This document provides an introduction to research resources for civil engineering students at the Library Resource Centre. It outlines how to perform searches using relevant keywords and subject terms, find different resource types like journals, newspapers and websites, and properly cite sources using the IEEE citation style. Students are encouraged to use the discovery search tool on the LRC website as a starting point and consult subject guides for additional databases. The presentation emphasizes the importance of balanced research across various source types and revising searches using different terms to refine results. Help is available at the LRC service desk, by email, phone or instant messaging.
AEA 2014 conference presentation on supercharging your search. Topics cover include: tips for searching using Google, alternate search engines, finding full-text journal articles, finding free high quality images, free or low-cost research databases. using citation managers
Google Scholar Citations... Own your profile!Linda Galloway
Use Google Scholar Citations to showcase and promote your academic products. By claiming and populating your profile, researchers all over the world can become aware of your work.
This document contains information on reference management systems in general and step-by-step practical tips on the use of Mendeley reference management system in particular.
The agenda of the presentation are as follows:
Reference Management Systems in Brief
What is Mendeley?
Your profile
Creating your library
Managing your documents & references
Inserting citations & generating bibliographies
Sharing references using groups
Mendeley: More than a reference manager
Introduction to Altmetrics for Medical and Special LibrariansLinda Galloway
Altmetrics (or alternative citation metrics) provide new ways to track scholarly influence across a wide range of media and platforms. This presentation covers altmetric fundamentals, tips on connecting your users with altmetrics, and an overview of newly published research. Presented as part of the NN/LM MAR Boost Box Series; http://nnlm.gov/mar/training/boost_mar2014.pdf
AEA 2014 conference presentation on supercharging your search. Topics cover include: tips for searching using Google, alternate search engines, finding full-text journal articles, finding free high quality images, free or low-cost research databases. using citation managers
Google Scholar Citations... Own your profile!Linda Galloway
Use Google Scholar Citations to showcase and promote your academic products. By claiming and populating your profile, researchers all over the world can become aware of your work.
This document contains information on reference management systems in general and step-by-step practical tips on the use of Mendeley reference management system in particular.
The agenda of the presentation are as follows:
Reference Management Systems in Brief
What is Mendeley?
Your profile
Creating your library
Managing your documents & references
Inserting citations & generating bibliographies
Sharing references using groups
Mendeley: More than a reference manager
Introduction to Altmetrics for Medical and Special LibrariansLinda Galloway
Altmetrics (or alternative citation metrics) provide new ways to track scholarly influence across a wide range of media and platforms. This presentation covers altmetric fundamentals, tips on connecting your users with altmetrics, and an overview of newly published research. Presented as part of the NN/LM MAR Boost Box Series; http://nnlm.gov/mar/training/boost_mar2014.pdf
Presentation at the launch of PushStart, a mentor driven community for startups, together with an accelerator from 31 March 2011. Checkout http://pushstart.com.au for more information!
Presented by Susan Ujka Larson
Manager, Information Central
Fairfax County Public Library
12000 Government Center Parkway
Suite 324
Fairfax, Virginia 22035-0012
susan.larson@fairfaxcounty.gov
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
The Intersection between Professor Expectations and Student Interpretations ...Melanie Parlette-Stewart
Presented at the 2016 Teaching and Learning Innovations (TLI) Conference at the University of Guelph on April 26, 2016
As academic support staff, we provide front-line support to students and witness, first-hand, the challenges in student skill development.
We have recognized that the skills students require for higher education not only cross disciplinary boundaries but also are applicable to their writing, learning and research. Through a collaborative, cross-unit research project funded by the University of Guelph's Scholarship of Teaching and Learning research grant, we have identified, in the teaching of and learning in third year university courses, a series of disconnects
a) between the learning, writing and information literacy skills professors expect students to possess and the skills students think they possess when they enter the course;
b) between professor expectations of student skill requirements and student interpretation of skill requirements from the course outline; and
c) between professor and student understandings of where students should develop these skills (i.e. in class or outside of class).
By conducting and disseminating research on the gap between professor communication of expectations and student interpretation of those expectations, we can contribute to graduate attribute research that thoroughly explores student skill development.
This gap has implications on assessment when students are evaluated on skill sets that are not explicitly stated on the course syllabi due to variations in syllabi design or a lack of understanding of where those skills should be taught (i.e. in class or outside of class time). Also, by conducting collaborative research across different units, we believe we can identify gaps in the service delivery of academic support staff, and can recommend and establish more opportunities for academic support staff to communicate with faculty regarding skill support, thereby encouraging collaborations across units that support teaching and learning.
Throughout this showcase, we will present a brief introduction to our research project and offer initial interpretations of our data. We will also demonstrate the implications of our research for those who support faculty in communicating and teaching required skill sets. After a brief presentation of the research project, participants will be invited to comment on or ask questions about our initial findings and proposed recommendations.
Presented at Computers in Libraries 2016
As a late adopter to the LibGuide platform, our library was able to learn from earlier successes and failures of others. We took an evidence-based approach to design its guides based on iterative testing and data from Springshare and Google Analytics. I share what user data showed and how it led to a consistent look and feel.
Breaking the Mould: Leisure Reading – Not Just for Public Libraries Anymore Melanie Parlette-Stewart
Presented at the OLA 2016 Super Conference with Hana Storova and Jacqueline Hamilton
It is what you read when you dont have to that determines what you will be when you cant help it – Oscar Wilde
The University of Guelph Library opened its Gryph Reads Leisure Reading collection to students, staff and faculty in July 2013. With the collection established, the focus of the Gryph Reads Committee has shifted. A new library-wide committee focuses on not only collection development, but promotion, building awareness and increasing user engagement through events and marketing. This session will engage participants through an exploration of the purpose and potential of leisure reading collections in academic libraries. Key initiatives of our committee have included a user experience survey, Blind Date with a Book event and One Book One Library Book Club. We will share lessons learned and best practices. Participants will leave the session with a road map for developing their own leisure reading collection and program.
Learning Outcomes
Attendees will:
Explore the purpose and potential of leisure reading collections in academic libraries;
Examine the development of the University of Guelph leisure reading collection from initiation to present day;
Identify best practices for creating a leisure reading collection, including budgeting, collection development, events, and marketing in an academic library.
Presented at the OLA Super Conference 2016
How do you stand out in an increasingly digital world? With every person only a Google search away, its important for all professionals to develop an effective online presence in order to demonstrate their skills beyond the traditional resume. For colleagues, potential employers and future collaborators, your online presence provides an opportunity to take a closer look at your experience, view your portfolio and get to know you. Developing an digital identity that is true to who you are and manageable can be a challenge – having a strategy is key. This presentation will provide steps for creating an online identity, including improving your social media presence and developing an online portfolio. This presentation will provide ideas for both developing and refining your personal digital brand. Through exemplars and best practices, attendees will leave with tips and tools for creating your best online self.
Learning Outcomes
Attendees will:
Identify the importance of creating a professional digital identity
Identify tools for creating and managing an online presence
Identify best practices and considerations for developing an online presence.
Writers Workshop 2015 - Joining the Conversation: Fundamentals of Social MediaMelanie Parlette-Stewart
f you are serious writer, having an online social media presence is something that can work to your advantage. You can use social media to market a book, yourself, or an organization. Social media is one of the most important tools we can use for marketing and communication. Learn about popular social media tools such as Facebook, Twitter, Pinterest, YouTube, Instagram, and blogging. This workshop will explore best practices for engagement and getting the conversation going. Other issues covered will include managing risk, analytics, picking the best tools for your strategy, and privacy.
Whether you’re building a community or a personal brand, this workshop will provide you with tips and tools to get you started on developing an effective social media plan.
Infographics: E-volving Instruction for Visual Literacy
Melanie Parlette-Stewart, Lindsey Robinson - University of Guelph, Guelph, Ontario
WILU 2014 - London, ON
Infographics involve the bringing together of information, data, and design. There is increasing need to be visually literate, as is highlighted in the ACRL Visual Literacy Competency Standards for Higher Education. This session presents the ACRL Visual Literacy Competency Standards and the application of these to an introductory infographics instruction session. This session will highlight the active learning approach used to allow students to engage with and create infographics at an introductory level.
E-valuating the Impact of Face-to-Face and Online Information Literacy and Wr...Melanie Parlette-Stewart
E-valuating the Impact of Face-to-Face and Online Information Literacy and Writing Skills Instruction Using a Mixed Methods Research Design
WILU 2014, London, Ontario
Melanie Parlette-Stewart, Karen Nicholson, Kim Garwood, Trent Tucker - University of Guelph, Guelph, Ontario
This presentation will describe a mixed methods, collaborative action research project conducted as part of the ACRL's Assessment in Action (AiA) program to evaluate the impact of face-to-face, online, and blended approaches to information literacy and writing skill development in a large, first-year management course MGMT*1000. While our study did not yield the generalizable data that we had hoped, it did teach us some valuable lessons about the challenges and pitfalls of conducting mixed methods research that will be of use to those interested in gathering evidence to assess the Library's impact on student learning outcomes.
1. Introduction to Research for
Civil Engineering
Using the Library Resource Centre
Melanie Parlette, BA, MLIS
Program Liaison
January 2013
2. I AM . . .
Melanie Parlette
LRC Program Liaison
School of Engineering and Information Technology
Email:mparlette@conestogac.on.ca
Twitter: @ConestogaLib_MP
3. TODAY we will :
1. Improve your search skills through “pre-searching” and
“re-searching” to refine keyword strategies
2. Locate various types of resources to balance your research
with high quality information from the LRC’s collections
3. Produce IEEE style endnote citations of resources you find
4. Understand how to use RefWorks and Referencing tools to
reference Journal Articles and websites
5. Locate resources to search for Newspaper articles
4. Off-Campus Access Visit the LRC to
PIN NUMBERS - You can use your PIN to: get your PIN.
• Access resources from Off-Campus Don’t forget to bring
• Renew a book, place a hold your student card
• Review your account with the 2013 sticker
on it!
5. Today’s Research Topic is….
What environmental risks are
involved with petroleum
pipelines?
6. Pre-Searching:
Thinking About Your Search
• What are the keywords or phrases in the
question that you would use in your search?
• Also think of synonyms and related terms….
7. Pre-Searching:
Petroleum Pipelines Risks
Related Terms or Synonyms (words that Related Terms or Synonyms (words that
mean the same as the first term, above) mean the same as the first term, above)
8. Let’s Research :
LRC Discover Tool
petroleum pipelines and risks
http://www.conestogac.on.ca/lrc/
9. Let’s Re/search:
Don’t forget to
Re/Search:
Full Text
Date
Source Type
Subject
10. Let’s Re/search:
Don’t forget to try using
other “PRE-
SEARCHING” terms:
Ex: Pipeline design and
construction and risk
assessment and Keystone XL . . . and again:
don’t forget to
Re/Search:
Full Text
Date
Source Type
Subject
11. Citing our Sources
It's important to cite sources you used in your research for several
reasons:
To show your reader you've done proper research by listing
sources you used to get your information
To be a responsible scholar by giving credit to other
researchers and acknowledging their ideas
To avoid plagiarism by quoting words and ideas used by
other authors
To allow your reader to track down the sources you used by
citing them accurately in your paper by way of footnotes, a
bibliography or reference list
15. Importing to RefWorks
1. Export database direct to RefWorks
2. Sign in to RefWorks if not already logged in
3. View last imported folder
4. *New Folder “Name your folder”
5. Check new reference
6. Add to new folder
16. Balanced Research
Effective research taps into a variety of sources
Encyclopedias
Websites Books
Newspapers Scholarly
(these can be ONLINE
Journals, Prof
– on a website or in a essional
database) Magazines
17. Need more sources?
Explore the “Civil
Engineering” Research Help
Guide to discover Databases
focused on Civil Engineering.
These database have:
Advanced Search Tools
Subject Specific Material
http://exploreguides.conestogac.on.ca/civileng
19. What about websites?
Visit www.cgs.ca
Click Resource
Centre
Select a page on
this website and
complete the
fields needed.
20. Creating a Works Cited
• Click “Create a bibliography”
• Select Output style manager
• Select “IEEE Communication Magazine”
(found under Conestoga College Specific) as
Output Style
• File Type “Word for Windows”
• References to include “Folder Name”
21. Let’s Cite our Sources:
Don’t forget to check
the style guides to
make sure your
citation is correct
(sometimes there are
mistakes!)
22. Summary
Researching using the LRC
Use Discovery Search first
www.conestogac.on.ca/lrc
After that, try a relevant Research Help guide for links to even more
resources to search
http://exploreguides.conestogac.on.ca/civileng
Use the “Cite” feature in each database
Remember no “citation generator’ is ever perfect
Check it manually using the Writing Centre’s resources for IEEE.
www.conestogac.on.ca/learningcommons/resources/writing.jsp
23. HELP AT THE A1109
LIBRARY
Visit the Service Desk
Email or Phone
Instant Messaging
Editor's Notes
How you can help them and how they can find you – leads into the ISEMP introduction
By listening and participating actively in today’s workshop, you’ll vastly improve your skills in information seeking, which will help improve your grades and help you to success in your academic career.
Discuss the above as the two principle ways to find information through the library.Direct students to go the LRC homepage to get started. Proceed with search examples without additional slides.
This page links to the Contact Us page by clicking on the screen shot of Contact Us.