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S5 - ’Powerpoint-style’ presentation example
The document discusses the process of information retrieval and evaluation, emphasizing the importance of planning and running effective searches. It outlines the research cycle, strategies for crafting search questions, and highlights the strengths and weaknesses of various information sources. Additionally, it provides tips on sorting and retrieving results, addressing common challenges faced during searches.
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S5 - ’Powerpoint-style’ presentation example
- 1. Information Retrieval & Evaluation (1) Planning& Running an Information Search
- 2. Research is notjust academic Finding a phone number Ordering a takeaway Selecting a broadband provider Joining a gym
- 3. Information-seeking Think about atime recently when you were looking for information. How did you identify that you needed information? What did you do to find the information you required (if you were successful!)? When did you stop looking?
- 4. The research cycle Plan Modify and re- Run the run the search search Save Retrieve the results results Evaluate the Can you map your results example onto this structure?
- 5. Plan Beginning your search Where do you begin? Library… Course guide… Interact pages… Or Google?
- 6. Plan Planninga search What is your research question? How else could you ask it? Could it be broken down to smaller questions? Does the question‟s verb inform your approach? What level and quality of information is needed? Do you need up-to-date or historical sources?
- 7. Plan Information sources Anywhereyou find information can be called a source. But some sources are not as reliable as others. Match the information sources to their strengths and weaknesses. Think about how these strengths can be used for an assignment, and what you could do to compensate for the weaknesses.
- 8. Plan Unreliablesources Anonymous authors Bias in information provided Unsupported or out-of-date information Heavy usage of non-academic style Populist or sensational focus This applies to magazines as well as certain websites…
- 9. Plan Planning your search Devisea search plan for the topic using what has been discussed in this session. You can use the grid provided or create your own layout.
- 10. Run the Searchingsources search Retrieve results Searching online and with databases Search operators („Boolean‟) “Phrase searching” Advanced search options
- 11. Run the Searching sources search Browse-searching of collected Retrieve results materials Dewey classes and library collections Subject headings Interact page
- 12. Run the Searching sources search Additional features on Google* Retrieve results Google Scholar – window into the „hidden web‟ Search using images and sound Tailored results for specific subjects (e.g. filmographies and cinema listings) Search alerts for any search * Other search engines are available. They‟re just not as good.
- 13. Run the Sortingresults search No quick answer, but the following help: Retrieve „Sort by date‟ brings up-to-date results information to the top of the search list „Sort by relevancy‟ will order the results according to what the program thinks you want using complex „learning‟ algorithms. „Sort by availability‟ removes inaccessible sources from the search list, reducing wasted time trying to access them.
- 14. Common retrieval Run the search problems I‟ve got 5m results - information overload! Retrieve your search is too broad. Filter, sort or start again results I‟ve got no results! Your search is too narrow. Re-calibrate your filters and try broader or alternate terms I‟ve found something which looks good, but can‟t get to read it! If it is an SNC library item, reserve it If you found it using Google, check our subscriptions Check if you could read it with walk-in access at the local universities It may involve extra work, but a key source can make the difference between a good grade and a great one!
- 15. The research cycle Plan Modify and re- Run the run the search search Save Retrieve the results results Evaluate the results
Editor's Notes
- #4 Exercise – 2 minute scribble
- #5 Feedback opportunity – key learning point that Research needs to continue beyond first answer found
- #6 Link 1 – library catalogue (3 min demo)Link 2 – LLRC E-Res [Interact] (3 min demo, discussing access route and key resources)
- #8 Link – matching exercise (student volunteer, 3mins)
- #9 Link – SNC wikipedia page (out-of-date, inaccurate, poorly supported by evidence)
- #10 Exercise – 5 minutes, possibly more
- #11 Left link –Youtube video on databases (2.5 mins)Right link – variety of results from different databases (1.5 mins click-through & explain)
- #13 Link – Youtube video – Google’s pitfalls and appropriate use (3.25 mins)Another (increasingly-common) downside is ‘filter bubbles’*, especially when logged in to Google or on a machine you have used a lot and consequently is a cookie-monster. * Term coined by Eli Pariser. Posits that Google identifies what you're interested in and adjusts the results you see along these lines, meaning that you see more of what you like and less of what you don't. This can mislead you regarding the breadth of information available as contrary-but-important information is pushed further down the results list. (Adapted from BRADLEY, P., 2012. DuckDuckGo. http://philbradley.typepad.com/phil_bradleys_weblog/2012/10/duckduckgo-attacks-googles-filter-bubble.html, [accessed 29/10/12])