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There are three main classifications of information sources: primary, secondary, and tertiary. Primary sources come directly from the time period being studied and were created by people with firsthand experience. Secondary sources provide secondhand accounts, analysis, and interpretation of events. Tertiary sources summarize and synthesize primary and secondary sources to provide background information on a topic. When evaluating information, it is important to consider the reliability, accuracy, value, author, and timeliness of the source.
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Primary sources are original documents or objects that provide first-hand information, such as historical documents, experimental results, statistical data, creative works, or eyewitness accounts. Secondary sources discuss or interpret primary sources and include articles, books, or scholarly works. When evaluating the reliability of a source, consider factors like whether the information is current, the reputation and type of publication, the author's qualifications and potential for bias, and whether the author directly witnessed the information or gathered it from other sources.
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- The different types of sources used in history, including primary sources created during or near the time being studied, secondary sources which analyze primary sources, and tertiary sources which are further removed.
- Guidelines for evaluating the reliability and credibility of sources, such as considering factors like whether sources agree, proximity to events, corroboration, and potential for bias. The document outlines steps to take if sources contradict each other.
Reliability Of Sources
Primary sources are original documents or objects that provide first-hand information, such as historical documents, experimental results, statistical data, creative works, or eyewitness accounts. Secondary sources discuss or interpret primary sources and include articles, books, or scholarly works. When evaluating the reliability of a source, consider factors like whether the information is current, the reputation and type of publication, the author's qualifications and potential for bias, and whether the author directly witnessed the information or gathered it from other sources.
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The answers you get depend on the questions you ask.—Thoma.docx
The answers you get depend on the questions you ask.
—Thomas Kuhn
Learning Objectives
After reading this chapter, you
should be able to:
1. Distinguish between scholarly and
popular sources and decide when and
how to use each type.
2. Analyze your research needs using a
simple mnemonic: BEAM.
3. Write and analyze a research question
that will make it much easier for you
to formulate search terms and find
the best sources for your project.
4. Find, locate, and choose the right
research databases to help you
answer your research questions.
5. Search databases efficiently to pro-
duce useful results.
3Finding Good Sources
Jupiterimages/BananaStock/Thinkstock
dro85866_03_c03.indd 35 10/2/13 2:31 PM
CHAPTER 3Section 3.1 Distinguishing Between Scholarly, News, Trade, and Popular Sources
During the second phase of your research, you will locate researchers working on the
essential and supporting research questions you wrote in Phase I so that you can use their
findings and ideas as evidence in an argument, as well as contribute to the conversation
they are having.
If you have been working on Phase I, you already have some of the skills necessary to
locate research conversations using Google Scholar and its “Cited by” and “Related arti-
cles” links. In Phase II, you will continue working with Google Scholar and also with more
subject-specific databases available to you through your university or community library.
We will work on database selection, search strategies, and search results analysis early in
this chapter. Later in the chapter, we will discuss evaluating and working with the sources
you find.
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search construction in order to find, understand, analyze, and use a coherent set of cred-
ible, relevant, reliable sources with which to work.
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Trade, and Popular Sources
As you start the work of the second phase of your research, it is important to under-stand the difference between two major types of sources: scholarly sources and news, trade, and popular sources. While each kind of source can contain useful
information and interesting perspectives, they have different kinds of authority, which
determine how you can use them in academic research.
Scholarly Sources
Scholarly sources are produced by professional researchers seeking to advance or evalu-
ate knowledge, who submit their work for peer review. As you learned in Chapter 1, peer
review certifies the rigor of the research process and the reasonableness of the researcher’s
argument and interpretations. In order to be scholarly, both journal articles and ...
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the data is not measurable
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This document discusses researching topics and different types of information sources. It provides definitions and examples of primary, secondary, and tertiary sources. Primary sources include original works like diaries, surveys, and research published in academic journals. Secondary sources describe, interpret or analyze primary sources, like textbooks, magazines and books. Tertiary sources organize and locate primary and secondary sources, such as indexes, abstracts and dictionaries. The document encourages using accurate, reliable, up-to-date, consistent, relevant and unique information when researching topics. It includes learning tasks on choosing materials to research Mount Mayon volcano, identifying source types, finding COVID-19 information from different sources, and interviewing others about their use of primary sources.
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My presentation
Historical research involves systematically collecting and evaluating data to describe and explain past events in order to understand them. It aims to learn from history to apply lessons to present problems and make predictions. Historical research uses primary sources like eyewitness accounts and objects from the past as well as secondary sources. The research process includes formulating a problem, gathering and criticizing sources, analyzing data through methods like coding, and interpreting findings. While historical research provides insights into the past, it also has limitations like potential for bias and an incomplete view.
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The document discusses methods for analyzing material culture, documents, and quantitative data in historical research. It makes the following key points:
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2) Researchers must authenticate sources by establishing their origins and credibility. Primary sources like records and relics require examining motivations and contexts.
3) Both traditional documentary analysis of sources and quantitative content analysis are useful, with the latter adding rigor. Historians interpret sources in their original contexts to draw defensible inferences.
THE TWO SOURCES OF HISTORY (PRIMARY SOURCES & SECONDARY SOURCES)
This document discusses different types of primary, secondary, and tertiary sources that can be used for historical research. It defines primary sources as first-hand accounts like diaries, interviews, and artifacts. Secondary sources are one step removed, such as scholarly articles and books that analyze primary sources. Tertiary sources provide third-hand information by summarizing secondary sources. Examples are given for different types of primary sources like autobiographies, letters, and photographs that can provide historical information.
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This document discusses various sources of information and how to evaluate information reliability. It identifies libraries, indigenous media, and the internet as key information sources. Libraries are categorized into four main types: academic, public, school, and special. Indigenous media refers to forms of media created and shared by indigenous peoples. The internet is defined as a global computer network providing information and communication. When evaluating information, one should consider the reliability, accuracy, value, authority, and timeliness of the source using standards like checking the author, date, citations, and domain name.
JUDGE-THE-VALIDITYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY.pptx
Here are the key steps I would take to evaluate the validity of evidence presented in a news commentary related to education:
1. Check the credentials and background of the author. Are they an expert in the field of education? Do they have relevant experience or qualifications to comment on the topic?
2. Look for citations and references used to support any claims or data presented. Are the sources credible, like published research studies or reports from reputable organizations?
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This document defines and discusses primary sources. It explains that primary sources were created during the time period being studied and provide insights from those who experienced an event firsthand. Some examples of primary sources include documents, creative works, and artifacts. When choosing primary sources for research, factors to consider include the topic, variety of perspectives, ease of access, intended use, and obtaining sources from places like archives, newspapers databases, and universities. Primary sources must be carefully evaluated based on the author's knowledge and experience and references to other materials.
The answers you get depend on the questions you ask.—Thoma.docx
The answers you get depend on the questions you ask.
—Thomas Kuhn
Learning Objectives
After reading this chapter, you
should be able to:
1. Distinguish between scholarly and
popular sources and decide when and
how to use each type.
2. Analyze your research needs using a
simple mnemonic: BEAM.
3. Write and analyze a research question
that will make it much easier for you
to formulate search terms and find
the best sources for your project.
4. Find, locate, and choose the right
research databases to help you
answer your research questions.
5. Search databases efficiently to pro-
duce useful results.
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Jupiterimages/BananaStock/Thinkstock
dro85866_03_c03.indd 35 10/2/13 2:31 PM
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During the second phase of your research, you will locate researchers working on the
essential and supporting research questions you wrote in Phase I so that you can use their
findings and ideas as evidence in an argument, as well as contribute to the conversation
they are having.
If you have been working on Phase I, you already have some of the skills necessary to
locate research conversations using Google Scholar and its “Cited by” and “Related arti-
cles” links. In Phase II, you will continue working with Google Scholar and also with more
subject-specific databases available to you through your university or community library.
We will work on database selection, search strategies, and search results analysis early in
this chapter. Later in the chapter, we will discuss evaluating and working with the sources
you find.
With a well-designed research project in hand, it is time to get down to the nuts and bolts
of one of the most important elements of the research process: finding useful sources and
working to understand them—and what you can do with them—once you have them.
In this chapter, you will learn everything you need to know about library databases and
search construction in order to find, understand, analyze, and use a coherent set of cred-
ible, relevant, reliable sources with which to work.
3.1 Distinguishing Between Scholarly, News,
Trade, and Popular Sources
As you start the work of the second phase of your research, it is important to under-stand the difference between two major types of sources: scholarly sources and news, trade, and popular sources. While each kind of source can contain useful
information and interesting perspectives, they have different kinds of authority, which
determine how you can use them in academic research.
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Scholarly sources are produced by professional researchers seeking to advance or evalu-
ate knowledge, who submit their work for peer review. As you learned in Chapter 1, peer
review certifies the rigor of the research process and the reasonableness of the researcher’s
argument and interpretations. In order to be scholarly, both journal articles and ...
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My presentation
Historical research involves systematically collecting and evaluating data to describe and explain past events in order to understand them. It aims to learn from history to apply lessons to present problems and make predictions. Historical research uses primary sources like eyewitness accounts and objects from the past as well as secondary sources. The research process includes formulating a problem, gathering and criticizing sources, analyzing data through methods like coding, and interpreting findings. While historical research provides insights into the past, it also has limitations like potential for bias and an incomplete view.
Producing Data: Analyzing Material, Culture & Documents
The document discusses methods for analyzing material culture, documents, and quantitative data in historical research. It makes the following key points:
1) Historians must immerse themselves in primary and secondary sources to gain thorough context before formulating research questions. Questions should be open-ended and testable.
2) Researchers must authenticate sources by establishing their origins and credibility. Primary sources like records and relics require examining motivations and contexts.
3) Both traditional documentary analysis of sources and quantitative content analysis are useful, with the latter adding rigor. Historians interpret sources in their original contexts to draw defensible inferences.
THE TWO SOURCES OF HISTORY (PRIMARY SOURCES & SECONDARY SOURCES)
This document discusses different types of primary, secondary, and tertiary sources that can be used for historical research. It defines primary sources as first-hand accounts like diaries, interviews, and artifacts. Secondary sources are one step removed, such as scholarly articles and books that analyze primary sources. Tertiary sources provide third-hand information by summarizing secondary sources. Examples are given for different types of primary sources like autobiographies, letters, and photographs that can provide historical information.
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This document discusses various sources of information and how to evaluate information reliability. It identifies libraries, indigenous media, and the internet as key information sources. Libraries are categorized into four main types: academic, public, school, and special. Indigenous media refers to forms of media created and shared by indigenous peoples. The internet is defined as a global computer network providing information and communication. When evaluating information, one should consider the reliability, accuracy, value, authority, and timeliness of the source using standards like checking the author, date, citations, and domain name.
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Here are the key steps I would take to evaluate the validity of evidence presented in a news commentary related to education:
1. Check the credentials and background of the author. Are they an expert in the field of education? Do they have relevant experience or qualifications to comment on the topic?
2. Look for citations and references used to support any claims or data presented. Are the sources credible, like published research studies or reports from reputable organizations?
3. Fact-check any specific claims or statistics. Do other reliable sources, like government reports, corroborate the information?
4. Consider any biases the author or publication may have. Is the commentary balanced and objective, or does it seem to push a particular agenda
Similar to Presentation 8.pptx (20)
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Module-1_Readings-in-Philippine-History_Students-Copy.pptx
The answers you get depend on the questions you ask.—Thoma.docx
The answers you get depend on the questions you ask.—Thoma.docx
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Basics of Information Sources in Reference Services
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Producing Data: Analyzing Material, Culture & Documents
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THE TWO SOURCES OF HISTORY (PRIMARY SOURCES & SECONDARY SOURCES)
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This document outlines the personal competencies needed to be a successful entrepreneur in commercial cooking. It defines an entrepreneur as someone who organizes, develops, operates and engages in their own business. The key personal entrepreneurial competencies (PECs) include a passion for cooking, strong cooking skills, the ability to communicate ideas, commitment to hard work, goal setting abilities, a desire to earn a profit, reliability, confidence, persistence, willingness to take risks and learn from failures.
Presentation 7.pptx
This document discusses different sources of media and information, including indigenous knowledge, libraries, and the internet. It defines indigenous knowledge as the practices, beliefs, and experiences of local communities generated over centuries of interacting with their territory. Libraries are defined as places that keep literary and reference materials for use but not sale, and the four major types are academic, public, school, and special libraries. The internet is defined as a global computer network providing various information and communication through interconnected networks using standard protocols.
Presentation 3.pptx
This document summarizes the evolution of media from prehistoric times to the current information age. It describes prehistoric cave paintings and clay tablets used in Mesopotamia. During the industrial age, the printing press allowed for mass production of newspapers and books. The electronic age brought transistor radios, televisions, and mainframe computers. The information age is characterized by the rise of the internet and personal computers, which enabled social networks, smartphones, and virtual reality technologies.
Farm Implements and Equipment.pptx
Farm implements and equipment are used in agriculture for land preparation and crop production. Farm implements include plows, harrows, and rotavators which are used for tilling and preparing soil and are either pulled by animals or mounted on tractors. Farm equipment includes machinery like hand tractors, four wheel tractors, water pumps, corn dehuskers, rice harvesters, grass cutters, and millers which are used for tasks like land preparation, irrigation, harvesting, threshing, and milling grains. These implements and equipment make agricultural processes easier but require skilled operators.
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This document discusses various hand tools used in agricultural crop production without machinery. It provides examples of common hand tools like axes, bolos, crowbars, hoes, forks, trowels, knives, picks, shears, rakes, shovels, sickles, spading forks and sprayers/sprinklers. These light tools are used for tasks like cutting, digging, loosening soil, pruning branches, cleaning, hauling materials and spraying crops. The document explains that hand tools are utilized for small garden areas and do not require animals or machinery for operation.
Presentation 2.pptx
The document discusses the effects of media and information on communication. It outlines both good and bad effects. The good effects include enhancing communication skills, making communication more efficient, and allowing self-expression. However, the bad effects can include misunderstandings, addiction, lack of relationship building, and increased risks of depression or body image issues. Key terms like media, media literacy, information, and information literacy are also defined. Characteristics of media literate citizens are provided.
Presentation 1.pptx
This document discusses the key elements of communication:
1. A speaker encodes a message and transmits it through a channel to a receiver.
2. The encoding process involves converting the message into words, actions or other forms.
3. Channels of communication include personal and non-personal, verbal and nonverbal means of conveying the encoded message.
4. The receiver decodes and interprets the message through the process of feedback.
5. Context and barriers can influence the communication process.
Presentation 7.pptx
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- 2. Three Classifications of Information Sources 1. Primary Sources 2. Secondary Sources 3. Tertiary Sources
- 3. Primary Sources Primary resources came from the time period that is being discussed, and were written or produced by someone with firsthand experience of the event.
- 4. Primary Sources Original materials such as artifacts, documents, recordings, and other sources of information that were produced during a particular period in history.
- 5. Secondary Sources These give second-hand accounts about a particular event, person, or information. These also provide another angle and analysis of another person.
- 6. Tertiary Sources These are publications that summarize and digest the information in primary and secondary sources to provide background on a topic, ideas, or event.
- 7. Tertiary Sources These can include bibliographies, indexes, abstracts, encyclopedias, and other reference resources; available in multiple formats.
- 8. Things to Consider in Evaluating Information: ■Reliability ■Accuracy ■Value ■Author ■Timeliness
- 9. Reliability of information Information is said to be reliable if it can be verified and evaluated. Others refer to the trustworthiness of the source in evaluating the reliability of information.
- 10. Accuracy of information Accuracy refers to the to the closeness of the report to the actual data. Measurement of accuracy varies, depending on the type of information being evaluated.
- 11. Value of information Information is said to be of value if it aids the user in making or improving decisions.
- 12. Author of the Information it refers to the creator the content or information. It also refers to the author’s credentials or expertise in creating the information needed.
- 13. Timeliness of Information It refers to the updated information that cater the needs of the readers or researchers.