This document provides guidance for students on properly using and acknowledging sources in their coursework and controlled assessments. It covers finding reliable sources, evaluating sources, citing sources in writing using in-text citations and reference lists, paraphrasing sources, and including quotations. Following the guidelines can help students demonstrate their knowledge and avoid accusations of plagiarism.
Interest Based Volunteering: Student & Alumni NetworksMatt Corker
This document discusses strategies for interest-based volunteering by building on student and alumni networks. It identifies current volunteer bases among seasoned alumni, recent graduates, and current students. It then provides recommendations on identifying, attracting, retaining, and creating networks of volunteers by segmenting communications, providing meaningful engagement opportunities, and fostering partnerships and mentorship. The goal is to recruit and maintain volunteers through a continuous pipeline by keeping them interested and involved.
This document provides an agenda for a class on professional teaching in a digital world. It introduces personal learning networks and online tools for aggregation. It discusses investigating digital identities and protecting one's online presence. A guest speaker discusses their experience. Students are instructed to think about their digital footprint and identity. Examples are given of teachers who faced repercussions due to inappropriate online behavior. Students are encouraged to consider ethical issues for educators regarding personal online behavior and their responsibilities to students. Tips are provided for improving one's digital footprint for job applications. The document concludes by assigning students to create a presentation on digital footprint protection for their own students and setting deadlines for upcoming course assignments.
Learning without Frontiers: School libraries and meta-literacy in actionJudy O'Connell
Since their establishment school libraries have been instrumental in language and writing, showcasing and empowering the best in good reading and research immersion for their students. Now the best minds on our planet are suggesting that the Internet and the technology tools it has spawned will continue to be arguably the most influential invention of our time. With the maturation of the web we now use and interpret multiple kinds of literacy which are embedded in multimodal texts. Because of it we have found ourselves in the midst of highly dynamic and dramatically changing literacy learning landscapes – new frontiers populated by a plethora of mind matters as diverse as Alice in Wonderland, Angry Birds, Audioboo and Augmented Reality.
So you think you can curate resources, nurture literacy and teach in this new information ecology? Don your dark glasses and be prepared for the ride of your (professional) life in Learning without frontiers. This presentation will explore how teacher librarians can bind together teaching, emerging technologies, and the growing number of literacies to promote information-rich meta-literacy media environments suitable for 21st century school libraries.
The document discusses plagiarism and proper citation. It defines different types of plagiarism such as verbatim copying, paraphrasing, and summarizing others' work without credit. The document also explains how to properly cite sources using in-text citations and reference lists according to the Harvard referencing system. Examples are provided for different source types including books, websites, newspapers, and more. Readers are taught to distinguish between paraphrasing, which involves putting ideas in their own words, and plagiarism.
This document announces a reading group meeting for sixth form students and staff. The meeting will take place on December 12, 2011 during the lunch break in the school's Learning Resource Centre. Attendees are asked to sign up so refreshments can be ordered for them.
This document announces a reading group meeting for sixth form students and staff. The meeting will take place on December 12, 2011 during the lunch break in the school's Learning Resource Centre. Attendees are asked to sign up so refreshments can be ordered for them.
How to do research _ Info Searching _ Y10 Critical ThinkingYin Doran
This document provides information and examples about searching for information online. It discusses using exact phrases, AND, EXCLUDE and REFINE to search more precisely. It gives an example of searching for information about "Adel Othmani" and capital punishment or the death penalty using different search terms and sources. It also discusses defining your topic, identifying needed information, brainstorming search terms, selecting reliable sources, and strategies for reviewing information found like skimming, scanning and note taking.
Literary Festival 2010 - Promotional SlideshowYin Doran
The literary festival is returning in March with various reading-focused events planned at the school including a whole-school reading day, author visit, book fair, poetry workshop and inter-school reading group collaboration project.
Interest Based Volunteering: Student & Alumni NetworksMatt Corker
This document discusses strategies for interest-based volunteering by building on student and alumni networks. It identifies current volunteer bases among seasoned alumni, recent graduates, and current students. It then provides recommendations on identifying, attracting, retaining, and creating networks of volunteers by segmenting communications, providing meaningful engagement opportunities, and fostering partnerships and mentorship. The goal is to recruit and maintain volunteers through a continuous pipeline by keeping them interested and involved.
This document provides an agenda for a class on professional teaching in a digital world. It introduces personal learning networks and online tools for aggregation. It discusses investigating digital identities and protecting one's online presence. A guest speaker discusses their experience. Students are instructed to think about their digital footprint and identity. Examples are given of teachers who faced repercussions due to inappropriate online behavior. Students are encouraged to consider ethical issues for educators regarding personal online behavior and their responsibilities to students. Tips are provided for improving one's digital footprint for job applications. The document concludes by assigning students to create a presentation on digital footprint protection for their own students and setting deadlines for upcoming course assignments.
Learning without Frontiers: School libraries and meta-literacy in actionJudy O'Connell
Since their establishment school libraries have been instrumental in language and writing, showcasing and empowering the best in good reading and research immersion for their students. Now the best minds on our planet are suggesting that the Internet and the technology tools it has spawned will continue to be arguably the most influential invention of our time. With the maturation of the web we now use and interpret multiple kinds of literacy which are embedded in multimodal texts. Because of it we have found ourselves in the midst of highly dynamic and dramatically changing literacy learning landscapes – new frontiers populated by a plethora of mind matters as diverse as Alice in Wonderland, Angry Birds, Audioboo and Augmented Reality.
So you think you can curate resources, nurture literacy and teach in this new information ecology? Don your dark glasses and be prepared for the ride of your (professional) life in Learning without frontiers. This presentation will explore how teacher librarians can bind together teaching, emerging technologies, and the growing number of literacies to promote information-rich meta-literacy media environments suitable for 21st century school libraries.
The document discusses plagiarism and proper citation. It defines different types of plagiarism such as verbatim copying, paraphrasing, and summarizing others' work without credit. The document also explains how to properly cite sources using in-text citations and reference lists according to the Harvard referencing system. Examples are provided for different source types including books, websites, newspapers, and more. Readers are taught to distinguish between paraphrasing, which involves putting ideas in their own words, and plagiarism.
This document announces a reading group meeting for sixth form students and staff. The meeting will take place on December 12, 2011 during the lunch break in the school's Learning Resource Centre. Attendees are asked to sign up so refreshments can be ordered for them.
This document announces a reading group meeting for sixth form students and staff. The meeting will take place on December 12, 2011 during the lunch break in the school's Learning Resource Centre. Attendees are asked to sign up so refreshments can be ordered for them.
How to do research _ Info Searching _ Y10 Critical ThinkingYin Doran
This document provides information and examples about searching for information online. It discusses using exact phrases, AND, EXCLUDE and REFINE to search more precisely. It gives an example of searching for information about "Adel Othmani" and capital punishment or the death penalty using different search terms and sources. It also discusses defining your topic, identifying needed information, brainstorming search terms, selecting reliable sources, and strategies for reviewing information found like skimming, scanning and note taking.
Literary Festival 2010 - Promotional SlideshowYin Doran
The literary festival is returning in March with various reading-focused events planned at the school including a whole-school reading day, author visit, book fair, poetry workshop and inter-school reading group collaboration project.
The document summarizes a proposed asynchronous learning module called the Critically Studying Information (CSI) Boot Camp that aims to teach students how to critically evaluate information from web pages. It found students lacked skills in critically assessing validity of online sources. The module uses scenario-based activities and external websites for students to apply evaluation criteria from an investigative tool. Formative feedback and a summative assessment showed most students gained relevant knowledge and strategies, though some suggested improvements like reducing text on screens.
This document discusses the importance of students recognizing their own information needs and generating self-directed questions. It contrasts self-generated needs with imposed academic needs where students do not connect information to building new knowledge. The document recommends using problem-based learning to encourage active engagement and critical thinking as students search for credible information to solve real-world problems. It provides tips for faculty assignment design and advises communicating with librarians who can help customize instruction to meet student needs.
This document summarizes the findings of the ERIAL project, an ethnographic study of how students find and use information at academic libraries. The project used interviews and diaries with over 700 students and faculty. It found that students approach research like Google searches, relying on simple keyword searches and iterative searching rather than refining searches. Students also tend to cursorily evaluate sources based on accessibility rather than accuracy. The search tools available to students influence which sources they utilize. The study suggests libraries need to better understand student information behaviors and design tools and instruction with their practices in mind.
This document summarizes a presentation given by Lynn Silipigni Connaway at the UKSG 36th Annual Conference and Exhibition on April 9, 2013. The presentation discusses research on the information seeking behaviors of students and researchers in the current digital environment. It finds that students now begin research with search engines like Google rather than library resources and lose interest if the top search results don't provide useful information. Researchers also rely heavily on digital tools and resources rather than visiting libraries. The presentation recommends that libraries improve discovery tools, provide more full-text access online, and market resources to better connect with users' workflows in order to remain relevant in this changing information landscape.
The document discusses how online resources from the Chicago Public Schools can support the Common Core State Standards through inquiry-based learning projects, highlighting a research process and tools like eBooks, primary sources, and multimedia resources that develop 21st century skills when integrated into classroom lessons and projects in a guided manner. Administrators are encouraged to promote these free digital resources to teachers and parents and support teachers in effectively leveraging the resources.
Newcastle University is developing its approach to AI literacy by supporting students and colleagues in critically evaluating and using AI tools. It has established principles around the responsible use of AI and is working to define AI literacy alongside existing frameworks for information literacy. Initiatives include guidance materials, workshops, and embedding AI concepts into information literacy teaching to help the university community engage ethically with AI.
Moving beyond the assessment portfolio model of "Select, Collect, Connect Reflect, Project" to a maker mindset model, " Explore, Brainstorm, Experiment, Invent, Iterate" Using the portfolio to strengthen creative and critical thinking skills through the Design Thinking model.
2012 how to conduct research (updated 21 feb 2012)Joanne4
The document outlines the research process and provides guidance on selecting a topic, conducting research using a variety of sources, evaluating and citing sources, and completing a research paper. Key steps include developing search terms, taking notes on source cards, focusing the topic into a question, using databases, catalogs and the internet to find information, and writing a bibliography in a standard format.
Round Table on Open Education in Canada by Prof. Rory McGrealSNDTWU
This document discusses e-learning and distance education. It provides an overview of e-learning in Canada, highlighting how it allows for both synchronous and asynchronous learning through teleconferencing, self-study using email, and online exhibitions. It then summarizes some of the advantages of Athabasca University as a public, degree-granting university with open admission, distance education delivery of hundreds of credit courses available for year-round enrolment through flexible learning methods. The document also briefly discusses MOOCs, the Canadian Virtual University consortium of 15 universities, and some of the organizations supporting online learning across Canadian provinces.
The document summarizes a presentation given at the 2013 Association for Business Communication conference in New Orleans. It discusses defining MOOCs, considering their historical context and efficacy. Key points include defining characteristics of MOOCs like free/open enrollment, video modules, peer review and discussion forums. The presentation describes the design process for a MOOC on business communication including developing curriculum, scripting videos and planning assessment. Outcomes like critical thinking, rhetoric and digital media production are highlighted.
This document outlines a proposed international needs assessment study to understand current practices of co-debriefing (using more than one instructor) in simulation-based pediatric education programs. The study would involve a multi-phase mixed methods approach, beginning with an online survey of INSPIRE network members to understand current co-debriefing practices, barriers, and needs. Follow-up qualitative research, including focus groups and video review, would explore the current state of co-debriefing in more depth. The goal is to develop a new co-debriefing framework and conduct empirical research to improve the quality of co-debriefing globally. Key questions are asked about survey dissemination through INSPIRE and the number of sites
The document discusses reasons why students plagiarize and strategies to address plagiarism. It explores how students are focused on success and achievement, insecure in their writing abilities, and lacking skills in using information ethically. Responses that appeal to morality through honor codes or follow legalistic rules are less effective than teaching academic integrity as a set of learnable skills. The document outlines skills students need and provides strategies like assigning projects difficult to plagiarize, checking student work in progress, teaching digital note taking, and using Turnitin.com judiciously.
Emerging trends in librarianship include open access to information and resources on the internet, the rising costs of scholarly journal subscriptions, and the importance of technology in learning. Libraries are shifting from owning collections to providing access to resources and moving from support roles to partnering with educators. Issues for libraries include managing space needs, adopting new technologies, developing expertise to help users discover multidisciplinary information, and ensuring access to India-specific research data. Overall, libraries are adapting to open information sharing and the changing ways users learn through technology.
The document describes Sharon Colton's dissertation research which developed an instrument called the Online Adult Learning Inventory (OLAI) using the Delphi technique. The OALI is intended to help educators evaluate online courses for adults based on principles of adult learning. An expert panel constructed the instrument in three rounds, structuring it around adult learning principles and populating it with applicable instructional methods. A pioneering aspect was conducting the Delphi process on a website.
Modernisation of library resources emerging trends for engineering collegesH Anil Kumar
The document discusses trends in engineering college libraries and recommendations for an ideal library. It outlines emerging trends like the shift from ownership to access of resources, open systems, niche collections, and discovery services. Recommendations include a minimum space of 5,000 sq ft, subscriptions to journals and e-book databases, an institutional repository, 4 qualified library staff, and adoption of open-source software. The library should be available 24/7 and connect users to resources beyond the local collection.
Presentation by Community College Consortium for Open Educational Resources at the American Association of Community Colleges Workforce Development Institute 2013 in San Diego
The document summarizes a proposed asynchronous learning module called the Critically Studying Information (CSI) Boot Camp that aims to teach students how to critically evaluate information from web pages. It found students lacked skills in critically assessing validity of online sources. The module uses scenario-based activities and external websites for students to apply evaluation criteria from an investigative tool. Formative feedback and a summative assessment showed most students gained relevant knowledge and strategies, though some suggested improvements like reducing text on screens.
This document discusses the importance of students recognizing their own information needs and generating self-directed questions. It contrasts self-generated needs with imposed academic needs where students do not connect information to building new knowledge. The document recommends using problem-based learning to encourage active engagement and critical thinking as students search for credible information to solve real-world problems. It provides tips for faculty assignment design and advises communicating with librarians who can help customize instruction to meet student needs.
This document summarizes the findings of the ERIAL project, an ethnographic study of how students find and use information at academic libraries. The project used interviews and diaries with over 700 students and faculty. It found that students approach research like Google searches, relying on simple keyword searches and iterative searching rather than refining searches. Students also tend to cursorily evaluate sources based on accessibility rather than accuracy. The search tools available to students influence which sources they utilize. The study suggests libraries need to better understand student information behaviors and design tools and instruction with their practices in mind.
This document summarizes a presentation given by Lynn Silipigni Connaway at the UKSG 36th Annual Conference and Exhibition on April 9, 2013. The presentation discusses research on the information seeking behaviors of students and researchers in the current digital environment. It finds that students now begin research with search engines like Google rather than library resources and lose interest if the top search results don't provide useful information. Researchers also rely heavily on digital tools and resources rather than visiting libraries. The presentation recommends that libraries improve discovery tools, provide more full-text access online, and market resources to better connect with users' workflows in order to remain relevant in this changing information landscape.
The document discusses how online resources from the Chicago Public Schools can support the Common Core State Standards through inquiry-based learning projects, highlighting a research process and tools like eBooks, primary sources, and multimedia resources that develop 21st century skills when integrated into classroom lessons and projects in a guided manner. Administrators are encouraged to promote these free digital resources to teachers and parents and support teachers in effectively leveraging the resources.
Newcastle University is developing its approach to AI literacy by supporting students and colleagues in critically evaluating and using AI tools. It has established principles around the responsible use of AI and is working to define AI literacy alongside existing frameworks for information literacy. Initiatives include guidance materials, workshops, and embedding AI concepts into information literacy teaching to help the university community engage ethically with AI.
Moving beyond the assessment portfolio model of "Select, Collect, Connect Reflect, Project" to a maker mindset model, " Explore, Brainstorm, Experiment, Invent, Iterate" Using the portfolio to strengthen creative and critical thinking skills through the Design Thinking model.
2012 how to conduct research (updated 21 feb 2012)Joanne4
The document outlines the research process and provides guidance on selecting a topic, conducting research using a variety of sources, evaluating and citing sources, and completing a research paper. Key steps include developing search terms, taking notes on source cards, focusing the topic into a question, using databases, catalogs and the internet to find information, and writing a bibliography in a standard format.
Round Table on Open Education in Canada by Prof. Rory McGrealSNDTWU
This document discusses e-learning and distance education. It provides an overview of e-learning in Canada, highlighting how it allows for both synchronous and asynchronous learning through teleconferencing, self-study using email, and online exhibitions. It then summarizes some of the advantages of Athabasca University as a public, degree-granting university with open admission, distance education delivery of hundreds of credit courses available for year-round enrolment through flexible learning methods. The document also briefly discusses MOOCs, the Canadian Virtual University consortium of 15 universities, and some of the organizations supporting online learning across Canadian provinces.
The document summarizes a presentation given at the 2013 Association for Business Communication conference in New Orleans. It discusses defining MOOCs, considering their historical context and efficacy. Key points include defining characteristics of MOOCs like free/open enrollment, video modules, peer review and discussion forums. The presentation describes the design process for a MOOC on business communication including developing curriculum, scripting videos and planning assessment. Outcomes like critical thinking, rhetoric and digital media production are highlighted.
This document outlines a proposed international needs assessment study to understand current practices of co-debriefing (using more than one instructor) in simulation-based pediatric education programs. The study would involve a multi-phase mixed methods approach, beginning with an online survey of INSPIRE network members to understand current co-debriefing practices, barriers, and needs. Follow-up qualitative research, including focus groups and video review, would explore the current state of co-debriefing in more depth. The goal is to develop a new co-debriefing framework and conduct empirical research to improve the quality of co-debriefing globally. Key questions are asked about survey dissemination through INSPIRE and the number of sites
The document discusses reasons why students plagiarize and strategies to address plagiarism. It explores how students are focused on success and achievement, insecure in their writing abilities, and lacking skills in using information ethically. Responses that appeal to morality through honor codes or follow legalistic rules are less effective than teaching academic integrity as a set of learnable skills. The document outlines skills students need and provides strategies like assigning projects difficult to plagiarize, checking student work in progress, teaching digital note taking, and using Turnitin.com judiciously.
Emerging trends in librarianship include open access to information and resources on the internet, the rising costs of scholarly journal subscriptions, and the importance of technology in learning. Libraries are shifting from owning collections to providing access to resources and moving from support roles to partnering with educators. Issues for libraries include managing space needs, adopting new technologies, developing expertise to help users discover multidisciplinary information, and ensuring access to India-specific research data. Overall, libraries are adapting to open information sharing and the changing ways users learn through technology.
The document describes Sharon Colton's dissertation research which developed an instrument called the Online Adult Learning Inventory (OLAI) using the Delphi technique. The OALI is intended to help educators evaluate online courses for adults based on principles of adult learning. An expert panel constructed the instrument in three rounds, structuring it around adult learning principles and populating it with applicable instructional methods. A pioneering aspect was conducting the Delphi process on a website.
Modernisation of library resources emerging trends for engineering collegesH Anil Kumar
The document discusses trends in engineering college libraries and recommendations for an ideal library. It outlines emerging trends like the shift from ownership to access of resources, open systems, niche collections, and discovery services. Recommendations include a minimum space of 5,000 sq ft, subscriptions to journals and e-book databases, an institutional repository, 4 qualified library staff, and adoption of open-source software. The library should be available 24/7 and connect users to resources beyond the local collection.
Presentation by Community College Consortium for Open Educational Resources at the American Association of Community Colleges Workforce Development Institute 2013 in San Diego
Similar to Plagiarism_ ofqual _ student version (20)
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Contents
■ Acknowledgements 4
■ Introduction 5
■ Find it! 6
■ Check it! 8
■ Credit it! A quick guide to referencing 10
■ References 18
■ Further information 19
3. 5
Acknowledgements
Introduction
This guide was commissioned by Ofqual, the regulator of qualifications, examinations In many subjects internally assessed work The Joint Council for Qualifications (JCQ) defines
and assessments in England and vocational qualifications in Northern Ireland. It was (coursework or controlled assessment) such as plagiarism as:
essays, investigations, projects or performance
written by PlagiarismAdvice.org – a national body, founded by the Joint Information work will count towards your final grade. Unacknowledged copying from published sources
Systems Committee (JISC), which provides advice, guidance and training on measures (including the Internet) or incomplete referencing
to ensure authentic work from students to universities, colleges and schools in the UK A source is any resource that you use to collect (JCQ, 2008, p28)
and Europe. information for your coursework including text
books, encyclopaedias, journals, TV and radio This guide covers the following areas:
programmes, the internet and other people.
Authors:
■ finding,
checking and using electronic resources
Anne Flood, Will Murray and Gill Rowell, An acknowledgment is a description of a source ■ referencingsources and using citations
PlagiarismAdvice.org so that someone else can find it, along with an ■ paraphrasing.
indication in your coursework of which information
came from that source.
With contributions from: Coursework for controlled assessment often
involves researching information from sources
■ John Barwick and Rich Smalley, Ofqual
such as text books, encyclopaedias, journals, TV
■ Judy Cohen, University of Kent
and radio programmes and the internet. Any work
■ Jo Hirst and the JCQ Malpractice Group
you submit for assessment must be your own work
■ Jane Imrie, Norham Community and you should list (acknowledge) any sources you
Technology College use. Failure to acknowledge your sources could
■ Kim Irving, Cramlington Learning Village constitute malpractice and you may be penalised.
■ ndrew Panayi and students, Stockton
A
Riverside College This guide provides useful, practical advice on how
■ Fiona Pocock CIFE members to use and acknowledge sources of information
■ raham Shields, University of Cumbria
G when you are researching coursework for controlled
■ nne Marie Tarter, Chris Wise and students,
A assessment, so you can demonstrate your
Ripon Grammar School knowledge to your teachers without being accused
■ elen Undrill, Barking College
H of plagiarism.
■ dele Wills and Mike Padbury, Solihull College
A
4. 6 7
Find it!
Finding poor quality information online is Using Wikipedia as a starting point Using search engines as a starting point What about images?
easy. Finding good quality information is
slightly harder! ‘The free encyclopedia [sic] that anyone can edit.’ Google or Yahoo! can be a good starting point for You may decide to include images to enhance your
(Wikipedia, 2009) your research. work. It’s important to remember that any images
The internet is vast you find on the web (for example using an images
Wikipedia can be an excellent starting point for ■ first
write a list of keywords or search terms. search in Google) belong to someone and may be
You probably use the web for: research. However, unlike traditional encyclopaedias ■ use a thesaurus to help create synonyms. subject to copyright restrictions.
■ music anyone can add information on any topic, even you! ■ target the search using the search engine’s
■ games
It may not necessarily be authoritative or accurate. In advanced options. It’s not always instantly obvious where the image
■ talking to friends.
some cases information may be completely untrue. ■ enclosing specific phrases in quotation marks has come from and who it belongs to, so it’s best to
will result in a more accurate search (for example click on the image itself to find out more information
Did you know that it is also an excellent You must always check the facts in a “global warming”). and whether you can use it in your work. In most
resource for: wiki article ■ read Google’s list of suggestions for more cases these images will be subject to copyright and
effective searching at Google search basics you will need to ask the owner for permission to
■ assignments (Google, 2009). use them and may, in some cases, need to buy
■ check the reference list for the article.
■ school projects? them first.
■ carryout further research to find the
referenced articles. Using a database as a starting point
You can find collections of freely available images
Points to remember ■ use the history and discussion pages
on the web, which offer high quality images that are
accompanying an entry to help evaluate whether Your school library will probably subscribe to
not subject to copyright restrictions.
■ anyone can publish online you can trust the information. online databases that you can also use to locate
■ sources may be untrue ■ you can find a pre-checked Wikipedia collection information on a topic, such as Encyclopaedia
You can find further details on using images in your
of 5,500 articles targeted around the national Britannica or NewsUK. The advantage of using these
■ sources may be inaccurate work, along with sources of free images, in a useful
curriculum at http://schools-wikipedia.org. databases is that the information they provide has
■ always check the relevance tutorial developed by JISC Digital Media
■ never use Wikipedia as your only source.
been written and reviewed by experts.
■ always check the reliability (www.vts.intute.ac.uk/tutorial/imagesearching).
■ be critical of all content.
Remember you need to reference any images you
Ask your teacher or school librarian for help if you’re use in your work.
not sure.
5. 8 9
Check it!
How can I check the accuracy and reliability of the websites I use? Put your sources under the spotlight – Use trusted sites
be aware of bias
Using sources of information whose reputation you
Consider why a particular person or organisation can trust, and where an expert has provided the
is writing on this topic. Do they have something to details, is another way of assuring authoritative and
Why did they gain? Be aware that what they write and the way in accurate information on a topic.
write it? which they write may not be impartial.
For example:
For example:
‹
Who wrote this?
When did they ■ the
BBC for news
‹ write it? if you are looking for information about global ■ the
Met Office for the weather
warming each of the following authors will offer a ■ Hansard for parliamentary proceedings
‹
very different viewpoint: ■ resources that your teacher or librarian provide.
Some key questions to ask when ■ a leading scientific research council
■ a personal blog from a climate change protestor
you are looking at a website
■ a company offering carbon neutral flights.
(Tarter, 2009)
If you struggle to find the answers to the questions
‹ in the diagram then this particular website may not
‹
be the best one to use for your research.
Where did they
Further information
‹
How can it help me? write it?
At what level is The Internet Detective
it written? (www.vts.intute.ac.uk/detective) tutorial is an
excellent tool to help with evaluating information
provided on websites.
6. 10 11
Credit it! A quick guide to referencing
Every idea has an owner – give them credit Ideally when you provide a reference to a source, You should use in-text citations whenever you use a
whether it is a website or a printed text, you should My Great Essay source in your work:
By Adam Smith
■ every article has an author (or authors) who has give enough information about the source so that
spent time creating and researching the topic. others, in particular your assessor (teacher or the I read a lot about writing and vocabulary and found this ■ as a specific reference to information or facts from
quotation very useful.
■ you can’t use the author’s work or ideas, including examiner), can find it easily. the source
images, without giving them credit. “Learning vocabulary is always a matter of building up fields
■ as a direct quotation (the same words as
of words. And we do that by comparing words with other
■ don’t just cut and paste. How do I give credit? words. That is how parents teach children.” the original)
(Crystal, 2006, p29) ■ in a paraphrase (a rewording of the original).
There are a number of standard ways to In conclusion I think I learned a lot from this book and from
Let your teacher know your sources my parents.
acknowledge the work of others. The following Your reference list and bibliography are always
examples use the Harvard standard (also known References presented in alphabetical order by author, last name.
By giving credit and clearly indicating that you are Crystal, D (2006) Words words words, Oxford: Oxford
as the author–date system) as defined in Cite them There is no need to divide your bibliography up
incorporating someone else’s ideas in your own work University Press.
right (Pears and Shields, 2008), which is widely used into, say, a textbook section and an internet section.
you show your teacher that you have researched the Bibliography
in universities, colleges and schools. Document Murray, W (2008) All about essays, Newcastle: nlearning Press Simply go by the author’s last name. If you do not
topic properly using authoritative sources.
it (www.documentit.co.uk), an electronic tool Dawes, J and Rowley, J (1998) ‘Enhancing the customer
experience: contributions from information technology’,
know the author, or it is not given, you should
developed specifically for students based on the Management Decision, 36:6, pp.350-357. use the name of the organisation that created the
If you use someone else’s ideas in your work without
Harvard standard, helps you manage your citations. material instead.
giving them credit for the original, this is plagiarism
(trying to pass someone else’s work off as your own).
Citation methods may seem complicated but it
If this work is submitted for your qualification this
is extremely important to acknowledge all your In the body of the text you only include the author’s
constitutes malpractice and you will be penalised,
sources, otherwise although you did not intend to last name, year and optionally the page number you
which could result in disqualification from the
cheat you may be accused of plagiarism. are referring to. You give the full bibliographic
examination or examination series.
reference at the end of your work in the
Every time you use an idea or include material from references section.
Enable someone else to find your sources another author you should also include a reference
to the source, both in the text of your work and at You should include any source used as background
You give credit or acknowledge the sources you the end in a reference list or bibliography. See in reading in a ‘Bibliography’ section.
have used by adding a set of references to the example of where to use the reference
your work. “(Crystal, 2006, p29)”.
7. 12 13
Bibliographic information Bibliography information for a Bibliography information for a website (or online image*)
journal article
Different sources require you to record different
information in your bibliography and references
section. We provide details of what to record for Author(s) last Year of Title of article in
Publisher Author(s) last Year of Title of web page
three main formats below: name, initial publication quotation marks Publisher
name, initial publication
publication in italics
➡
➡
➡
➡
➡
➡
■ textbooks
Dawes, J and Rowley, J (1998) ‘ Enhancing the customer
■ journalarticles
experience: contributions from the information technology’, Rowell, G (2008) AMBeR - Generic Penalty Tariff. Available at:
■ websites (and images from the web).
Management Decision, 36:6, pp. 350-357.
www.plagiarismadvice.org (Accessed: 17 May 2009).
The following formats are taken from Cite them right
➡
➡
➡
➡
➡
(Pears and Shields, 2008).
Title of publication
Issue Pages
in italics The website The date you looked
Bibliography information for a textbook address at the website
Author last Title of article * In the case of an online image ‘author ‘ would refer to the
Publisher
name, initial in italics photographer or illustrator.
➡
➡
➡
Crystal, D (2006) Words words words, Oxford: Oxford University Press.
➡
➡
Year of Place of
publication publication
8. 14 15
Quotations Here you indent the actual words so they stand Websites
out, and you don’t need to place them in
If you want to include a quotation from another quotation marks. Main body quotations take a similar form. The idea is
source then you can use the following format: that the reader will find the URL (web address) in the
Journal article reference list if they wish to check the quotation.
As Crystal (2006) points out “Learning
vocabulary is always a matter of A journal article has exactly the same format in the
Harris (2008) is keen to share his expertise with
building up fields of words.” body of the text:
all sectors:
New right now is a page of
Cook (2008) points out the benefits to students software tools that trainers,
If the words that you want to quote are longer than
a sentence you need to include the author’s name, of undertaking research within a educators, and instructional
the date of publication and the page number the
classroom environment: designers will find very useful.
quotation comes from, at the end.
After the experience, students (Harris, 2008, Virtual Salt)
reported a significant increase in
As Crystal (2006) points out:
their understanding of the
Learning vocabulary is always research process. In addition, Referencing other sources
a matter of building up fields of students recommended using
words. And we do that by the exercise in future classes and Should you find that you want to include references
comparing words with other at other universities. from sources other than those listed then your
teacher or school librarian should be able to help
words. That is how parents (Cook, 2008, p13) you with how to format and include them.
teach children.
(Crystal, 2006, p29)
9. 16 17
Paraphrasing Paraphrasing example So, how do I paraphrase? I’ve tried, but it doesn’t work!
Paraphrasing is something that you will have been There are several methods you can adopt. Try them If you can’t paraphrase the source then you
asked to do throughout your school life. This is Original text (written by Mr Brown): The green all a few times. You’ll soon find out which ones work may need to think about putting the idea in as
when your teachers ask you to put someone else’s fields of Lincolnshire are at their best in high best for you. a quotation.
ideas into your own words. Paraphrasing is a skill summer.
that may take time to master. If you paraphrase the
ideas of someone else, rather than quoting them Bad paraphrase: 1. Read small sections of your notes or the text you
directly, you will still need to acknowledge the are studying (say a paragraph at a time). Cover
original author. As with a direct quotation you must The verdant meadows of Lincoln are in their your notes and then write the section in your
include the author’s last name, followed by the year prime in August. own words.
of publication.
Why? Here the writer has simply replaced some 2. For every sentence of text you want to paraphrase
of the words with synonyms. write two of your own. Remember it often helps if
Crystal (2006) points out that...
you identify the main idea then give an example
Good paraphrase: of your own and then explain how your example
Harris (2008) has produced an online
document that... fits with the main idea.
According to Brown, the countryside of
Lincolnshire is beautiful between June and 3. Take a small section (again say a paragraph).
Dawes and Rowley (1998) define....
August. Write down the key words. Cover the original
and then use the key words to help you write a
Why? Rather than only changing a few words paragraph in your own words. Don’t change any
This will allow the reader to find the full the writer has changed the structure, hinting technical words, numbers or mathematical or
bibliographic reference at the end of your work. at a more in depth understanding of the scientific formulae. However feel free to change
original. The writer has also acknowledged the the everyday words (see the example on
original source. paraphrasing) to those of your own.
4. Remember to include a reference to the person
who first wrote what you have paraphrased.
10. 18
References
■ Cook, K.E. (2008) ‘Experiencing the research ■ JISC Digital Media (2009). Available at:
process in a single class period’, The Journal of www.jiscdigitalmedia.ac.uk
Effective Teaching, 8:1, pp.13–20. (Accessed: 13 August 2009).
■ Crystal, D. (2006) Words words words, Oxford: ■ JISC Digital Media (2009) Welcome to internet for
Oxford University Press. image searching. Available at:
www.vts.intute.ac.uk/tutorial/imagesearching
■ Dawes, J. and Rowley, J. (1998) ‘Enhancing
(Accessed: 13 August 2009).
the customer experience: contributions from
information technology’, Management Decision, ■ NewsUK (2009). Available at: www.newsuk.co.uk
36:6, pp.350–357. (Accessed: 23 June 2009).
■ Encyclopedia Britannica (2009). Available at: ■ Pears, R. and Shields, G. (2008) Cite them right, the
www.info.britannica.co.uk essential referencing guide, 7th rev. edn., Durham:
(Accessed: 23 June 2009). Pear Tree Books.
■ Google (2009) Google search basics. Available at: ■ Tarter, A. (2009) email to Gill Rowell, 19 March.
www.google.com/support/websearch/bin/
answer.py?answer=134479
■ Wikipedia (2009). Available at: Further information
(Accessed: 16 June 2009). http://en.wikipedia.org/wiki/Main_Page
(Accessed: 23 June 2009). The following organisations also provide guidance on using sources and avoiding plagiarism:
■ Harris, R. (2008) Virtual salt. Available at:
■ Wikipedia (2009) 2008/9 Wikipedia selection for
www.virtualsalt.com (Accessed: 16 June 2009). ■
Joint Council for Qualifications (JCQ): www.jcq.org.uk
schools. Available at:
The JCQ represents the seven largest providers of qualifications in the UK, including the GCSE
■ Internet Detective (2009). Available at: www.schools-wikipedia.org
and A level awarding organisations. JCQ coordinates common administration of qualifications
www.vts.intute.ac.uk/detective (Accessed: 16 June 2009).
between the organisations.
(Accessed: 13 August 2009).
■ JISC: www.jisc.ac.uk
■ JCQ (2008) General and vocational qualifications: Further information
JISC inspires UK colleges and universities in the innovative use of digital technologies, helping
suspected malpractice in examinations and to maintain the UK’s position as a global leader in education.
assessments: policies and procedures. Available If you need further guidance on using sources speak to your(Ofqual):or school librarian in the first
■ The Office of Qualifications and Examinations Regulation teacher www.ofqual.gov.uk
at: www.jcq.org.uk (Accessed: 21 July 2009). instance. The following bodies also provide guidance on using sources and avoiding plagiarism:
The regulator of qualifications, examinations and assessments in England and vocational
qualifications in Northern Ireland.
■ Joint Council for Qualifications (JCQ): www.jcq.org.uk
PlagiarismAdvice.org: www.plagiarismadvice.org
■ The Office of Qualifications and Examinations Regulation (Ofqual): www.ofqual.gov.uk
PlagiarismAdvice.org provides details of news, events, resources and research for teachers and
students on plagiarism and ensuring work is authentic.
■ PlagiarismAdvice.org: www.plagiarismadvice.org