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.
One of the main ideas of research is to study what others have published and form your own opinions. When you quote people -- or even when you summarize or paraphrase information found in books, articles, or Web pages -- you must acknowledge the original author.
One of the main ideas of research is to study what others have published and form your own opinions. When you quote people -- or even when you summarize or paraphrase information found in books, articles, or Web pages -- you must acknowledge the original author.
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
Explains how to get started with Zotero, including Zotero's capabilities. After learning how to bring citations into Zotero, users will use Zotero to create a bibliography as well as in-text citations.
Reference Management and Avoiding Plagiarism by V. Sriram in Workshop on Research Methodology, Writing Practices, Language and Soft Skills, St. Teresa's College (Autonomous), Kochi. India. July 13, 2018.
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
Explains how to get started with Zotero, including Zotero's capabilities. After learning how to bring citations into Zotero, users will use Zotero to create a bibliography as well as in-text citations.
Reference Management and Avoiding Plagiarism by V. Sriram in Workshop on Research Methodology, Writing Practices, Language and Soft Skills, St. Teresa's College (Autonomous), Kochi. India. July 13, 2018.
SRE Woonvisie - Expertmeeting 1: Alex Sievers (Inbo)INBO
Op 11 februari 2011 organiseerde het Samenwerkingsverband regio Eindhoven i.s.m. Inbo en CityTV een expertmeeting in 't Brandpunt Helmond. Thema: Kenniswerkers Presentatie: Alex Sievers (Inbo)
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.
Eerste Alpe d'HuZes 2014 Deelnemersdag RunnersAlpe d'HuZes
De presentatie van Helma Janssen & Geert Welten (Coördinatoren Alpe d'HuZes Runners) tijdens de eerste Alpe d'HuZes 2014 Deelnemersdag in Veldhoven op 16 november 2013.
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.
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.
2. I AM . . .
Melanie Parlette
Program Liaison for School of Engineering and Information Technology
mparlette@conestogac.on.ca
3. TODAY we will…
• Locate our Research Guide on the LRC website
• Perform a basic search of LRC resources, narrow our
search and create a list of relevant results
• Perform a search using IEEE Xplore
• Locate the tools available to assist with organizing
citations and using correct style
4. Pin Numbers
You can use your PIN to:
• Access resources from Off-Campus
• Renew a book, place a hold
• Review your account
6. ONLINE DATABASES and
Library Discovery
Individual Databases Discovery Search
• Databases are usually organized • Searches majority of LRC’s
by major subject i.e. nursing, databases all at once
business, etc • Benefit: you just search—simple
• Benefit: use advanced search and convenient
tools to find millions of • Detriment: You don’t get the
trustworthy, subject-specific specific treatment and advanced
resources Detriment: you have to search capabilities of individual
choose and search multiple databases.
databases
• Use your Research Guide to
discover these!
8. LIBRARY as a GATEWAY
• The LRC is a gateway to a variety of quality resources for your
College studies
Tips:
1.Refine to Full Text
2.Refine by Date
3.Select Source Types
4.Select Subjects
5.Export to Refworks
9. 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
13. 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
14. 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”
15. Searching Databases
IEEE ASPP
Specialized subject database
Tips:
1.Only show Full Text
Results
2.Narrow by Topic
3.Narrow by Date
4.Export to Refworks
16. Choosing Better Sources
• How can you tell trustworthy information (the “better”
information) from less-trustworthy information (“worse”
information)?
The CRAAP Test
• Currency The timeliness of the information
• Relevance The importance of the information for your needs
• Authority The source of the information
• Accuracy The reliability, truthfulness, and correctness of the information
• Purpose The reason the information exists
17. Activity
• What did I learn today that was useful?
• What would I like to learn more about?
18. Today We…
• Searched LRC Resources including the Discovery Tool and
IEEE
• Used RefWorks to create a bibliography
19. HELP AT THE LIBRARY
instant messaging
information service
email or phone
Editor's Notes
How you can help them and how they can find you – leads into the ISEMP introduction
This can be amended to reflect a specific assignment they are working towards or that information could be added verbally.
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.
Segway – The Library provides lots of print and online information that can be classed as “better” information: published, edited, scholarly, sometimes peer-reviewed. Google is great for finding the free stuff, and we’ve seen that there can be quality info found through a search for free information. But the library specializes in providing more information to you – the kind that usually you have to pay for.
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.
Telecom wireless network capacity Narrow Source Type Date
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]
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