This document provides an introduction to research skills for engineering technology students using the Library Resource Centre at Conestoga College. It outlines how to [1] improve search skills through refining keywords, [2] locate various types of high quality resources in the LRC collections, and [3] evaluate resources using criteria like credibility, accuracy, reasonableness and support. The document demonstrates how to search the LRC Discovery tool and subject databases, cites sources properly, and notes help is available at the LRC service desk, by email, phone or instant messaging.
This document provides an introduction to research skills for mechanical systems engineering students. It outlines how to use the Library Resource Centre to locate high quality sources for research. The presentation covers searching techniques like using keywords and synonyms, evaluating sources using criteria like credibility and accuracy, and citing sources properly. Students are shown databases and guides relevant to mechanical engineering topics. The goal is to help students balance their research across different types of sources and produce well-supported work.
Melanie Parlette presented an introduction to research skills for mechanical systems engineering students. She discussed how to effectively search for resources, evaluate sources, and cite references. Students learned to use keyword strategies and search across various resource types. The presentation emphasized balancing research with high-quality sources and provided guidance on the research help guide for additional subject-specific materials.
This document provides an introduction to research skills for computer programming students. It outlines Melanie Parlette-Stewart's presentation on using the Library Resource Centre for assignments requiring research. The presentation covers refining search strategies, evaluating source quality using the CRAAP test, balancing different types of sources, citing sources, and additional databases for computer programming topics. Students are encouraged to apply pre-searching and re-searching techniques to improve their searches and evaluate sources based on currency, relevance, authority, accuracy, and purpose.
This document provides an introduction to research resources available through the Library Resource Centre (LRC) for students in the Welding Technology program at Conestoga College. It discusses improving search skills through refining keywords and locating various resource types. Students are shown how to access off-campus resources using their PIN number and directed to the LRC homepage and their specific research guide. The presentation provides an example of searching for information on the relationship between Facebook use and academic performance. It emphasizes the importance of citing sources and provides tips for citing sources correctly.
This document provides information about library resources for students in the School of Engineering and Information Technology at Conestoga College. It discusses databases like Emerald Built Environment and Google Scholar that can be used for research. It also provides tips for conducting literature reviews, including comparing and contrasting sources, identifying trends, and avoiding plagiarism. The document concludes by highlighting various ways students can get help from the library.
The document provides an overview of conducting a literature review for business research. It defines what a literature review is and its purpose, which includes defining and limiting the research problem, placing the study in historical context, avoiding unnecessary replication, selecting research methods, relating findings to previous knowledge, and developing hypotheses. It also discusses evaluating literature sources for relevance and reliability. The document outlines the structure, organization, and writing of a literature review, including making links between studies, using summary tables, and citing sources.
This document provides information on referencing and plagiarism. It begins by stating the learning outcomes, which are to understand plagiarism and how to reference work using the Harvard system. It then defines plagiarism and discusses different types of plagiarism. The document also covers how to reference sources in-text and provide full references, highlighting important information to include. Various tools and guides for referencing are also mentioned.
This document provides an introduction to research skills for mechanical systems engineering students. It outlines how to use the Library Resource Centre to locate high quality sources for research. The presentation covers searching techniques like using keywords and synonyms, evaluating sources using criteria like credibility and accuracy, and citing sources properly. Students are shown databases and guides relevant to mechanical engineering topics. The goal is to help students balance their research across different types of sources and produce well-supported work.
Melanie Parlette presented an introduction to research skills for mechanical systems engineering students. She discussed how to effectively search for resources, evaluate sources, and cite references. Students learned to use keyword strategies and search across various resource types. The presentation emphasized balancing research with high-quality sources and provided guidance on the research help guide for additional subject-specific materials.
This document provides an introduction to research skills for computer programming students. It outlines Melanie Parlette-Stewart's presentation on using the Library Resource Centre for assignments requiring research. The presentation covers refining search strategies, evaluating source quality using the CRAAP test, balancing different types of sources, citing sources, and additional databases for computer programming topics. Students are encouraged to apply pre-searching and re-searching techniques to improve their searches and evaluate sources based on currency, relevance, authority, accuracy, and purpose.
This document provides an introduction to research resources available through the Library Resource Centre (LRC) for students in the Welding Technology program at Conestoga College. It discusses improving search skills through refining keywords and locating various resource types. Students are shown how to access off-campus resources using their PIN number and directed to the LRC homepage and their specific research guide. The presentation provides an example of searching for information on the relationship between Facebook use and academic performance. It emphasizes the importance of citing sources and provides tips for citing sources correctly.
This document provides information about library resources for students in the School of Engineering and Information Technology at Conestoga College. It discusses databases like Emerald Built Environment and Google Scholar that can be used for research. It also provides tips for conducting literature reviews, including comparing and contrasting sources, identifying trends, and avoiding plagiarism. The document concludes by highlighting various ways students can get help from the library.
The document provides an overview of conducting a literature review for business research. It defines what a literature review is and its purpose, which includes defining and limiting the research problem, placing the study in historical context, avoiding unnecessary replication, selecting research methods, relating findings to previous knowledge, and developing hypotheses. It also discusses evaluating literature sources for relevance and reliability. The document outlines the structure, organization, and writing of a literature review, including making links between studies, using summary tables, and citing sources.
This document provides information on referencing and plagiarism. It begins by stating the learning outcomes, which are to understand plagiarism and how to reference work using the Harvard system. It then defines plagiarism and discusses different types of plagiarism. The document also covers how to reference sources in-text and provide full references, highlighting important information to include. Various tools and guides for referencing are also mentioned.
Literature:-
Any written materials published in book, journal, magazine, novel, poetry, yearbook and encyclopedia are considered as literature.
The literature review is integral part of the entire research process.
It makes a value contribution.
The literature review begin before a research problem is finalized and continues until the report in finished.
This document provides instructions for completing an assignment involving finding and analyzing scholarly articles. Students are asked to find one primary peer-reviewed article and four related secondary articles. They must obtain copies of the articles and annotate the primary article's bibliography to indicate whether sources are peer-reviewed. The final deliverables involve submitting cover pages and bibliographic information from the selected articles. The document provides guidance on finding appropriate databases, identifying peer-reviewed sources, obtaining full-text articles, and submitting the required materials.
This document provides an overview of library resources available through Clayton State University. It describes LibGuides which contain tutorials, guides, and pathfinders for research. It also outlines strategies for effective searching, including using Boolean operators and subject headings. Additionally, it discusses evaluating the quality of resources and avoiding plagiarism. The document serves as a guide for students on how to utilize the library and its databases and electronic resources for research.
This document provides an overview of the academic research process and how to cite sources. It discusses what academic research entails, the basic research process steps of organizing, developing topics, evaluating sources, organizing information, and composing drafts. Significant attention is given to evaluating and citing sources using styles like MLA and APA. Links are provided to additional resources for conducting searches, understanding citation styles, and getting research help.
This document discusses different types of information sources and how to evaluate them. It defines reference sources as publications that provide authoritative information, including reference books, indexes, and databases. Reference books are designed to be looked up quickly rather than read cover to cover, and include dictionaries, encyclopedias, and other sources organized alphabetically or by topic. The document provides tips for evaluating information sources, such as checking the date, author credentials, intended audience, and bias. It distinguishes between primary sources, secondary sources, and tertiary sources, and discusses how to determine the authority and suitability of a source for research.
The document discusses key aspects of academic research, including the differences between primary and secondary research sources. Primary research involves collecting original data through surveys, interviews, or experiments, while secondary research relies on analysis and interpretation from secondary sources. When conducting research, scholars should use peer-reviewed, scholarly sources over popular sources. Traditional academic research can be done through libraries, databases, and field work. Non-traditional research may also include reputable websites and government sources. Effective research requires formulating a clear research question and developing a research plan with goals. Researchers must also carefully evaluate sources based on their credibility, accuracy, reasonableness, and support. Maintaining a working bibliography is important to properly cite sources. Evidence-based writing
NATIONAL WORKSHOP ON RESEARCH METHODOLOGY, STATISTICAL
ANALYSIS AND STRESS MANAGEMENT
Organized by: - Panjab University Campus Students Council (PUCSC) in Collaboration With
Centre for Public Health, Panjab University, Chandigarh
The document provides guidance on conducting a literature search and review. It outlines the main objectives of a literature search as identifying as many relevant published and unpublished sources as possible on a specific topic. It then describes the key stages of a literature search and review process, including determining information needs, exploring available sources, reading and annotating sources, taking notes, analyzing findings, and writing up the results. A variety of source types and search techniques are also discussed to aid in locating relevant literature.
This document provides an overview of different types of information sources and reference materials. It discusses what information sources and reference sources are, including reference books. It also covers how reference books are arranged and evaluated, and how to distinguish between primary, secondary, and tertiary sources. The document is meant to teach students about evaluating various information sources.
By the end of the session, students should be able to find information for assignments and understand available resources as a Central student. The document discusses information sources like library searches, course documents, interact pages, and library resources. It also covers online databases and Google. Students will match sources to descriptions in small groups and discuss as a class. Search tips like phrase searching and wildcard searching are presented to help find results in library databases.
The document provides an overview of library resources for engineering and IT students at Conestoga College. It discusses the library catalog and databases, different types of sources, evaluating sources, searching databases, and getting research help from the library.
This presentation gives an overview of referencing as an academic skill - what it is, why it's important, when do you reference and how/what do you need to reference? It was followed by a hands-on demo of Zotero. This presentation is suitable for all university students, regardless of subject or level.
HRM 1130 - Effective Supervision - Conestoga College Information Literacy Ses...Melanie Parlette-Stewart
The document provides an introduction to researching effectively for woodworking projects using the Library Resource Centre, outlining tips for refining searches, locating different resource types, and properly citing sources. It reviews the various library databases, catalogs, and collections available for conducting research and finding information on topics like band saw safety practices. Library staff are available for assistance with research questions or citing sources correctly.
This document provides an overview of resources for university studies, including different types of information sources, keywords for effective searching, and how to evaluate sources. It discusses primary, secondary and tertiary sources and gives examples. It also covers using the library search tool, referencing styles, databases like VetMed and PubMed, and getting help from subject librarians. The goal is to help students effectively find and use high-quality sources for their academic work.
This document discusses different types of information sources and how to evaluate them. It defines reference sources as publications that provide authoritative information, including reference books, indexes, and databases. Reference books are designed to be consulted for specific information needs rather than read cover to cover, and include genres like dictionaries, directories, and encyclopedias. When evaluating information sources, criteria like the author's authority, purpose, objectivity, currency, and relevance should be considered. Primary sources contain original material while secondary sources analyze and comment on primary sources.
This document outlines six criteria for evaluating web pages: authority, objectivity, accuracy, currency, content/relevancy, and aesthetics. For each criterion, several questions are provided to help assess different aspects of that criterion for a given web page. The criteria relate to assessing the author/sponsor, objectivity of information, accuracy of facts, timeliness of content, relevance to research needs, and visual design/balance of the page.
This document provides information about conducting a literature search. It defines what literature is, discusses different types of literature resources including books, journals, reports, and grey literature. It describes primary and secondary sources as well as different formats including print, electronic, online and offline. The document outlines the purpose of literature reviews and discusses searching strategies including using libraries, identifying relevant sources, locating research sources, and summarizing research. It provides tips for online searching including using Boolean operators and search techniques. Finally, it discusses how to search, display, and save results from databases like PubMed and journals.
The document provides guidance on developing an effective literature search strategy. It discusses starting a literature search through keywords, references, or journals. The main steps are defined as: defining the topic, turning it into a question, choosing search terms, selecting appropriate databases, running the search, and evaluating results. Specific databases are also outlined, including PubMed, CINAHL, Cochrane Library, and others. Guidance is given on using keywords, Boolean operators, and search history to refine results.
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
4 Literature Search Techniques 2 Strategic Searchingrichard kemp
The document discusses strategies for conducting an effective literature search. It covers searching academic literature to find relevant sources, avoiding duplicating previous work, and learning from other scholars' methods and approaches. Search techniques include keyword searches in digital libraries and databases, browsing relevant books and articles, and tracking citations between sources. The optimal search strategy depends on the topic's scope and available sources. Literature searches should become more focused and specialized over time to increase knowledge of the subject.
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.
The document provides an introduction to research skills for mechanical engineering students. It discusses searching databases and evaluating sources, using keywords and subject terms to refine searches. It also covers citing sources, and recommends using the library's research guides to find subject-specific databases and evaluate information quality. Students are encouraged to consult library staff for research help.
Literature:-
Any written materials published in book, journal, magazine, novel, poetry, yearbook and encyclopedia are considered as literature.
The literature review is integral part of the entire research process.
It makes a value contribution.
The literature review begin before a research problem is finalized and continues until the report in finished.
This document provides instructions for completing an assignment involving finding and analyzing scholarly articles. Students are asked to find one primary peer-reviewed article and four related secondary articles. They must obtain copies of the articles and annotate the primary article's bibliography to indicate whether sources are peer-reviewed. The final deliverables involve submitting cover pages and bibliographic information from the selected articles. The document provides guidance on finding appropriate databases, identifying peer-reviewed sources, obtaining full-text articles, and submitting the required materials.
This document provides an overview of library resources available through Clayton State University. It describes LibGuides which contain tutorials, guides, and pathfinders for research. It also outlines strategies for effective searching, including using Boolean operators and subject headings. Additionally, it discusses evaluating the quality of resources and avoiding plagiarism. The document serves as a guide for students on how to utilize the library and its databases and electronic resources for research.
This document provides an overview of the academic research process and how to cite sources. It discusses what academic research entails, the basic research process steps of organizing, developing topics, evaluating sources, organizing information, and composing drafts. Significant attention is given to evaluating and citing sources using styles like MLA and APA. Links are provided to additional resources for conducting searches, understanding citation styles, and getting research help.
This document discusses different types of information sources and how to evaluate them. It defines reference sources as publications that provide authoritative information, including reference books, indexes, and databases. Reference books are designed to be looked up quickly rather than read cover to cover, and include dictionaries, encyclopedias, and other sources organized alphabetically or by topic. The document provides tips for evaluating information sources, such as checking the date, author credentials, intended audience, and bias. It distinguishes between primary sources, secondary sources, and tertiary sources, and discusses how to determine the authority and suitability of a source for research.
The document discusses key aspects of academic research, including the differences between primary and secondary research sources. Primary research involves collecting original data through surveys, interviews, or experiments, while secondary research relies on analysis and interpretation from secondary sources. When conducting research, scholars should use peer-reviewed, scholarly sources over popular sources. Traditional academic research can be done through libraries, databases, and field work. Non-traditional research may also include reputable websites and government sources. Effective research requires formulating a clear research question and developing a research plan with goals. Researchers must also carefully evaluate sources based on their credibility, accuracy, reasonableness, and support. Maintaining a working bibliography is important to properly cite sources. Evidence-based writing
NATIONAL WORKSHOP ON RESEARCH METHODOLOGY, STATISTICAL
ANALYSIS AND STRESS MANAGEMENT
Organized by: - Panjab University Campus Students Council (PUCSC) in Collaboration With
Centre for Public Health, Panjab University, Chandigarh
The document provides guidance on conducting a literature search and review. It outlines the main objectives of a literature search as identifying as many relevant published and unpublished sources as possible on a specific topic. It then describes the key stages of a literature search and review process, including determining information needs, exploring available sources, reading and annotating sources, taking notes, analyzing findings, and writing up the results. A variety of source types and search techniques are also discussed to aid in locating relevant literature.
This document provides an overview of different types of information sources and reference materials. It discusses what information sources and reference sources are, including reference books. It also covers how reference books are arranged and evaluated, and how to distinguish between primary, secondary, and tertiary sources. The document is meant to teach students about evaluating various information sources.
By the end of the session, students should be able to find information for assignments and understand available resources as a Central student. The document discusses information sources like library searches, course documents, interact pages, and library resources. It also covers online databases and Google. Students will match sources to descriptions in small groups and discuss as a class. Search tips like phrase searching and wildcard searching are presented to help find results in library databases.
The document provides an overview of library resources for engineering and IT students at Conestoga College. It discusses the library catalog and databases, different types of sources, evaluating sources, searching databases, and getting research help from the library.
This presentation gives an overview of referencing as an academic skill - what it is, why it's important, when do you reference and how/what do you need to reference? It was followed by a hands-on demo of Zotero. This presentation is suitable for all university students, regardless of subject or level.
HRM 1130 - Effective Supervision - Conestoga College Information Literacy Ses...Melanie Parlette-Stewart
The document provides an introduction to researching effectively for woodworking projects using the Library Resource Centre, outlining tips for refining searches, locating different resource types, and properly citing sources. It reviews the various library databases, catalogs, and collections available for conducting research and finding information on topics like band saw safety practices. Library staff are available for assistance with research questions or citing sources correctly.
This document provides an overview of resources for university studies, including different types of information sources, keywords for effective searching, and how to evaluate sources. It discusses primary, secondary and tertiary sources and gives examples. It also covers using the library search tool, referencing styles, databases like VetMed and PubMed, and getting help from subject librarians. The goal is to help students effectively find and use high-quality sources for their academic work.
This document discusses different types of information sources and how to evaluate them. It defines reference sources as publications that provide authoritative information, including reference books, indexes, and databases. Reference books are designed to be consulted for specific information needs rather than read cover to cover, and include genres like dictionaries, directories, and encyclopedias. When evaluating information sources, criteria like the author's authority, purpose, objectivity, currency, and relevance should be considered. Primary sources contain original material while secondary sources analyze and comment on primary sources.
This document outlines six criteria for evaluating web pages: authority, objectivity, accuracy, currency, content/relevancy, and aesthetics. For each criterion, several questions are provided to help assess different aspects of that criterion for a given web page. The criteria relate to assessing the author/sponsor, objectivity of information, accuracy of facts, timeliness of content, relevance to research needs, and visual design/balance of the page.
This document provides information about conducting a literature search. It defines what literature is, discusses different types of literature resources including books, journals, reports, and grey literature. It describes primary and secondary sources as well as different formats including print, electronic, online and offline. The document outlines the purpose of literature reviews and discusses searching strategies including using libraries, identifying relevant sources, locating research sources, and summarizing research. It provides tips for online searching including using Boolean operators and search techniques. Finally, it discusses how to search, display, and save results from databases like PubMed and journals.
The document provides guidance on developing an effective literature search strategy. It discusses starting a literature search through keywords, references, or journals. The main steps are defined as: defining the topic, turning it into a question, choosing search terms, selecting appropriate databases, running the search, and evaluating results. Specific databases are also outlined, including PubMed, CINAHL, Cochrane Library, and others. Guidance is given on using keywords, Boolean operators, and search history to refine results.
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
4 Literature Search Techniques 2 Strategic Searchingrichard kemp
The document discusses strategies for conducting an effective literature search. It covers searching academic literature to find relevant sources, avoiding duplicating previous work, and learning from other scholars' methods and approaches. Search techniques include keyword searches in digital libraries and databases, browsing relevant books and articles, and tracking citations between sources. The optimal search strategy depends on the topic's scope and available sources. Literature searches should become more focused and specialized over time to increase knowledge of the subject.
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.
The document provides an introduction to research skills for mechanical engineering students. It discusses searching databases and evaluating sources, using keywords and subject terms to refine searches. It also covers citing sources, and recommends using the library's research guides to find subject-specific databases and evaluate information quality. Students are encouraged to consult library staff for research help.
The document discusses information literacy and defines it as the set of skills needed to find, retrieve, analyze, and use information. It emphasizes that information literacy is a survival skill in the digital age, as it teaches people how to learn by understanding how knowledge is organized and how to effectively find and use information. The document also outlines the main steps to conducting successful research, including defining topics, evaluating sources critically, and properly citing sources.
The document provides guidance on how to plan, structure, write and reference essays and academic papers. It discusses including an introduction that addresses the question, using a logical structure, and reaching a conclusion. References must be included using the Harvard referencing system. Research should be selected from reliable sources, cited properly in the text, and fully referenced in a bibliography. Direct copying from sources without references is considered plagiarism. Careful planning is emphasized to ensure a clear argument is developed that draws own conclusions supported by evidence and analysis.
This document provides an overview of conducting research for a PSYC 3401 Experimental Psychology course. It discusses devising a research strategy, beginning background research, selecting and accessing resources, critically evaluating resources, and saving resources found. It provides guidance on defining a topic, conducting background research, doing detailed research, and developing a final product. It also outlines various research tools like databases, citation software, catalogs, and the internet that can be used during the research process.
This document provides an overview of resources for students in the School of Engineering and Information Technology at Conestoga College. It discusses:
1. How to search the Library Resource Centre website and databases like IEEE Xplore to find relevant research. It also explains how to organize citations and create bibliographies using RefWorks.
2. Additional resources available through the library like individual subject databases, the discovery search, and cloud computing tools for collaboration.
3. Tips for evaluating sources using the CRAAP test and determining the authority, accuracy, and purpose of information.
How not to reinvent the wheel - Literature Searching for ENCH400 2012Deborah Fitchett
Key reference material and databases for chemical engineering literature reviews, and tips for choosing keywords, evaluating, and refining search results.
The document provides an overview of essential library skills for students at Middlesex University. It covers different types of information resources, how to perform searches using keywords, and how to evaluate and reference sources. It discusses primary, secondary and tertiary sources and emphasizes currency, authority, relevance and purpose when evaluating information. The document demonstrates how to search the library database and save references. It introduces the referencing guide Cite Them Right and provides resources on the veterinary nursing subject guide.
This document provides guidance on conducting a literature review, including defining what a literature review is, identifying key sources of information, developing search strategies, and assessing source quality. It discusses searching academic databases and catalogs for books and journal articles, as well as searching other sources like magazines, newspapers, and the internet. The document emphasizes planning search strategies, using subject specific keywords and databases, and citing references in a literature review.
A library presentation can help students in several ways: it shows them how to conduct scholarly research, can be tailored to their specific course requirements, and allows them to identify librarians for future assistance. Librarians typically cover how to determine information needs, find and evaluate sources, organize citations to avoid plagiarism. They discuss keywords, Boolean search techniques, and databases for articles, reports and standards. Students learn to evaluate sources based on currency, relevance, author credentials, accuracy, and point of view. Proper citation and referencing is covered, with examples in APA style.
Presentation of thomson reuters and web of science in publishingPadmanabhan Krishnan
1) The document discusses various tools for scientific research including Web of Science, EndNote, Journal Citation Reports, and ResearcherID. It focuses on how to search literature efficiently and discover relevant information.
2) Dynamics of scholarly information are reviewed, with Web of Science presented as an integrated solution for literature search, analysis, writing and publishing papers. It allows searching cited references, times cited and related records.
3) Personal tools like EndNote Web and ResearcherID are presented as ways to manage references and build a profile to showcase publications and collaboration opportunities. Metrics like impact factors, citation counts and H-indexes are discussed to evaluate journals and researchers.
This document provides guidance on using databases versus search engines for research. It explains that databases contain published scholarly research like journal articles and government publications, while search engines contain general information that may not have been formally published. The document encourages using databases for college-level research since they contain peer-reviewed articles and other vetted sources, while search engines can be a starting point for gathering information. Key features of databases are described, like advanced search options, saving and sharing tools, and limiting searches to peer-reviewed results. The document also covers evaluating search results and determining if full-text access is available.
This document provides an overview of computer engineering resources available at a college library (LRC). It discusses locating key sections of the LRC website, performing basic searches of LRC resources and narrowing results. It also covers tools for organizing citations and using correct citation styles, as well as getting help from the library. The document uses the topic of exploring the relationship between Facebook use and academic performance as an example for finding and citing sources.
This document summarizes different types of library sources for ITCT students and how to evaluate sources. It discusses scholarly journals, trade journals, conference papers, and technical reports. It explains the importance of peer review in evaluating scholarly sources and outlines the CRAAP test for assessing source credibility based on currency, relevance, authority, accuracy, and purpose. The document also provides tips for searching academic databases and continuing research after graduation through open access journals, institutional repositories, and pre-prints.
The document provides guidance on conducting an effective literature review. It defines what a literature review is and discusses why they are important. The presentation covers the literature review process, including defining the research question, searching for sources, selecting and evaluating sources, and synthesizing the information. It emphasizes organizing the review with an introduction, body, and conclusion and considering chronological, thematic, or methodological organization for the body. Tips are provided on what to write, such as discussing key findings and gaps, and on the layout and language for an academic literature review.
PSY1020 Referencing - See it cite it sorted APA 7th ed (2022)Middlesex University
This document provides information about referencing styles and creating citations and references. It discusses evaluating information sources and the importance of referencing. The document explains the differences between citations and references and provides examples of citations in both narrative and parenthetical styles. It also demonstrates how to create references in APA style and lists some tips for referencing, including using citation management tools and seeking help from librarians.
The document provides information on using databases and library resources to find scholarly sources for research. It distinguishes between search engines and library databases, noting that databases contain peer-reviewed scholarly sources while search engines contain more general information. It also describes how to search databases, evaluate search results, determine if full-text of an article is available, and cite sources found in databases. Key tips include using advanced search features, limiting to peer-reviewed results, and utilizing the interlibrary loan system when full-text is not available.
This is a lesson in Research 1- Basic Research and is good for a 1.5 hours classroom activity. It covers images that can motivate undergraduate students from class participation during the class activity.
Entering words into a search engine is great for
finding a quick answer but it won’t always give
you the best evidence for your arguments. In this
session learn how to research rather than search for
the best information for your assignments.
Similar to COMM 1180 Level 2 - MET (Neigh) March 2013 (20)
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.
Discovering the Junction: Professor Expectations and Student Interpretations ...Melanie Parlette-Stewart
This document summarizes a research study on the discrepancies between professor expectations of student academic skills and student interpretations of those expectations. The study collected data through surveys of students and faculty across multiple disciplines at a university. It found an overall discrepancy rate of 63% between professor and student understandings of the skills expected for courses. Common discrepancies occurred regarding research skills, writing skills, and where skills should be developed. The study aims to help reduce these gaps by informing curriculum design and academic support services.
The Intersection between Professor Expectations and Student Interpretations ...Melanie Parlette-Stewart
This document summarizes a research project examining the disconnect between the academic skills professors expect students to have and the skills students believe they possess. Surveys of over 1900 students and faculty across disciplines found a 63% discrepancy. Students wanted most help with writing, learning, and research skills. Implications include making skill expectations explicit and collaborating across units to better support student skill development. Future research areas are also discussed.
This document provides tips for building an online identity and digital presence through social media. It recommends establishing a consistent online brand, engaging with colleagues on social platforms like Twitter, creating a personal website and blog, using videos to share work, and measuring impact through metrics like the h-index and altmetrics. Authenticity and having the right to post content are also emphasized.
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: Make Your Content Pop: An Introduction to Creatinganim...Melanie Parlette-Stewart
The document provides guidance on creating animated videos, outlining best practices for scripting, storyboarding, narration, and sharing videos using free tools. It emphasizes keeping videos short and focused, rehearsing narration, and giving proper credit for any images or music used. The overall goal is to engage audiences and credibly promote or explain concepts through animated video content.
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.
The document summarizes an infographics workshop presented at the University of Guelph. The workshop introduced participants to infographics and their uses, had them evaluate example infographics using established criteria, and created their own simple infographic using PowerPoint. Active learning techniques like think-pair-share and hands-on activities were used. Feedback from various participant groups like university students, high school students, and library staff is discussed. Areas for future workshops are brainstormed, including adding a data literacy component or advanced software training. The workshop aims to develop visual literacy skills through a creative hands-on approach.
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.
Technology Enabled Lives: Understanding the Social Media Use of the Under 30sMelanie Parlette-Stewart
This document provides an overview of using social media to engage undergraduate students. It discusses current social media usage statistics for those under 30 and examines potential issues like addiction. Specific platforms like Facebook, Twitter, Pinterest, and tools like Hootsuite and Tweetdeck are explored with examples of how they can be used to supplement course materials, connect with students, and share additional resources. Best practices around accessibility, image, attribution, and transparency when using social media in education are also covered.
Social Media in Early Childhood Education:E-Literacy and Professional TipsMelanie Parlette-Stewart
This document provides an overview of using social media in early childhood education. It discusses the benefits and challenges of social media, including maintaining ethics and responsibilities. It then provides tips and recommendations for using specific social media tools like Twitter, Facebook, LinkedIn, blogs, and Pinterest as part of a early childhood educator's professional development and engagement. Recommended groups, pages, hashtags and blogs in each social media platform are also included.
The document provides guidance to first year undergraduate students on evaluating sources for research. It introduces Melanie Parlette-Stewart, a librarian, who is available to help students with their research assignment and evaluating sources, which is key to completing the assignment successfully. The document outlines that Melanie will demonstrate how to evaluate resources, review evaluation tools, and indicate where students can get additional help. It includes interactive activities for students to practice evaluating source reliability. In summary, the document orients students to the importance of evaluating sources and provides resources from the librarian to help students successfully complete their research assignment.
This document discusses social media in early childhood education and provides tips and recommendations. It covers challenges like ethics and security concerns with social media use. It then provides overviews of popular social media tools like Twitter, Facebook, LinkedIn, blogs, Pinterest and tips for using each effectively. Recommended professional groups and hashtags for each platform are suggested. The document concludes with general tips, resources for further reading and questions.
The document provides guidance on exploring woodworking resources available through the library. It outlines how to locate relevant sections of the library website, perform basic searches of library resources and narrow results to create a list of relevant sources. It also describes how to browse current woodworking magazines and search within specific publications. The document demonstrates searching for information on band saw safety practices as an example and provides tips for effective searching.
The document provides information about exploring resources for heavy equipment operators at a library resource center (LRC). It discusses locating relevant sections of the LRC website, performing searches and narrowing results, citing sources, and tools for organizing citations. Key resources mentioned include trade publications on topics like hydraulics, transportation, and construction equipment.
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Phone: 519-748-5220 ext. 5221
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This document provides an overview of library resources for APFM students at Conestoga College. It discusses borrowing privileges at the Musagetes Architecture Library, accessing resources off-campus using a PIN number, and the engineering research guide on the LRC homepage. It explains what peer review is and how it differs from other source types. It also demonstrates how to search the library discovery tool and evaluate sources using the CARS test for credibility, accuracy, reasonableness and support. The presentation aims to help students effectively use and evaluate library resources.
1. Introduction to Research for
Manufacturing Engineering Technology
Using the Library Resource Centre
Melanie Parlette-Stewart, BA, MLIS
Program Liaison
March 2013
2. I am . . .
Melanie Parlette-Stewart
LRC Program Liaison
School of Engineering and Information Technology
Email: mparlettestewart@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. Understand the criteria you can use to evaluate
resources to ensure they are of good quality.
4. Discover resources to assist you in creating proper
citations
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. LRC Homepage Research Help All Guides Engineering Technology
YOUR Research Guide Key Tabs:
• Articles from Databases
• Books . . .
• Cite Your Sources
• Contact Us
6. Today’s Research Topic is….
• Is there a relationship
Facebook use and academic
performance?
7. Finding a source to answer your
question . . .
• Where do we begin?
• Google
• Wikipedia
• Other suggestions…
8.
9.
10. Types of Sources
What’s the Difference?
Scholarly Journals Popular Magazines Trade Journals
• Scholarly research or projects. • General interest articles, entertainment, or • Industry related information, news and
• Illustrations are usually charts and graphs. information aimed at the consumer. Usually trends. Some illustrations.
• Authors are authorities in their field. Often colour photographs and illustrations. • Authors are industry experts, professionals,
professors or researchers. • Articles are usually written by magazine or practitioners who are not always
• Peer review process is in place where the staff, freelance writers, or may be identified
content of an article is reviewed by one or anonymous. • Typically no peer review or refereeing
more experts in the field. • No peer review or refereeing process. process.
Examples: Examples: Examples:
IEEE/ASME transactions on mechatronics Wired, Popular Mechanics ASME Mechanical Engineering Magazine
11. Choosing Better Sources
• How can you tell trustworthy information (the “better” information) from
less-trustworthy information (“worse” information)?
The CARS Test
• C redibility Look for believable, well written information that is free
of bias. Locate information about the author(s) and their credentials. How
credible are the authors, what is their level of expertise on this particular
topic.
• A ccuracy The information should be up-to-date, clear. You can
confirm accuracy by locating information from a variety of sources. Look for
a last updated date.
• R easonableness Information should be present objective and
balanced arguments.
• S upport Other sources should support the information found.
Always look for a reference list, bibliography or citations demonstrating
where the information came from.
12. 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….
13. Pre-Searching:
Academic
Facebook
Performance
Related Terms or Synonyms (words Related Terms or Synonyms (words
that mean the same as the first that mean the same as the first
term, above) term, above)
14. Let’s Research :
LRC Discover Tool
Facebook and Academic Performance
http://www.conestogac.on.ca/lrc/
15. Let’s Re/search:
Don’t forget
to Re/Search:
Full Text
Date
Source Type
Subject
16. Let’s Re/search:
Don’t forget to try using
other “PRE-SEARCHING”
terms:
Ex: Social Networks and
Media and Grades
. . . and
again: don’t
forget to
Re/Search:
Full Text
Date
Source Type
Subject
17. Balanced Research
Effective research taps into a variety of sources
Encyclopedias
Websites Books
Technical Scholarly
Papers Journals
Conference
Newspapers
Papers
Professional
Magazine (aka
Trade
Journals)
18. 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
19. Let’s Cite our Sources:
Don‟t forget to check the
style guides to make
sure your citation is
correct!
20. Need more sources?
Explore the “Engineering
Technology” Research Help
Guide to discover Databases
focused on Engineering
Technology.
These database have:
Advanced Search Tools
Subject Specific Material
http://exploreguides.conestogac.on.ca/EngTech
21. 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/EngTech
Use the “Cite” feature in each database
Remember no „citation generator‟ is ever perfect
Check it manually using the Writing Centre‟s resources for your Citations Style.
www.conestogac.on.ca/learningcommons/resources/writing.jsp
22. 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.
Student ID and PIN overview
Student ID and PIN overview
This will depend on the group of students and their assignment
We could find out all about this using Wikipedia, right?Perhaps start with Wikipedia – to get them to understand where you’re going with this, say “Wikipedia works for day-to-day questions, but why can’t you use just Wikipedia for all your research needs?” You’re looking for them to understand that a single source, regardless of what it is, is not enough for their research, even if it seems to provide all the answers they need…because it’s providing just one perspective, one author’s viewpoint. Facts may have been excluded or modified. You have to use a variety of sources to ensure you’ve got the best information, and the broadest perspective.List potential sources on the screen or on the board – the ones students suggest and you suggest will depend on the research topic
Do a quick search for your question, together. Have students look at the first page of results and see if they intuitively know the best from the worst (this can be just by the names of the links and their domain suffixes, or you could pick one or two (one good, one bad) and present the question openly (“Do you think this website is trustworthy, or not? Why or why not? Think about it and then we’ll discuss it.”). You could also do this with preselected websites which you lead students to with links. After the open discussion, present the CAARS/CRAAP acronym to fill in additional considerations. Could also do this in reverse, using the CAARS evaluation tool up front [depends on timing and audience]
Do a quick search for your question, together. Have students look at the first page of results and see if they intuitively know the best from the worst (this can be just by the names of the links and their domain suffixes, or you could pick one or two (one good, one bad) and present the question openly (“Do you think this website is trustworthy, or not? Why or why not? Think about it and then we’ll discuss it.”). You could also do this with preselected websites which you lead students to with links. After the open discussion, present the CAARS/CRAAP acronym to fill in additional considerations. Could also do this in reverse, using the CAARS evaluation tool up front [depends on timing and audience]
Do a quick search for your question, together. Have students look at the first page of results and see if they intuitively know the best from the worst (this can be just by the names of the links and their domain suffixes, or you could pick one or two (one good, one bad) and present the question openly (“Do you think this website is trustworthy, or not? Why or why not? Think about it and then we’ll discuss it.”). You could also do this with preselected websites which you lead students to with links. After the open discussion, present the CAARS/CRAAP acronym to fill in additional considerations. Could also do this in reverse, using the CAARS evaluation tool up front [depends on timing and audience]
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.