnote chasing”, the method can also be applied to endnotes. Instructional Strategy: Tutorial According to Fenrich (2005), “Tutorials: should include questioning. This reinforces learning and increases retention.; can be used for many low and high-level skills; can include drill and practice; can include problem solving and problem analysis; often include branching to remediation and enrichment; often include testing” (p. 80). Using a tutorial would be an effective instructional strategy for students to learn backward chaining.
- 3. Backward Chaining: Using A Source to Find Other Sources Instructional Strategy: Process Overview 1. Find Credible Source on Research Topic. 2. Review references listed in either footnotes or endnotes.
- 4. Backward Chaining: Using A Source to Find Other Sources Instructional Strategy: Process Overview 3. Select relevant source (or sources) from list of references. Folster, M. B. (March 01, 1989). A Study of the Use of Information Sources by Social Science Researchers. Journal of Academic Librarianship, 15, 1, 7-1. 4. √ Article □ Book □ Dissertation For each source, determine what type of source is described in citation. Folster, M. B. (March 01, 1989). A Study of the Use of Information Sources by Social Science Researchers. Journal of Academic Librarianship, 15, 1, 7-1.
- 5. Backward Chaining: Using A Source to Find Other Sources Instructional Strategy: Process Overview 5. √ Journal locator □ Database □ Library Catalog □ Web (Yahoo, Google, etc.) Determine best tool to use to find source type. 6. Determine where tool is located on library homepage. Journal of Academic Librarianship
- 6. Backward Chaining: Using A Source to Find Other Sources Instructional Strategy: Process Overview 7. Click on link to tool. 8. Enter information needed by tool finder and submit.
- 7. Backward Chaining: Using A Source to Find Other Sources Instructional Strategy: Process Overview 9. Select source from results list that has content coverage from year when article was published. 10. Repeat process for all relevant sources found in original source’s reference list.
- 8. Backward Chaining: Using A Source to Find Other Sources Instructional Media: Text, Audio, and Visuals • Text is an effective way to relay instructions, “You can effectively use text to teach most skills (most verbal information, intellectual skills, and cognitive strategies and some psychomotor skills and attitudes) unless the target audience has a poor reading ability or low motivation” (Fenrich, 2005, p. 99). • Audio is an effective way to provide information to learners with poor reading abilities, “You can audio effectively for students with poor reading abilities” (Fenrich, 2005, p. 99). • Images combined with text makes content meaning more clear to learners, “Compared to only using text, visuals combined with text reduce the learning time and help students to acquire and retain information” (Fenrich, 2005, p. 100).
- 9. Backward Chaining: Using A Source to Find Other Sources References Booth, A. (2008). Unpacking your literature search toolbox: on search styles and tactics. Health Information & Libraries Journal, 25(4), 313-317. doi:10.1111/j.1471- 1842.2008.00825.x Fenrich, P. (2005). Creating instructional multimedia solutions: Practical guidelines for the real world. Santa Rosa, CA: Informing Science Press. Folster, M. B. (March 01, 1989). A study of the use of information sources by social science researchers. Journal of Academic Librarianship, 15(1), 7-11.