Introduction to the library and research strategies for SOC111.

1. “Information literacy is a survival
skill in the Information Age” (ALA, 1989).
SOC 111
Research &
Library Skills
Roën Janyk
Web Services Librarian
http://www.slideshare.net/okanagancollegelibrary

2. Outline
 Introduction to Information Literacy
 Evaluating Academic & Popular Sources
 Peer-Review Process
 Research Skills
 Key Library Resources

3. Information Literacy
• Definition:
Information Literacy is the set of skills needed to
find, retrieve, analyze, and use information
(ACRL, 2012).
“Ultimately, information literate people are those
who have learned how to learn. They know how to
learn because they know how knowledge is
organized, how to find information, and how to use
information in such a way that others can learn from
them. They are people prepared for lifelong
learning, because they can always find the
information needed for any task or decision at
hand” (ACRL, 2000).

4. Information
Literacy: Steps to
Successful Research
Step 1: Defining a topic and
planning for research
Step 2: Information seeking
strategies
Step 3: Critical evaluation of
information sources
Step 4:
Reading, examining, taking notes
on sources
Step 5: Citing sources &
constructing reference list

5. Step 3: Critical Evaluation of
Information Sources
 Wikipedia is considered an academic source.
 False
 A book found in an academic library (i.e.
college, university) is an academic
source.
 False
Sources: True or False?

6. Sources: Do they matter?
• Academic sources: Pass through peer review
process. Authoritative and sourced. Objective
and written for academics. Carry more
„weight‟.
• Popular sources are often related to general
interest and do not require writers to provide
research to support their stories.

7. Publication (Registration
Creation and Certification) Dissemination
Manuscript & IP Editor
Academic
Publisher Library
Peer
Reviewers
Reformulation

8. Research Skills
 Step 3: Critical evaluation of
information sources
 Critically evaluate information
 Criteria and methods of evaluating information
resources:
 Comprehensiveness, relevance, author, purpo
se and audience, accuracy and
currency, objectivity
In academia we are looking for sources that
are reliable, accurate, objective, and up-to-
date.

9. Source Type Examples
Academic Sources Popular Sources
 Newspaper Articles
Academic Journals
 Magazine Articles
–Periodicals
 Trade Magazines
Academic Books
 Organizational Profiles
–Edited Books
–Anthologies  Media Reports
–Conference  Reports from Other
Proceedings Organizations
–Encyclopedias,  Websites (usually)
Dictionaries
 Grey Literature
Published Reports –Institutional Reports
–Brochures
–Press Releases

10. Periodicals
Journals Magazines
 Academic, profession  General audience
al, technical audience
 Easy reading
 May use jargon
 Many advertisements
 In-depth articles
 Broad coverage, not
 Thorough reference list usually in-depth
 Minimal advertising  Rarely peer-reviewed
 Peer-reviewed
EXAMPLE

11. Academic Sources: Characteristics
• Who wrote it? What are the authors‟ qualifications?
• Is there a sponsor, owner, funding agency?
*Important for online resources*
• Are sources listed?
• Has the item or writing been peer-reviewed?
• Who is the target audience?
• Who is the publisher?
• Is the writing objective?
• What is the appearance?
EXAMPLE

12. Evaluating Reputable
Sources
In academia we are looking for sources that
are reliable, accurate, objective, and up-to-
date

13. Primary & Secondary Sources
Primary Sources Secondary sources
 Original & direct evidence  Draw from primary
sources
 First hand experience
 Use evidence from
 Historical documents, primary sources
interviews, raw experiment
data  May comment on
primary sources
TERTIARY SOURCES
 Compile, index, or organize  Use primary sources to
 Sources may have analyzed or construct argument
digest secondary sources  Books or articles that
 Abstracts, bibliographies, handbo provide analysis, critique, or
oks. a synthesis from a range of
Encyclopedias, indexes, catalogu sources
es.
Cage, K. (2011). Identifying academic sources. Massey University. Retrieved July 9, 2012 from
http://owll.massey.ac.nz/academic-writing/identifying-academic-sources.php

14. Information Literacy:
Steps to Successful Research
Step 1: Defining a topic and planning for research
Step 2: Information seeking strategies
 Step 3: Critical evaluation of information sources
Step 4: Reading, examining, taking notes on
sources
Step 5: Citing sources & constructing reference list

15. Example:
Construct an
argument on how
gender stereotyping
contributes to
inequality in the
workplace.

16. Research Skills
Step 1: Defining a topic and planning for research
 Interpret the research question/assignment, define the information
need
Look for command words
 Directing words that tell you what to do. i.e.
Evaluate, discuss, comment, critique, analyze, argue
Identify the assignment topic
 Area of discussion for the assignment. Take the command word
and ask “what?” after it. I.e. Evaluate “what”? Argue “what”?
Develop a focus (select a specific topic)
 Area of the topic/assignment you will concentrate on.
 In other words, argue “what”, in relation to “what”?
Take your focus and develop a thesis statement

17. Information Literacy:
Steps to Successful Research
 Step 1: Defining a topic and planning for
research
 Step 2: Information seeking strategies
 Step 3: Critical evaluation of information sources
 Step 4: Reading, examining, taking notes on
sources
 Step 5: Citing sources & constructing reference
list

18. Finding Resources
“More than 31% of all respondents use Internet
search engines to find answers to their questions.
However, people who use Internet search
engines express frustration because they
estimate that half of their searches are
unsuccessful” (OCLC, 2002).

19. Gender stereotyping creates
inequality in the workplace
because it often promotes
gender discrimination.
Thesis

20. Research Skills
Step 2: Information seeking strategies
Design your search strategy
Develop a question (brainstorming, concept-
mapping)
 Identify central concepts
 Identify key words and synonyms
 Identify investigative tools (research guides, other libraries)
Locate and gather relevant resources
Identify key databases, catalogue, reference
works, etc.
 Coverage, disciplines, time periods, publication types, etc.
 Search expressions & Boolean operators (AND, OR, NOT)
 Broaden or narrow your research question

21. Research Skills
 Keyword searching: typically retrieve more information with less
precision
 Good for broad or unknown topic areas
 Field searching: typically retrieves less information with more
precision
 Good when looking for few results or source son specific
topics ; Includes subject searches, title searches, author
searches, etc.
 Too much information?
 Examine irrelevant records in search results
 Where did your search term match in search results?
(Subject, title, etc.)
 Use limiters (Boolean, field searching, database limiters)
 Too little information?
 Spelling
 Eliminate long phrases or natural language
 Use alternate terms, try broadening your terms

22. Function Search Strategy Definition
Narrow AND Retrieves only records that
contain both words
NOT Eliminates material you don't
want. Careful to not lose
valuable info.
Broaden OR Retrieves matches for either
term, more records. Use with
terms with the same meaning.
Wildcard Search variations of a word. Use
 Colo?r 1 or more symbols within a word
 Global (w5) Warming to replace 1 or more letters
Truncation Use a symbol at the end of a
 Using opera* to search word to replace any number of
for operations = opera, operant, opera letters
ble, etc.
Combine Combine AND and OR in a single search. Divide your terms into units like an
equation.
Nesting
 NO: media AND politics OR election retrieves records that match "media
that also match politics" OR retrieves records that match "election.“
 YES: media AND (politics OR election) retrieves records that match media
that also match either politics OR election

23. NOT
AND OR
Nesting
Truncation
(University of Idaho, 2012)
Creating a Search: Boolean Operators

24. Using Library Resources
• Library Databases & E-Resources
• Library Catalogue
• OCtopus („one-stop shopping‟)
• Research & Course Guides
• Electronic Journals Listing
• Reference Sources
• Print Journals

25. More Ways to Find Articles
 Reference list and article
citations, bibliographies
– Examine the reference lists of resources identified
as being useful, and find other similar resources.
 Subject headings in databases & catalogue
– Terms used to describe resources, controlled
vocabulary, assigned by indexers
 Known authors
– Search for other items by same author(s)
 Books or resources on similar topics
– In-person or virtual „shelf browsing‟

26. Library Databases: Sociology
Find Articles  Sociology
 SocINDEX
 Academic Search Premier
 JSTOR
 Social Sciences Abstracts
 Project Muse
 Ebrary
 OCtopus

27. Library Catalogue
 Books, e-books, media, journals
 Use subject headings, call number browsing,
author searches
 Limit by location (Kelowna, Online)
 Request items from other campuses
 Renew items and place holds

28. Example Searches
• Database
• Catalogue
• OCtopus

29. Information Literacy:
Steps to Successful Research
 Step 1: Defining a topic and planning for research
 Step 2: Information seeking strategies
 Step 3: Critical evaluation of information sources
Step 4: Reading, examining, taking notes on
sources
Step 5: Citing sources & constructing reference list

30. Constructing a Bibliography
• Also known as a reference list, works cited
• List of sources used by the writer of a research
paper. Usually listed alphabetical by author‟s
surname.
• A system used for referring to or locating the sources
you have used
• Annotated Bibliography: Sources followed by an
annotation, a concise critical commentary or
summary of the source
• Often, bibliographies will include sources you have
consulted externally, as well as those you cited
directly in your paper. A reference list will often only
include sources directly cited in your paper (I.e.
paraphrase or direct quote), and not those
consulted externally.

31. Citing Sources
• Chicago Manual of Style
– Online via the Library
– In print at each campus library

32. Research Skills: Citing
Sources
Step 5: Citing Sources & Reference Lists
Identify elements of citation you will need for
each item
Cite your sources as you go!
Try a numerical system for in-text citations
Write key author names with notes
Compile list of database citations as a working
document throughout research process
Formatting rules provided style guides
Reference list, works cited list, versus bibliography
Do not trust MS Word or auto-formatting

33. Information Literacy:
Steps to Successful Research
 Step 1: Defining a topic and planning for
research
 Step 2: Information seeking strategies
 Step 3: Critical evaluation of information sources
 Step 4: Reading, examining, taking notes on
sources
 Step 5: Citing sources & constructing reference
list

34. Research Skills
 Step 4: Reading, examining, taking notes on
sources
 Interpret and synthesize information
 Examine information source, identify source
type
 Look at context, methods, results, discussion, etc.
 Think critically: ask questions, examine the
context (who did the research, what are the
research questions), research methods used,
results, conclusions
 Verify accuracy
 Use and communicate information
 Write objectively (supported by findings, free from
influence), concise, formal (formatting according to style)

35. Using Library Resources: Get Help
 Library Reference Desks
– Hours vary, phone, email, or in-person
– Citation assistance, research help
 AskAway
– Online, live chat reference service
– Open longer hours than library ; Manned by
librarians from post-secondary institutions across
BC
– Chat boxes on website & within databases
 Library Guides (Guides by Course & Subject)
 E-mail
– Response received within 24 hours Sept – April

36. References
• American Library Association. (1989). Presidential Committee on Information Literacy: Final Report. Retrieved July 9, 2012 from
http://www.ala.org/acrl/publications/whitepapers/presidential
• Association of College and Research Libraries. (2009). ACRL scholarly communication 101: Starting with the basics [PowerPoint].
Retrieved from http://www.acrl.org/ala/mgrps/divs/acrl/issues/scholcomm/docs/SC%20101%20Introduction.ppt
• Association of College and Research Libraries. (2012). Introduction to Information Literacy.
http://www.ala.org/acrl/issues/infolit/overview/intro
• Association of College and Research Libraries. (2000). Information Literacy Competency Standards for Higher Education.
http://www.ala.org/acrl/standards/informationliteracycompetency
• American Psychological Association. (2009). Publication manual of the American Psychological Association. Washington, DC:
Author.
• Cage, K. (2012). Reference list vs. bibliography. Retrieved July 9, 2012 from http://owll.massey.ac.nz/referencing/reference-list-vs-
bibliography.php
• Jefferson Community College, 2012). Information literacy tutorial. Retrieved July 9, 2012 from
http://sunyjefferson.libguides.com/content.php?pid=127609&sid=1095964
• Mohanty , S., Orphanides, A., Rumble, J., Roberts, D., Norberg, L., Vassiliadis, K. (2009). University libraries' citing information
tutorial. Retrieved from http://www.lib.unc.edu /instruct/citations/introduction/
• OCLC. (2002). How Academic Librarians Can Influence Students‟ Web-Based Information Choices. OCLC White Paper on the
Information Habits of College Students. Retrieved from
http://www5.oclc.org.ezproxy.okanagan.bc.ca/downloads/community/informationhabits.pdf
• Okanagan College. (2010). Academic offenses. Retrieved from http://webapps1.okanagan.bc.ca/ok/calendar
/Calendar.aspx?page=AcademicOffenses
• University of Alberta. Information literacy at the University of Alberta. Retrieved July 9, 2012 from
http://www.psych.ualberta.ca/~ITL/InfoLit%20v.2.0/index.html
• University of Idaho. (2012). Information Literacy Portal: Module 3. Retrieved July 9, 2012 from
http://www.webs.uidaho.edu/info_literacy/modules/module3/3_6.htm