The document lists different types of clothing and accessories including tops like T-shirts, shirts, sweaters and jumpers; bottoms like trousers, jeans, shorts, skirts and dresses; outerwear like coats, scarves and hats; footwear like shoes, boots and slippers; accessories like glasses, sunglasses, bags, briefcases and umbrellas; and jewelry like necklaces and rings.
This document lists various items of clothing including shoes, socks, trousers, belts, shirts, skirts, and jackets. It mentions owning a pair of shoes, socks, a Batman T-shirt, a Superman shirt, a colorful skirt, pair of trousers, and a blue and yellow jacket.
Karen Frederiksen: Mentorstøttet efteruddannelse i informationskompetenceVidenDanmark
Karen Frederiksen fra Knowledge Communication Lab ved Århus Universitet fortæller om mentorstøttet efteruddannelse af fysio- og ergoterapeuter i informationskompetence ved VidenDanmark og DEFF seminar om Informationskompetence 22.4.2009
The document lists different types of clothing and accessories including tops like T-shirts, shirts, sweaters and jumpers; bottoms like trousers, jeans, shorts, skirts and dresses; outerwear like coats, scarves and hats; footwear like shoes, boots and slippers; accessories like glasses, sunglasses, bags, briefcases and umbrellas; and jewelry like necklaces and rings.
This document lists various items of clothing including shoes, socks, trousers, belts, shirts, skirts, and jackets. It mentions owning a pair of shoes, socks, a Batman T-shirt, a Superman shirt, a colorful skirt, pair of trousers, and a blue and yellow jacket.
Karen Frederiksen: Mentorstøttet efteruddannelse i informationskompetenceVidenDanmark
Karen Frederiksen fra Knowledge Communication Lab ved Århus Universitet fortæller om mentorstøttet efteruddannelse af fysio- og ergoterapeuter i informationskompetence ved VidenDanmark og DEFF seminar om Informationskompetence 22.4.2009
Information Retrieval for Research - Being systematic Gina Bay
The document provides guidance on conducting a literature review in a systematic and organized manner. It discusses developing a search strategy that includes identifying keywords, building a keyword map to group related terms into themes, choosing relevant databases to search based on their coverage, and documenting the search process. The document emphasizes that being systematic helps reduce bias and allows others to reproduce your methods. It also suggests using text mining tools to discover new terms and connections to expand your search vocabulary.
Tips for searching Pubmed for psychological topics.
Presentation for students at Dep. of Psychology and Behavioural Sciences, Aarhus University, 5th semester
Oplæg til internt seminar om videndeling om kurser på AU Library, Aarhus BSS.
Fokus på inddragelse af deltagernes erfaringer og nye tips & tricks til Ph.D.-kursus
Information retrieval for research, Autumn 2014Gina Bay
This document provides an overview of information retrieval and management techniques for PhD students. It discusses search techniques like keyword mapping to develop comprehensive search strategies. It also covers topics like choosing appropriate databases, identifying core journals, and managing references. The overall goal is to help PhD students work systematically to uncover relevant literature and stay organized throughout their research process.
Concept for AU Library course for phd students at BSS Aarhus UniversityGina Bay
The document discusses an information retrieval and management course for PhD students at Aarhus University. The 3-lesson course plus workshop aims to provide search skills to enhance efficiency in early PhD projects. Lesson 1 covers search techniques and strategies. Lesson 2 focuses on reference lists, citation searches, and identifying core journals. Lesson 3 is about managing information and personal to-do lists. An evaluation found the course highly/very relevant for most participants, with some feeling it addressed an important area of different databases, search engines, and publishers they were previously unaware of.
Maybe ph.d.-students shouldn't do literature reviews ....Gina Bay
This document summarizes a presentation on literature reviews for PhD students. It discusses the functions of literature reviews in PhD dissertations, challenges students face, and requirements. Literature reviews are meant to position the study in the field and justify its scope. However, students struggle with the complex task of reviewing large amounts of information from diverse sources. Skills like searching techniques, quality assessment, and reference management are needed but difficult to master. More guidance may be needed to clarify expectations for literature reviews in PhD dissertations.
Information Retrieval for Research - Being systematic Gina Bay
The document provides guidance on conducting a literature review in a systematic and organized manner. It discusses developing a search strategy that includes identifying keywords, building a keyword map to group related terms into themes, choosing relevant databases to search based on their coverage, and documenting the search process. The document emphasizes that being systematic helps reduce bias and allows others to reproduce your methods. It also suggests using text mining tools to discover new terms and connections to expand your search vocabulary.
Tips for searching Pubmed for psychological topics.
Presentation for students at Dep. of Psychology and Behavioural Sciences, Aarhus University, 5th semester
Oplæg til internt seminar om videndeling om kurser på AU Library, Aarhus BSS.
Fokus på inddragelse af deltagernes erfaringer og nye tips & tricks til Ph.D.-kursus
Information retrieval for research, Autumn 2014Gina Bay
This document provides an overview of information retrieval and management techniques for PhD students. It discusses search techniques like keyword mapping to develop comprehensive search strategies. It also covers topics like choosing appropriate databases, identifying core journals, and managing references. The overall goal is to help PhD students work systematically to uncover relevant literature and stay organized throughout their research process.
Concept for AU Library course for phd students at BSS Aarhus UniversityGina Bay
The document discusses an information retrieval and management course for PhD students at Aarhus University. The 3-lesson course plus workshop aims to provide search skills to enhance efficiency in early PhD projects. Lesson 1 covers search techniques and strategies. Lesson 2 focuses on reference lists, citation searches, and identifying core journals. Lesson 3 is about managing information and personal to-do lists. An evaluation found the course highly/very relevant for most participants, with some feeling it addressed an important area of different databases, search engines, and publishers they were previously unaware of.
Maybe ph.d.-students shouldn't do literature reviews ....Gina Bay
This document summarizes a presentation on literature reviews for PhD students. It discusses the functions of literature reviews in PhD dissertations, challenges students face, and requirements. Literature reviews are meant to position the study in the field and justify its scope. However, students struggle with the complex task of reviewing large amounts of information from diverse sources. Skills like searching techniques, quality assessment, and reference management are needed but difficult to master. More guidance may be needed to clarify expectations for literature reviews in PhD dissertations.
Maybe ph.d.-students shouldn't do literature reviews ....
Phd bss litt.soeg
1. AARHUS
UNIVERSITY
INFORMATION RETRIEVAL &
INFORMATION MANAGEMENT
ERFARINGER FRA KURSER
FOR PH.D.-STUDERENDE, BSS
F2013-E2014
Gina Bay
AU Library, Bartholins Allé
Aarhus Universitet
AU LIBRARY, BSS
2. AARHUS
UNIVERSITY
4 KURSER AFHOLDT F2013-E2014
› 39 deltagere fra:
Institut for Marketing og Organisation: 13
Psykologisk Institut: 12
Institut for Statskundskab: 5
Institut for Økonomi: 4
Institut for Erhvervskommunikation: 2
AU Herning: 2
Juridisk Institut: 1*
*Juridisk Institut afholder deres eget kursus: Jurforsk, hvori informationsssøgning indgår
2
3. AARHUS
UNIVERSITY
3 LEKTIONER, MED OVERSKRIFTERNE:
› Conventional Subject Searching
– systematisk emneordssøgning
› Source selection and quality assessment
– redskaber til vurdering af artikler, tidsskrifter og databaser etc.
› Information management
– fx anvendelse af referencesoftware
› Desuden kan deltagerne tilmelde sig to-timers workshop med
mulighed for individuel vejledning.
3
4. AARHUS
UNIVERSITY
EVALUERING, 1
› 24 (ud af 39) deltagere har evalueret* kurset:
21 finder kurset ekstremt eller meget relevant
3 deltagere finder kurset relevant eller moderat
relevant
› ”I think the course was close to perfect and I hope you will keep it
on the schedule for future students.”
› “A very fine and competent presentation. Thank you. It was very
helpful.”
› “All the sessions were useful, and the session on 'How to define
journal quality relevance' was really, really useful!”
*Evalueringen består dels af fire åbne spørgsmål om deltagernes udbytte af
kurset dels syv spørgsmål der går på rammerne for kurset.
4
6. AARHUS
UNIVERSITY
KOMMENTARER, 1
Deltagernes kommentarer til længden på kurset
(3 lektioner + workshop):
› “Right amount of time - good idea with follow up workshop”
› “I think the 3 hour length was good, because it might be
difficult for me to book more than 1 meeting and be able to
attend them all. I liked, that we have different backgrounds as
participants, though all in BSS. It was very interesting to meet
others from outside my department.”
6
7. AARHUS
UNIVERSITY
KOMMENTARER, 2
Deltager-kommentar om kompleksiteten i
afsøgning af litteratur til en ph.d.-afhandling:
›“This is a bit of a wasp’s nest that I didn’t know existed:
All the different databases vs search engines vs
publishers etc. Basically I have only searched through
Proquest – but now I can see that the basis of this method
isn’t good enough.”
7
8. AARHUS
UNIVERSITY
KOMMENTARER, 3
Generelt afspejler kommentarerne den store
diversitet i gruppen af ph.d.-studerende ved BSS:
› Nogle ønsker større fokus på referencehåndtering,
› – mens lige så mange synes, at vi hellere skal fokusere på
konkrete søgeeksempler
› – eller hvordan man kan bruge databasen Ulrichsweb til fx
at identificere relevante eller alternative tidsskrifter inden for
et givet forskningsområde.
› Et generelt ønske om mere ’hands on’ forsøger vi at
imødegå med workshoppen*, hvor deltagerne kan få
individuel hjælp.
8
*Der har dog ikke været stor tilslutning hertil før F2014, hvor vi
lagde workshoppen umiddelbart i forlængelse af kurset
9. AARHUS
UNIVERSITY
OVERVEJELSER IFT. FREMTIDIGE KURSER, 1:
›Ubalance i repræsentation fra institutterne:
› Det er svært at sige hvad ubalancen i repræsentation fra de
forskellige institutter er udtryk for. Om det er et spørgsmål om
kursusindhold, forskellige forskningstraditioner eller manglende
information om kurserne?
9
10. AARHUS
UNIVERSITY
OVERVEJELSER IFT. FREMTIDIGE KURSER, 2:
Mere kontinuerlig vejledning?
› På trods af tilfredshed med kurset er det, der står tilbage for den enkelte
ph.d.-studerende udfordringen med at udforme et literature review:
“How to actually organize the review process. Even though it is not
possible to do the optimal search, writing down how the search was
carried out might be quite challenging then.”
Kommentaren kunne pege på, at der kan være brug for en mere kontinuerlig
vejledning* af den ph.d.-studerende i litteratursøgningsprocessen?
Enten af de formelt tilknyttede vejledere eller af AU Librarys
kontaktbibliotekarer.
*Se fx undersøgelsen ”Kvalitet i ph.d.-forløb”, hvor kun 12% angiver at de får omfattende vejledning i ”At
gennemføre en litteratursøgning og sammenfatte de vigtigste konklusioner.” via deres vejleder 10
11. AARHUS
UNIVERSITY
OVERVEJELSER IFT. FREMTIDIGE KURSER, 3:
Eksplicitering af krav til literature reviews?
En deltager udtaler, at literature reviews slet ikke burde laves af ph.d.-
studerende:
“Maybe ph.d. students shouldn’t do literature reviews.
It’s a job for senior researchers.”
Det er en tankevækkende kommentar, som måske indikerer at der er brug for
at eksplicitere forventninger til literature review’et i en ph.d.-afhandling og til
den ph.d.-studerendes kompetencer på de enkelte programmer?
11