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Speech 101 2016/17
- 1. Speech 101
- 2. Why should I do research?Research is the search for knowledge
- 3. So, I just go to Google because everything is on Google, right?
- 5. NPR News
- 7. Example topic: Fetal alcohol syndrome • Fetal Alcohol Spectrum Disorders (FASD) is an umbrella term describing the range of effects that can occur in an individual whose mother drank alcohol during pregnancy. These effects may include physical, mental, behavioral, and/or learning disabilities with possible lifelong implications. The term FASD is not intended for use as a clinical diagnosis.1 • Discussion question – is this a just-right topic? • Note – there is lots and lots and lots of peer-reviewed literature on this 1. National Organization on Fetal Alcohol Syndrome. (n.d.). Diagnosis. Retrieved June 26, 2015 from https://www.nofas.org/faqs
- 8. Fixing my too broad topic • Fetal Alcohol Spectrum Disorders (FASD) is an umbrella term describing the range of effects that can occur in an individual whose mother drank alcohol during pregnancy. These effects may include physical, mental, behavioral, and/or learning disabilities with possible lifelong implications. The term FASD is not intended for use as a clinical diagnosis. • Class discussion: What resources do you think I could use to make my topic a just-right topic?
- 9. Too narrow a topic • What if, instead, I want to talk about something like the Sturgis Rally? • Note – there are NO peer-reviewed sources on this topic
- 10. When do you write your outline?
- 11. Types of Sources Textbook Magazine Novel Original Source Pamphlet Trade Publication Scholarly Book Newspaper Legal Documents Journal Encyclopedia Wikipedia Video Website Government Document
- 13. What do reviewers look for? • Citing/ethics • Documentation of sources/background information/literature review (C&RL News) • Are there any special ethical concerns arising from the use of human or other animal subjects? (Nature) • Research reported on • Methodology (C&RL News) • Analysis/Logic of argumentation (C&RL News) • Are there other experiments or work that would strengthen the paper further? (Nature)
- 14. What do reviewers look for? • Paper/Writing • Presentation (C&RL News) • Who will be interested in reading the paper, and why? (Nature) • How does the paper stand out from others in its field? (Nature) • Scholarly Communication • Relevance to advancing knowledge in the filed of academic librarianship (C&RL News) • Is the paper likely to be one of the five most significant papers published in the discipline this year? (Nature) • Are the claims appropriately discussed in the context of previous literature? (Nature)
- 15. How to find peer-reviewed literature • Library databases! • Ebsco Discovery Services (EDS)
- 16. Aerobics for the Mind • Let’s see what we can guess (or what we know) about a peer- reviewed article and its parts.
- 17. Evaluating Everything You Find! • What to look at when evaluating information (the criteria used in this class come from your textbook): • Accuracy • Authority • Currency • Objectivity • Scope or coverage
- 18. Information Ethics • APA citation styles • http://libguides.sdstate.edu/APAStyle
- 19. Speech 101 Research Assistance
- 20. Attendance Question • How can you find any of the information given at today’s lecture. You can give the URL for the site or give the either path from the library’s main webpage.
Editor's Notes
- We research in order to increase our knowledge. We can research at different levels depending on what we need. We might do in-depth research for a long paper for a class; we might do a quick Google search for the definition of a word; we might survey our friends and neighbors to find out what car we should buy. These are all examples of research.
- Not all information is created equal and, although a lot of it is on Google, that source does not help us distinguish the bad from the good. In fact, not EVERYTHING is on Google, it just seems that way some times. Let’s watch this quick video on Google vs. Library resources.
- Choosing a topic is not as easy as one thinks. Especially when you have to cover your topic in a 4-6 minute speech. The Goldylocks theory of topics states that some topics are too broad – you can’t do a good job of covering the points in the time alotted; some topics are too narrow – there just isn’t enough to say to fill your time or, for this class, there isn’t enough scholarly research on the topic; and some topics are just right. Finding those just right topics can be hard.
- Finding a topic can be overwhelming. However, a good place to start is the news. All kinds of topics are covered in the news. Let’s take a look at the NPR news site for today and see what topics we can find.
- Part of finding your just-right topic is knowing that there is enough research to support it. So, before you finally decide on your topic, do a search for peer-reviewed literature to make sure you can find appropriate sources. We’ll talk more about peer-reviewed literature and how to find it very soon.
- Use this topic for a discussion – can the topic be covered in 4-6 minutes based on this definition and knowing there is a lot of peer-reviewed literature about it?
- Ask what resources a person might use to fix this topic so it becomes a just-right topic.
- If you love a topic but can find no peer-reviewed literature on it, think about topics in which you could use your topic as a great illustration. For instance, if I wanted desperately to talk about the Sturgis Rally – there is no peer-reviewed literature about this topic – I could talk about the Harley Davidson business. There is a lot about that business. I could then use the Rally to make points about how HD does business. I get to talk about what I want to talk about but I do so in a way that is supported by peer-reviewed literature. Of course, the points I make about the rally must come from the peer-reviewed literature. I can’t just tell a story about my time at the rally last summer.
- You can choose to do it the hard way and write your outline once you have you topic – trying to find an article that says exactly what you want it to. This is a much more time-consuming and difficult process and results in bad research and little growth for you. You could choose to do it the easier way and do your research first. Then you can write your outline based on the information you have found. The advantages of this order include easier (though not necessarily easy) research, a better grasp of the current state of knowledge of your topic, and you will have learned something.
- There are lots of types of sources for you to use out there. You can use any of them but, when you are doing research and want reliable information, most of your information should come from scholarly journals. We will focus on peer-reviewed journals in this class and we’ll spend a bit of time talking about what they are and how they got to be so special. We’ll then look at how to find peer-reviewed articles.
- Here is a good introduction so let’s take 90 seconds and watch this video.
- Each journal has its own set of criteria based on the content it carries but here are some general topics with illustrations from the journals C&RL News (Library Science) and Nature (General sciences).
- Here is one of the places that using the library databases can really make a difference. It is very easy to limit your results to peer-reviewed literature in many of our databases. We will use Ebsco Discovery Services today. Demonstrate getting to EDS from the library website Do a search Show the different source types the students can get and focus on peer-reviewed Leave your results up as they will be used in the next activity
- We are going to do an activity designed to help you understand how a peer-reveiewed article is constructed and how you can efficiently use them for your research.
- No matter where you get your information, you still need to evaluate it. Accuracy How would you evaluate the accuracy of an article? Here are some questions to ask – there are more in your textbook on page 55. Can the factual information be easily verified? Are sources cited? Are they from reputable sources? Is the writing clear and well organized without typos, spelling, or grammatical errors? Authority What do you think this means? What if you can’t identify who wrote the article? Here are some questions Who is the author or sponsor of the information and why should you believe him/her/them? (What are their credentials?) Is there a way to establish the legitimacy of the author or sponsor? Contact information, etc. Is the source affiliated with a larger, reputable organization? Currency How would you define current for information? Here are some questions to ask: When was the piece first written or most recently updated? Is the time frame appropriate for the information needed? So, if you are speaking on the American Civil War women (civil war was 1861-1865), could you use a diary written by a woman in 1863? Is this a current source? Objectivity What do you think this refers to? Here are some questions to ask: Is any bias evident? Is there advertising or sponsorship? Is the information intended to inform or to persuade? Scope or coverage Why do you think the scope of the source is important? Here are some questions: What audience is the piece intended for? Is the information complete?
- By citing where you got your information, you can make sure you don’t plagiarize or steal someone else’s efforts. The library has a guide that tells you what information is needed and gives an example of citations for many kinds of work. Cite any time you quote or paraphrase anyone. Also cite any facts or opinions you read. When in doubt, cite it. You can and should cite multiple sources if more than one person says something. Facts that are already known to your audience don’t need to be cited but you need to consider who your audience is and cite those facts if the audience is likely to know less than you about your subject area.
- Go to the speech 101 page and briefly walk them through the various pages. Emphasize how to get help.