Bibliographyhandout for tips on avoiding information overload
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This document provides a bibliography of 20 sources for avoiding information overload when conducting research and writing academic papers or theses. The sources cover topics such as academic writing, conducting literature reviews, evaluating research articles, managing information, referencing styles, writing dissertations, critical reading and writing, and research skills. The bibliography primarily recommends books and guides published by Sage and Routledge between 2000-2012 that offer practical guidance on various aspects of the research and writing process.
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![Bibliography for Avoiding Information Overload
• Bailey, S. 2011. Academic writing: a handbook for international students [electronic
book] : a practical guide for students, London; New York: Routledge
• Booth, A., Papaioannou, D. & Sutton, A. 2012. Systematic approaches to a
successful literature review, London, Sage.
• Cottrell, S. 2008. The study skills handbook, Basingstoke, Palgrave Macmillan.
• Fink, A. 2010. Conducting research literature reviews: from the Internet to paper,
California, Sage.
• Ford, N., 2012, Using the web for research, London, Sage.
• Gash, S. 2000. Effective literature searching for research, Aldershot, Gower.
• Girden, E. R. & Kabacoff, R. I. 2011. Evaluating Research Articles from start to finish,
California, Sage.
• Jesson, J., Matheson, L. & Lacey, F. 2011, Doing you literature review, London,
Sage.
• Hart, C. 2001. Doing a literature search: a comprehensive guide for the social
sciences, London, Sage.
• Oliver, P. 2008. Writing your thesis, London, Sage.
• Orna, E. & Stevens, G. 2009. Managing information for research, Maidenhead, Open
University Press.
• Pears, R. & Shields, G. J. 2008 Cite them right: the essential referencing guide,
Newcastle upon Tyne, Pear Tree Books.
• Potter, S. 2006. Doing postgraduate research, London, The Open University in
association with SAGE Publications.
• Swales, J. M. & Feak, C. B. 2004. Academic writing for graduate students: essential
tasks and skills, Ann Arbor, Mich., University of Michigan.
• Swetnam, D. 2004. Writing your dissertation: how to plan, prepare and present
successful work, Oxford, How to Books.
• Wallace, M. & Wray, A. 2010. Critical reading and writing for postgraduates
• Walliman, N. 2011. Your research project, California, Sage.
• Skills in accessing , finding and reviewing information http://www.open.ac.uk/safari/](https://image.slidesharecdn.com/bibliographyhandoutfortipsonavoidinginformationoverload-120518094549-phpapp01/85/Bibliographyhandout-for-tips-on-avoiding-information-overload-1-320.jpg)
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EndNote is reference management software that allows users to store and organize references, link to full-text articles, and create citations and bibliographies in documents. It can be accessed through desktop software on campus PCs, a personal license, or for free through EndNote Web. References are added through direct export from databases, online searches, typing them in, or importing filters. References are organized into libraries and groups and can be annotated. Citations are inserted into documents using Cite While You Write and a selected output style to generate bibliographies. Proper library management includes working from one library file, compressing for transfer, and opening from within EndNote.
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Jeffery Shiwei Wang is a high school student in Beijing, China with extensive research experience and a proven record of leadership in charitable causes. He has conducted published research in electrochemistry and spectroscopy. As founder and organizer of the Beijing Student Charity Association, he coordinates volunteer activities among 29 high school clubs. Additionally, he has held leadership roles in his high school's Commonweal Club, organizing large fundraising events that have collectively raised over $23,000 for charitable causes. He maintains high academic achievement with a 4.0 GPA from a summer program at Northwestern University and multiple awards in physics and chemistry competitions.
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This document provides information about Zetoc, a database for searching journals and conferences. It lists some journals covered by Zetoc and describes Zetoc's search functions. Contact information is given for getting help with using Zetoc.
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Focus your personal action plan by making goals SMART - specific, measurable, agreed, realistic and timely. Outline the methods, required resources and timings needed to achieve each goal. Break down broad goals into actionable steps with clear definitions of what needs to be done, how it will be done and by when.
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This document provides techniques for effective literature searching, including formulating a logical search strategy, using advanced search options to maximize relevance, and understanding current awareness tools. It discusses types of alerts, Google Alerts, Google Scholar coverage, and Google Scholar alerts, noting the advantages of Google Alerts include no account needed and unlimited alerts, while disadvantages include limited management without an account and results varying from full text to abstract to basic reference.
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This document provides guidance on developing a research profile online. It discusses establishing an institutional web presence through a university repository and faculty pages. It also recommends maintaining a personal research blog to showcase work, build networks, and reach wider audiences. The document offers tips for effective blogging, such as keeping content focused, engaging, and up-to-date. It also suggests using social media platforms like Twitter, LinkedIn, and social bookmarking sites to further develop an online research profile and connections. Finally, it prompts creating an action plan to improve one's current online presence.
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Bibliographyhandout for tips on avoiding information overload
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This document discusses improving the quality and impact of library workshops on teaching information literacy. It notes that traditionally, librarian-led workshops were seen as add-ons and not relevant, didactic lessons. However, workshops that engage students in discussion and learning by doing, and focus on real resources, keywords, searching and evaluation, can have a positive impact on student marks and use of library databases over search engines. While some myths persist about digital natives and new students' skills, data shows IT skills do not necessarily translate to strong information literacy, and workshops can still benefit students in these areas.
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© 2016 Laureate Education, Inc. Page 1 of 1 Week.docx
© 2016 Laureate Education, Inc. Page 1 of 1
Week 3: Program Evaluation Samples
Note: You are not expected to read the entire program evaluation you select.
Instead, review the summary or conclusions area to gather the information you need
for the assignment.
• Magill, K., Hallberg, K., Hinojosa, T., & Reeves, C. (2010). Evaluation of the
implementation of the rural and low-income school program: Final report. Office
of Planning, Evaluation and Policy Development, U.S. Department of Education.
Retrieved from the Walden Library using the ERIC database.
• Kingsbury, N. (2011). Program evaluation: Experienced agencies follow a similar
model for prioritizing research. Report to the subcommittee on oversight of
government management, the federal workforce, and the District of Columbia,
committee on homeland security and governmental affairs, U.S. Senate. GAO-
11-176. U.S. Government Accountability Office.
Retrieved from the Walden Library using the ERIC database.
• Sanders, J. R., & Nafziger, D. N. (2011). A basis for determining the adequacy of
evaluation designs. Journal of Multidisciplinary Evaluation, 7(15), 44–78.
Retrieved from the Walden Library using the Directory of Open Access Journals
database.
• Pereira, N., Peters, S. J., & Gentry, M. (2010). My class activities instrument as
used in Saturday enrichment program evaluation. Journal of Advanced
Academics, 21(4), 568–593.
Retrieved from the Walden Library using the Academic Search Complete
database.
• Piper, B., & Korda, M. (2011). EGRA plus: Liberia. Program evaluation report.
RTI International.
Retrieved from the Walden Library using the ERIC database.
• Gaubert, J. M., Knox, V., Alderson, D. P., Dalton, C., Fletcher, K., & McCormick,
M. (2010). The supporting healthy marriage evaluation: Early lessons from the
implementation of a relationship and marriage skills program for low-income
married couples. MDRC.
Retrieved from the Walden Library using the ERIC database.
• Curry, S. J., Mermelstein, R. J., Sporer, A. K., Emery, S. L., Berbaum, M. L.,
Campbell, R. T., & ... Warnecke, R. B. (2010). A national evaluation of
community-based youth cessation programs: Design and implementation.
Evaluation Review, 34(6), 487–512.
Retrieved from the Walden Library using the Sage Premier 2010 database.
.
Claudia Adams, Neda Zdravkovic, Josta Heyligers EBLIP 8 presentation July 2015
An overview of collaborative information and academic literacy integration projects within postgraduate and undergraduate research methods courses in higher education
The Experience of Writing the Comprehensive Examination
This presentation was presented at the Research Apprenticeship Course Meeting for Dr. Jacob’s Doctoral Students
Wednesday, 8 October 2014, 2:30 – 3:30 p.m. (EDT)
Room 4321 Wesley W. Posvar Hall
University of Pittsburgh
Bibliography
This document contains a bibliography listing 26 references related to note-taking, reading skills, research methods, language teaching methodology, and critical thinking. The references cover books, journal articles, theses, and guides from various universities and are used to provide supporting sources for research on topics related to reading comprehension, note-taking strategies, and critical thinking skills.
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Introduction to scientific writing
This document provides an overview of scientific writing. It defines scientific writing as technical writing aimed at peers in a scientific field. Publication is important for disseminating knowledge, facilitating collaboration and archiving information. Characteristics of good scientific writing include being clear, simple, neutral, concise, logically structured, accurate and objective. The peer review process involves experts in a field evaluating ideas and determining publication or funding. Key elements of a scientific paper are the title, abstract, introduction, methods, results, discussion and references. The document outlines best practices for writing scientifically, including choosing the right journal and reference manager, and revising extensively.
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The document discusses social media and its impact on researchers. It provides quotes from researchers about both the benefits and drawbacks of social media. It has positively impacted some researchers by allowing them to more quickly find information and build networks. However, others note it can be addicting and take time away from other work. The document also lists different social media tools and strategies for using social media as a researcher.
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Similar to Bibliographyhandout for tips on avoiding information overload
Bibliographyhandout for tips on avoiding information overload
This bibliography contains 10 references for books on topics like academic writing, doing literature searches, writing theses and dissertations, managing information, and citation styles. The references provide author names, years of publication, book titles, and publisher locations for resources on avoiding information overload through effective research practices.
2019 Course Outline Research Skills
This course aims to help students develop research skills for academic projects including theses. It will cover skills like developing research proposals, conducting supervised research, using research materials, designing questionnaires and interviews, and incorporating indigenous research approaches. The course involves lectures, group work, discussions and assignments. Students will write a research proposal worth 75% of the grade and critically summarize an article worth 25%. The course requires prior completion of an introductory academic skills course.
E portfolio as a liberating pedagogy in a study abroad context
American Association of Colleges and Universities (AAC&U) has identified global learning as one of the ten high impact practices on college campuses, promoting active learning among students (Kuh, 2008). This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2003) and PRISM pedagogy (Williams, 2014) for a study abroad program. The discussion includes exploration of educational goals, effective scaffolding for creating program cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning using AAC&U (2010) VALUE rubric. Sample ePortfolio with student reflections are presented, together with research findings, illustrating the effectiveness of the approach.
Brief Resume 2015
Dr. Geoffrey Mills is a professor of education at Southern Oregon University. He received his PhD from the University of Oregon in 1988. Since then, he has held various positions at Southern Oregon University, including 12 years as the Dean of the School of Education. He has authored several books on educational research and action research. Dr. Mills has presented his work internationally and been a visiting scholar at several universities around the world.
Lynda Kellam's CV
This document provides an overview of Lynda Kellam's education and experience. It summarizes that she has a PhD in American History from UNCG, as well as master's degrees in Library and Information Studies from UNCG and Political Science from UW-Madison. For over 10 years, she has worked as a librarian at UNCG, currently as the Data Services and Government Information Librarian. She also serves as the Assistant Director for the International & Global Studies program and teaches courses as an adjunct lecturer. The document lists her publications, presentations, and workshops focusing on topics related to data services, instruction, and reference.
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LIBER conference: Toolkit for change diversifying library collections
The document discusses efforts at the University of Kent to diversify library collections and reading lists in order to increase engagement from students from minority backgrounds. It outlines initiatives like reading list retreats, a diversity mark award, and a diversity toolkit to provide guidance to academics on finding resources from diverse perspectives. Student feedback indicates they want more representation in curricula and resources, which could encourage greater engagement. The diversity efforts have received external recognition and awards.
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This document discusses improving the quality and impact of library workshops on teaching information literacy. It notes that traditionally, librarian-led workshops were seen as add-ons and not relevant, didactic lessons. However, workshops that engage students in discussion and learning by doing, and focus on real resources, keywords, searching and evaluation, can have a positive impact on student marks and use of library databases over search engines. While some myths persist about digital natives and new students' skills, data shows IT skills do not necessarily translate to strong information literacy, and workshops can still benefit students in these areas.
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Pedagogical design for honors study abroad and beyond
We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Fink’s (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.
LIBER 2017: Eleanor Warren, PhD to professional: complementary perspectives i...
Parallel session 12. Paper 12.1 at LIBER 2017 (Patras, Greece), 5-7 July 2017
Discussion of PhD skills for jobs in research support roles in research libraries in the UK.
© 2016 Laureate Education, Inc. Page 1 of 1 Week.docx
© 2016 Laureate Education, Inc. Page 1 of 1
Week 3: Program Evaluation Samples
Note: You are not expected to read the entire program evaluation you select.
Instead, review the summary or conclusions area to gather the information you need
for the assignment.
• Magill, K., Hallberg, K., Hinojosa, T., & Reeves, C. (2010). Evaluation of the
implementation of the rural and low-income school program: Final report. Office
of Planning, Evaluation and Policy Development, U.S. Department of Education.
Retrieved from the Walden Library using the ERIC database.
• Kingsbury, N. (2011). Program evaluation: Experienced agencies follow a similar
model for prioritizing research. Report to the subcommittee on oversight of
government management, the federal workforce, and the District of Columbia,
committee on homeland security and governmental affairs, U.S. Senate. GAO-
11-176. U.S. Government Accountability Office.
Retrieved from the Walden Library using the ERIC database.
• Sanders, J. R., & Nafziger, D. N. (2011). A basis for determining the adequacy of
evaluation designs. Journal of Multidisciplinary Evaluation, 7(15), 44–78.
Retrieved from the Walden Library using the Directory of Open Access Journals
database.
• Pereira, N., Peters, S. J., & Gentry, M. (2010). My class activities instrument as
used in Saturday enrichment program evaluation. Journal of Advanced
Academics, 21(4), 568–593.
Retrieved from the Walden Library using the Academic Search Complete
database.
• Piper, B., & Korda, M. (2011). EGRA plus: Liberia. Program evaluation report.
RTI International.
Retrieved from the Walden Library using the ERIC database.
• Gaubert, J. M., Knox, V., Alderson, D. P., Dalton, C., Fletcher, K., & McCormick,
M. (2010). The supporting healthy marriage evaluation: Early lessons from the
implementation of a relationship and marriage skills program for low-income
married couples. MDRC.
Retrieved from the Walden Library using the ERIC database.
• Curry, S. J., Mermelstein, R. J., Sporer, A. K., Emery, S. L., Berbaum, M. L.,
Campbell, R. T., & ... Warnecke, R. B. (2010). A national evaluation of
community-based youth cessation programs: Design and implementation.
Evaluation Review, 34(6), 487–512.
Retrieved from the Walden Library using the Sage Premier 2010 database.
.
Claudia Adams, Neda Zdravkovic, Josta Heyligers EBLIP 8 presentation July 2015
An overview of collaborative information and academic literacy integration projects within postgraduate and undergraduate research methods courses in higher education
The Experience of Writing the Comprehensive Examination
This presentation was presented at the Research Apprenticeship Course Meeting for Dr. Jacob’s Doctoral Students
Wednesday, 8 October 2014, 2:30 – 3:30 p.m. (EDT)
Room 4321 Wesley W. Posvar Hall
University of Pittsburgh
Bibliography
This document contains a bibliography listing 26 references related to note-taking, reading skills, research methods, language teaching methodology, and critical thinking. The references cover books, journal articles, theses, and guides from various universities and are used to provide supporting sources for research on topics related to reading comprehension, note-taking strategies, and critical thinking skills.
Creating a learning culture with first-year undergraduates
This document discusses creating a learning culture with first-year undergraduates. It defines a learning culture as an environment that supports knowledge discovery, sharing, and application to help continual improvement. Components include stakeholders, formal/informal practices, beliefs and assumptions. Learning can be through acquisition, participation, or knowledge creation. The overview discusses design, facilitation, critique, and educators as "brokers" between students and institutions. Facilitating involves balancing challenge and support. As brokers, educators mediate disciplines, attend to social dimensions, help students learn, and understand benchmarks.
Digital Dissertation Overview - Dissertation Top Gun
Dr. John A. Hoehn gave a presentation on February 24, 2014 about completing a dissertation. The presentation covered the dissertation timeline and process, resources for each phase, and future topics like web surveys and netnography. It provided an overview of the learning goals, which included understanding the dissertation timeline and process, developing a master plan based on research questions, and learning digital tools for each phase. The presentation utilized an audience response system and branching presentation.
Introduction to scientific writing
This document provides an overview of scientific writing. It defines scientific writing as technical writing aimed at peers in a scientific field. Publication is important for disseminating knowledge, facilitating collaboration and archiving information. Characteristics of good scientific writing include being clear, simple, neutral, concise, logically structured, accurate and objective. The peer review process involves experts in a field evaluating ideas and determining publication or funding. Key elements of a scientific paper are the title, abstract, introduction, methods, results, discussion and references. The document outlines best practices for writing scientifically, including choosing the right journal and reference manager, and revising extensively.
Similar to Bibliographyhandout for tips on avoiding information overload (20)
Bibliographyhandout for tips on avoiding information overload
Bibliographyhandout for tips on avoiding information overload
E portfolio as a liberating pedagogy in a study abroad context
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LIBER conference: Toolkit for change diversifying library collections
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Pedagogical design for honors study abroad and beyond
Pedagogical design for honors study abroad and beyond
LIBER 2017: Eleanor Warren, PhD to professional: complementary perspectives i...
LIBER 2017: Eleanor Warren, PhD to professional: complementary perspectives i...
© 2016 Laureate Education, Inc. Page 1 of 1 Week.docx
© 2016 Laureate Education, Inc. Page 1 of 1 Week.docx
Claudia Adams, Neda Zdravkovic, Josta Heyligers EBLIP 8 presentation July 2015
Claudia Adams, Neda Zdravkovic, Josta Heyligers EBLIP 8 presentation July 2015
The Experience of Writing the Comprehensive Examination
The Experience of Writing the Comprehensive Examination
Creating a learning culture with first-year undergraduates
Creating a learning culture with first-year undergraduates
Digital Dissertation Overview - Dissertation Top Gun
Digital Dissertation Overview - Dissertation Top Gun
More from RLS-Johnrylands
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The document discusses social media and its impact on researchers. It provides quotes from researchers about both the benefits and drawbacks of social media. It has positively impacted some researchers by allowing them to more quickly find information and build networks. However, others note it can be addicting and take time away from other work. The document also lists different social media tools and strategies for using social media as a researcher.
Lesson plan session five - keeping up to date
This document outlines the lesson plan for a session on keeping up to date with current research. The session is divided into sections covering different tools for alerts and updates, including Table of Contents alerts in Zetoc, search alerts in ISI Web of Knowledge, alerts in Google Scholar, discussion lists, following blogs using RSS feeds in Google Reader, and creating groups in Mendeley. For each topic, the lesson plan lists the duration, topic, content to be covered, and teaching method, which generally involves a presentation and hands-on exercises for participants to set up alerts or subscriptions. The session concludes with a question and answer period and review of resources for further help and support.
Session 5 keeping up to date
This document discusses various methods for keeping up-to-date in humanities research, including current awareness services, discussion lists, blogs, and collaborative tools. It identifies email and RSS alerts, journal tables of contents, database search alerts, and Google Alerts as ways to receive notifications about new information. Discussion lists like H-Net and JISCMail are recommended for participating in conversations, while blogs can be used to disseminate research and build networks. Mendeley allows collaboration through features like reference management, PDF annotation, groups, and networking.
Keeping up to date workbook
This document provides instructions for setting up RSS feeds and email alerts from various sources to stay current on research. It discusses using iGoogle or other aggregators to combine feeds, alerts from Zetoc which provides table of contents from journals, and setting up alerts from specific journals or searches in the Zetoc database. The aim is to help researchers efficiently monitor the latest information in their field through these digital tools.
Humanities info mgmt diss
This document provides information about disseminating and measuring the impact of humanities research. It discusses who the audience for research is and different methods for disseminating work, such as through academic journals, to the general public, or government organizations. It also defines the impact factor measurement used for scientific journals, and discusses its uses and limitations, particularly for arts and humanities research. Finally, it covers creating a digital profile by using an institutional repository to satisfy open access mandates and increase citations by making work more accessible online.
Raising your research profile
This document discusses developing a research profile online. It recommends having an institutional profile, personal blog, and social media presence to showcase work, build networks, and reach wider audiences. Specific social media like blogs, Twitter, LinkedIn, and Slideshare are discussed. Tips for effective blogging include regular posting, a clear focus and audience, and using links and images. Developing an online presence is becoming an expected part of academic activity.
Humanities pgr module 2012
This document outlines a module on starting a literature review. It includes exercises on defining a literature review, finding relevant databases, and constructing search strategy grids. The module covers five sessions: starting the literature review, exploring databases, managing references with EndNote, disseminating research, and keeping current.
Handoutjan2012
This document provides examples of search strategy grids to help develop effective search strings for literature reviews. The grids list the research question, keywords, and synonyms for three different topics: the role of religion in North Africa's 2011 political disturbances, fairy tales and feminism in contemporary visual art, and personalizing learning for young people with Asperger syndrome. Potential search strings are developed using combinations of keywords and synonyms. The document also directs users to online quizzes for further practice developing keywords, synonyms and search strings.
Worksheet information for an assignment
Prensky characterizes today's young people as 'digital natives' who are native speakers of the digital language of computers, video games and the internet. The document provides instructions for a student to find information for their assignment within 20 minutes, including breaking down the assignment title, determining information needs, searching the library website and resources, finding relevant books and articles, recording the search process, and discussing results with other groups.
Top tips for searching
The document provides tips for effective searching when conducting research. It recommends getting keywords and phrases before beginning to search, broadening or narrowing search terms if no results are found or there are too many, and keeping track of searches and materials found in a research diary. The document also notes that course reading lists and additional readings from lectures are good starting points and that references can be organized using a citation manager.
Search strategy grid
This document provides a template for developing a search strategy grid to help answer a research question. The grid lists concepts, keywords, and synonyms that can be combined with Boolean operators like AND to form search strings for various databases and search elements.
Finding information for your first assignment plan
This document provides an outline for a session that aims to teach students how to find information for assignments. The session will introduce library search resources, help students construct basic search strategies, and guide them through exercises to develop search terms and search relevant information sources using the library website. Students will work in small groups and pairs to practice searching, and the facilitator will provide tips, answer questions, and collect feedback at the end.
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Bibliographyhandout for tips on avoiding information overload
- 1. Bibliography for Avoiding Information Overload • Bailey, S. 2011. Academic writing: a handbook for international students [electronic book] : a practical guide for students, London; New York: Routledge • Booth, A., Papaioannou, D. & Sutton, A. 2012. Systematic approaches to a successful literature review, London, Sage. • Cottrell, S. 2008. The study skills handbook, Basingstoke, Palgrave Macmillan. • Fink, A. 2010. Conducting research literature reviews: from the Internet to paper, California, Sage. • Ford, N., 2012, Using the web for research, London, Sage. • Gash, S. 2000. Effective literature searching for research, Aldershot, Gower. • Girden, E. R. & Kabacoff, R. I. 2011. Evaluating Research Articles from start to finish, California, Sage. • Jesson, J., Matheson, L. & Lacey, F. 2011, Doing you literature review, London, Sage. • Hart, C. 2001. Doing a literature search: a comprehensive guide for the social sciences, London, Sage. • Oliver, P. 2008. Writing your thesis, London, Sage. • Orna, E. & Stevens, G. 2009. Managing information for research, Maidenhead, Open University Press. • Pears, R. & Shields, G. J. 2008 Cite them right: the essential referencing guide, Newcastle upon Tyne, Pear Tree Books. • Potter, S. 2006. Doing postgraduate research, London, The Open University in association with SAGE Publications. • Swales, J. M. & Feak, C. B. 2004. Academic writing for graduate students: essential tasks and skills, Ann Arbor, Mich., University of Michigan. • Swetnam, D. 2004. Writing your dissertation: how to plan, prepare and present successful work, Oxford, How to Books. • Wallace, M. & Wray, A. 2010. Critical reading and writing for postgraduates • Walliman, N. 2011. Your research project, California, Sage. • Skills in accessing , finding and reviewing information http://www.open.ac.uk/safari/