Lesson 7: Using Books for Research, Part I
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Lesson 2: Using Information Ethically I
The document discusses academic integrity and avoiding plagiarism. It defines plagiarism as stealing someone else's words or ideas and passing them off as your own. It provides examples of plagiarism such as copying a paper from another source without citing, turning in a paper written for another class, and using another's ideas without citing. The document emphasizes the importance of properly citing sources using quotation marks for direct quotes and citations for paraphrased text or summaries. Consequences for plagiarism include failing the assignment, course, or facing university sanctions. It provides tips for practicing academic integrity such as taking good notes, organizing research, and citing sources properly.
Lesson 6: Using Articles - Part II
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Iar221rr stonehenge
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Lesson 1 Doing College Level Research
Gives you an introduction to and overview of college level research and goes over what you will be doing in Lesson 1.
Information Need Analysis and Search
This document outlines the requirements for a capstone project that involves researching an information need. Students must identify a real person with a complex information need, develop a research question, and search for a variety of sources to address the need. The project requires an introductory paragraph describing the information need and question, a search strategy explaining the methods and tools used, a critique of the search strategy, five cited sources in MLA or APA format including individual evaluations, and application of the CRAAP test to evaluate source credibility and relevance. Examples of past successful information needs addressed family health, education, and mental health topics.
Lesson 8: Using the Web for Research
This document provides guidance on using web sources for research. It discusses how search engines work using keyword matching and ranking algorithms. It recommends choosing the right search terms and using operators like AND, OR, and quotation marks. It also suggests limiting searches to specific top-level domains like .edu or .gov. Additionally, the document notes that search engines only index 10% of the web and recommends evaluating sources using criteria like currency, relevance, authority, and purpose.
Lesson 7: Using Books for Research, Part II
This document provides guidance on using books for research. It discusses finding books through keyword, subject, and author/title searches in the library catalog. It explains how to find subject terms, view brief and full catalog records, and look inside books. The document reviews citing books in MLA and APA style whether they are print or electronic, including books with editors or chapters in edited books. It provides examples of correctly formatted citations.
Lesson 6: Using Articles - Part I
This document discusses using articles as sources for research. It explains that articles can be found in newspapers, magazines, and scholarly journals. Databases like ProQuest and Academic Search Elite allow users to search across many periodicals and limit results to specific article types. These databases provide the citation, abstract, and sometimes full text of articles. ProQuest searches across many databases while Academic Search Elite contains articles from a single database. Both are good places to start general research.
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Lesson 2: Using Information Ethically I
The document discusses academic integrity and avoiding plagiarism. It defines plagiarism as stealing someone else's words or ideas and passing them off as your own. It provides examples of plagiarism such as copying a paper from another source without citing, turning in a paper written for another class, and using another's ideas without citing. The document emphasizes the importance of properly citing sources using quotation marks for direct quotes and citations for paraphrased text or summaries. Consequences for plagiarism include failing the assignment, course, or facing university sanctions. It provides tips for practicing academic integrity such as taking good notes, organizing research, and citing sources properly.
Lesson 6: Using Articles - Part II
This document provides an overview of using scholarly journal articles and how to search two databases, ProQuest and Academic Search Elite. It discusses the different types of articles found in scholarly journals and how to determine if an article is appropriate. It then gives instructions on how to search using keywords, authors, titles and subjects in both databases. It also provides guidance on what to do if full text is unavailable, such as checking for print holdings or requesting through interlibrary loan.
Iar221rr stonehenge
Stonehenge was built around 2500 BCE in Wiltshire, England. It was carefully constructed as a large sundial to measure and observe celestial bodies with great accuracy, demonstrating sophisticated understanding rather than a primitive society. The trilithons, composed of two standing stones supporting a lintel, required collaboration suggesting a less individualistic society. The structure forms a gateway representing passages of light, time, and the afterlife. Overall, Stonehenge symbolizes the order and stability of the universe, connecting earthly and heavenly realms, with intentions of commemorating beyond the builders' lifetimes.
Lesson 1 Doing College Level Research
Gives you an introduction to and overview of college level research and goes over what you will be doing in Lesson 1.
Information Need Analysis and Search
This document outlines the requirements for a capstone project that involves researching an information need. Students must identify a real person with a complex information need, develop a research question, and search for a variety of sources to address the need. The project requires an introductory paragraph describing the information need and question, a search strategy explaining the methods and tools used, a critique of the search strategy, five cited sources in MLA or APA format including individual evaluations, and application of the CRAAP test to evaluate source credibility and relevance. Examples of past successful information needs addressed family health, education, and mental health topics.
Lesson 8: Using the Web for Research
This document provides guidance on using web sources for research. It discusses how search engines work using keyword matching and ranking algorithms. It recommends choosing the right search terms and using operators like AND, OR, and quotation marks. It also suggests limiting searches to specific top-level domains like .edu or .gov. Additionally, the document notes that search engines only index 10% of the web and recommends evaluating sources using criteria like currency, relevance, authority, and purpose.
Lesson 7: Using Books for Research, Part II
This document provides guidance on using books for research. It discusses finding books through keyword, subject, and author/title searches in the library catalog. It explains how to find subject terms, view brief and full catalog records, and look inside books. The document reviews citing books in MLA and APA style whether they are print or electronic, including books with editors or chapters in edited books. It provides examples of correctly formatted citations.
Lesson 6: Using Articles - Part I
This document discusses using articles as sources for research. It explains that articles can be found in newspapers, magazines, and scholarly journals. Databases like ProQuest and Academic Search Elite allow users to search across many periodicals and limit results to specific article types. These databases provide the citation, abstract, and sometimes full text of articles. ProQuest searches across many databases while Academic Search Elite contains articles from a single database. Both are good places to start general research.
Intro to Google Scholar
Google Scholar is a search engine that limits searches to scholarly articles, books, and documents. It uses the same search technology as Google but focuses only on academic sources. When searching on campus, it links directly to the university library's resources to allow access to full-text articles. When searching off campus, users must set up Scholar Settings on their personal computer to enable linking back to library databases for full-text access to articles, otherwise they will only see search results without knowing if the full-text is available through the university.
Lesson 4: Evaluating Sources
This document provides guidance on evaluating information sources. It introduces several models for evaluating sources, including the CRAAP test and the relevance/credibility model. The CRAAP test examines the currency, relevance, authority, accuracy, and purpose of a source. Additional factors discussed for evaluating sources include the author's qualifications, whether the information has been peer reviewed, potential biases, and accuracy. Students are encouraged to consider these criteria when evaluating both online and print sources for a research task or assignment. The document stresses the importance of carefully evaluating all sources, especially web-based materials, given the open nature of online information.
Lesson 3: Intro to Databases
This document summarizes different types of databases available, including over 200 organized alphabetically and by subject area. It contains collections of articles, indexes, and various types of information like reference, drug info, and statistics. Specific databases are mentioned like Literati by CREDO, Gale Virtual Reference, Oxford Digital Reference, and Sage eReference, as well as CQ Researcher, ProQuest Central, and Academic Search Elite.
Lesson 3: Using Search Techniques
The document discusses search techniques for finding information, including Boolean operators, truncation, and developing effective search strings. It provides examples of how to use AND to narrow searches by requiring both terms, OR to broaden searches by including either term, and truncation symbols like $ to account for word variations. The document also demonstrates how to combine these strategies to search for sources on encouraging young people to vote while accounting for multiple concept terms.
Lesson 3: Developing a Topic
This document discusses developing a research question for an academic project. It provides guidance on what makes a good research question, including that it should address a problem or issue, be specific enough to research but broad enough to explore, and should aim to test a tentative thesis. The document outlines different types of bad research questions to avoid, such as ones that are too broad or multipart. It emphasizes having a single, focused research question and provides examples for improving question wording. Finally, it discusses selecting a topic that is narrow enough to research within an academic paper's scope using scholarly sources.
Lesson 1: Doing College Level Research
This document provides an overview of the skills expected of college students for doing research, including understanding research processes, searching effectively using keywords and databases, evaluating sources, and distinguishing between popular and scholarly materials. It outlines the ability to know what information is needed, ask for research help, follow research steps, search databases and interpret results, evaluate sources using standards like CARS, and disregard inadequate information. The document also introduces the research cycle, types of sources like books, articles, and websites, and the difference between scholarly and popular materials. It notes that scholarly sources are written by experts, based on research, longer and harder to read, while popular sources can be written by anyone and are shorter and easier to read.
What I Learned in CPRG 105
Students learned valuable research skills in CPRG 105 that they will apply throughout their academic and professional careers. They discovered that simple Google searches are not sufficient for college-level research and that databases like ProQuest provide better results. While Google can be used for general information, tools like Google Scholar are better for refining searches and finding scholarly sources. The course taught students how to identify and utilize scholarly sources, which will allow them to produce more credible work through citing evidence backed by peer-reviewed research.
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Google Scholar is a search engine that limits searches to scholarly articles, books, and documents. It uses the same search technology as Google but focuses only on academic sources. When searching on campus, it links directly to the university library's resources to allow access to full-text articles. When searching off campus, users must set up Scholar Settings on their personal computer to enable linking back to library databases for full-text access to articles, otherwise they will only see search results without knowing if the full-text is available through the university.
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This document provides guidance on evaluating information sources. It introduces several models for evaluating sources, including the CRAAP test and the relevance/credibility model. The CRAAP test examines the currency, relevance, authority, accuracy, and purpose of a source. Additional factors discussed for evaluating sources include the author's qualifications, whether the information has been peer reviewed, potential biases, and accuracy. Students are encouraged to consider these criteria when evaluating both online and print sources for a research task or assignment. The document stresses the importance of carefully evaluating all sources, especially web-based materials, given the open nature of online information.
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This document summarizes different types of databases available, including over 200 organized alphabetically and by subject area. It contains collections of articles, indexes, and various types of information like reference, drug info, and statistics. Specific databases are mentioned like Literati by CREDO, Gale Virtual Reference, Oxford Digital Reference, and Sage eReference, as well as CQ Researcher, ProQuest Central, and Academic Search Elite.
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The document discusses search techniques for finding information, including Boolean operators, truncation, and developing effective search strings. It provides examples of how to use AND to narrow searches by requiring both terms, OR to broaden searches by including either term, and truncation symbols like $ to account for word variations. The document also demonstrates how to combine these strategies to search for sources on encouraging young people to vote while accounting for multiple concept terms.
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Lesson 7: Using Books for Research, Part I
- 1. Using Books for Research I Week 7
- 2. This week we will learn how to: Find a BOOK • Use the ONLINE CATALOG • FIND the book on the shelf • ACCESS an eBook
- 4. WHY do I want to find a book? #4 - Background info #3 - Facts and statistics #2 -In-depth info on a person or topic #1 -Not everything is on the INTERNET!!!
- 5. HOW do I find a book? Start with Gumberg Library’s Online Catalog, which is called…. DuCAT!
- 6. Library Homepage http://www.duq.edu/library # 1 # 2 Access DuCat BASIC SEARCH ADVANCED SEARCH
- 7. Basic Search You may search for BOOKS by: Keyword Author Title Subject
- 8. Guided Search Combine search term types and/or add limits
- 10. My Course Topic... GENERAL TOPIC: Diversity in higher education
- 11. Keywords and Alternate Terms Diversity • Multiculturalism • Minorities • Race • Gender • Ethnic background • Religion Higher Education • College • Colleges • University • Universities
- 12. If I do a search for... DIVERSITY HIGHER EDUCATION 91 titles
- 13. If I do a search in DuCat for... DIVERSITY MULTICULTURALISM titles2, 547
- 14. If I do a DuCat search for... (DIVERSITY OR MULTICULTURALISM) AND HIGHER EDUCATION I would get… 107 titles NESTED SEARCH: Combining OR and AND searches
- 15. Truncation • Way to search for variations on a search term using the base • DuCat uses $ • College$ – college – colleges • Universit$ – university – universities • Multicultural$ – multicultural – multiculturalism
- 16. Nested Search w/ Truncation (divers$ OR multicultural$) AND higher education How many results do you get?