This document discusses selecting appropriate sources for research projects. It explains the differences between popular and scholarly sources, as well as historical and current sources. Popular sources are written for general audiences, while scholarly sources are written by experts for other experts. Historical sources may contain outdated information, while current sources have the most up-to-date data. The document also discusses choosing between library databases and free web sources, as well as selecting subject-specific versus general databases. Students and experts may have different information needs, depending on their level and topic. The key is choosing a variety of source types, including books, articles, and websites to develop a thorough understanding of the research topic.
This document provides guidance on researching and planning an effective literature search strategy for a dissertation. It discusses starting the literature search early, developing search terms and keywords, using databases and other resources to identify relevant journal articles and references. It emphasizes planning the search, including defining the research topic and questions, considering related terms and concepts, and using the PICO model. Tips are provided on effective searching techniques, limiting searches, citation searching, accessing full text, referencing software, and getting research help from librarians.
The document outlines the BEAM method for categorizing sources to develop a research topic in public health. BEAM stands for Background, Exhibit/Evidence, Argument, and Method. Each category is defined and examples are provided of the types of sources that would fit into each category. The document then provides guidance on using the BEAM method to brainstorm a research topic and find relevant sources.
This document provides an introduction to searching for medical education information resources. It outlines key medical databases such as MEDLINE (PubMed), Web of Science, and Scopus that contain journal articles and references. It also discusses education specific databases like ERIC and British Education Index. Search techniques like Boolean operators, truncation, phrase searching, and proximity searching are explained to help narrow or expand searches. Hands-on activities are suggested to practice searching skills.
The document provides guidance on searching databases efficiently. It outlines strategies for defining search terms, using Boolean operators and search techniques like phrase searching to efficiently find relevant information. The key steps are to define the topic, determine a search strategy using keywords and synonyms, find citations, and get the full text article. It emphasizes developing a search strategy by starting broad and progressively narrowing down, using limiters like time frame and population. An example search strategy is also provided.
The document introduces the BEAM framework for categorizing sources when conducting research. BEAM stands for Background, Exhibit/Evidence, Argument, and Method. Each category is defined and examples are provided of the types of sources that would fit into each category and how those sources could potentially be used in writing a research paper.
This document provides guidance on using library resources for writing assignments. It explains that peer-reviewed scholarly sources are considered more reliable than general sources because they are written by experts, use standardized formats, and undergo peer review. It highlights that most scholarly resources require subscription access rather than being openly available online. The document also provides tips on evaluating source quality and finding specific articles through research guides, databases, and the library's discovery tool.
This document discusses how to conduct an effective literature search and write a literature review. It defines key terms like literature, literature search, and literature review. It explains that a literature search systematically finds information on a topic from various sources, while a literature review evaluates and synthesizes the available literature. The document outlines the stages of writing a literature review and emphasizes that it should critically analyze, not just describe, previous research. It also provides tips for developing search strategies, evaluating sources, and managing references.
This document discusses peer-reviewed sources and how to effectively research using scholarly articles. It identifies the typical features of peer-reviewed articles like credentials, abstracts, citations and graphs. It recommends starting with popular sources to gain basic understanding before moving to more specialized scientific journals. The document also advises that research is an ongoing conversation, and the best way to continue researching is to chain from one source to another, moving from popular to scholarly sources or between scholarly articles based on their citation factors. When reading scholarly articles, it suggests focusing on key sections like the abstract, introduction, conclusions, and figures/charts, and taking notes in the margins for difficult articles.
This document provides guidance on researching and planning an effective literature search strategy for a dissertation. It discusses starting the literature search early, developing search terms and keywords, using databases and other resources to identify relevant journal articles and references. It emphasizes planning the search, including defining the research topic and questions, considering related terms and concepts, and using the PICO model. Tips are provided on effective searching techniques, limiting searches, citation searching, accessing full text, referencing software, and getting research help from librarians.
The document outlines the BEAM method for categorizing sources to develop a research topic in public health. BEAM stands for Background, Exhibit/Evidence, Argument, and Method. Each category is defined and examples are provided of the types of sources that would fit into each category. The document then provides guidance on using the BEAM method to brainstorm a research topic and find relevant sources.
This document provides an introduction to searching for medical education information resources. It outlines key medical databases such as MEDLINE (PubMed), Web of Science, and Scopus that contain journal articles and references. It also discusses education specific databases like ERIC and British Education Index. Search techniques like Boolean operators, truncation, phrase searching, and proximity searching are explained to help narrow or expand searches. Hands-on activities are suggested to practice searching skills.
The document provides guidance on searching databases efficiently. It outlines strategies for defining search terms, using Boolean operators and search techniques like phrase searching to efficiently find relevant information. The key steps are to define the topic, determine a search strategy using keywords and synonyms, find citations, and get the full text article. It emphasizes developing a search strategy by starting broad and progressively narrowing down, using limiters like time frame and population. An example search strategy is also provided.
The document introduces the BEAM framework for categorizing sources when conducting research. BEAM stands for Background, Exhibit/Evidence, Argument, and Method. Each category is defined and examples are provided of the types of sources that would fit into each category and how those sources could potentially be used in writing a research paper.
This document provides guidance on using library resources for writing assignments. It explains that peer-reviewed scholarly sources are considered more reliable than general sources because they are written by experts, use standardized formats, and undergo peer review. It highlights that most scholarly resources require subscription access rather than being openly available online. The document also provides tips on evaluating source quality and finding specific articles through research guides, databases, and the library's discovery tool.
This document discusses how to conduct an effective literature search and write a literature review. It defines key terms like literature, literature search, and literature review. It explains that a literature search systematically finds information on a topic from various sources, while a literature review evaluates and synthesizes the available literature. The document outlines the stages of writing a literature review and emphasizes that it should critically analyze, not just describe, previous research. It also provides tips for developing search strategies, evaluating sources, and managing references.
This document discusses peer-reviewed sources and how to effectively research using scholarly articles. It identifies the typical features of peer-reviewed articles like credentials, abstracts, citations and graphs. It recommends starting with popular sources to gain basic understanding before moving to more specialized scientific journals. The document also advises that research is an ongoing conversation, and the best way to continue researching is to chain from one source to another, moving from popular to scholarly sources or between scholarly articles based on their citation factors. When reading scholarly articles, it suggests focusing on key sections like the abstract, introduction, conclusions, and figures/charts, and taking notes in the margins for difficult articles.
This document provides guidance on how to effectively search for information. It outlines the steps to take which include defining your topic, choosing a search tool, determining your search strategy, finding citations, and getting access to full text articles. Tips are provided on using keywords, synonyms, limiters and refining searches. The importance of evaluating sources and asking librarians for assistance is also emphasized. The overall message is that effective searching requires persistence, patience and a willingness to refine your approach through trial and error.
This document provides guidance on searching databases efficiently. It outlines a step-by-step process for conducting searches, including defining keywords and search terms, using search techniques like Boolean operators and phrase searching, applying limits to focus results, and strategies for refining searches. The goal is to help readers search more efficiently, get better results, and feel less anxious about the research process.
"New Research Shows" - or does it? Using ‘Junk Science’ in Information Litera...Rosalind Tedford
This document outlines an exercise used in information literacy instruction at Wake Forest University called "Junk Science" where students and instructors find a news article reporting on a new study and then locate the original scholarly study to compare how the findings were reported. The goals are to help students think critically about how research is portrayed in the media and understand differences between news and academic sources. Examples of "Junk Science" reporting are provided on topics like autism research. Resources for finding inspiration for additional examples are also listed, demonstrating how the activity addresses several ACRL Information Literacy competencies through active learning and critical thinking.
This document provides an overview of methods for conducting library research, including developing research questions, searching databases, and evaluating sources. It discusses developing search strategies using keywords, controlled vocabularies, citation searches, and other techniques. Several databases for researching religion and theology are also introduced, including strengths and limitations of each. The document aims to equip readers with foundational skills for effective library research.
This document provides guidance on literature searching and using databases to find academic journal articles relevant to biomedical science. It discusses how to plan effective search strategies, evaluate results, and access full texts. Key points covered include identifying elements of citations, criteria for evaluating sources, using databases like Medline and Science Direct to search for peer-reviewed articles on topics like tetanus vaccination. Referencing guidelines are also mentioned.
Creating Effective Research Assignments: Bridging the Gap Between Students ...Anthony Holderied
This document discusses creating effective research assignments that bridge the gap between students and information. It provides tips for instructors such as having a clear purpose for assignments, preparing students, avoiding common pitfalls, and using library resources and orientations. Effective assignments have a specific purpose, relate to course objectives, increase subject understanding, teach source evaluation, and reinforce ethical scholarship. The document also provides examples of different types of research assignments and emphasizes assigning projects that get students to critically evaluate sources and ask for research help.
This document outlines a library training session for geography students on advanced research skills. It covers developing effective search strategies, identifying appropriate information sources, evaluating resources, accessing materials through library services, and managing references. Students are encouraged to apply these skills to their projects and dissertations. The session also promotes an Information Literacy Award for applying these skills in graded coursework. Additional help and training resources are provided on the library website and by speaking with subject librarians.
Literature searching for Health Promotion 2013JoWilson13
This document provides guidance on finding and evaluating evidence from literature for health promotion topics. It discusses searching journal databases and evaluating sources based on currency, authority, relevance and purpose (the CARP test). Key search techniques are covered, such as using keywords and limiting searches. Referencing sources is also explained. The goal is to find the best available evidence to support arguments and avoid plagiarism. Attendees work through hands-on exercises practicing literature searches and learn how to assess sources.
This document provides an overview of resources for university studies, including different types of information sources, keywords for effective searching, and how to evaluate sources. It discusses primary, secondary and tertiary sources and gives examples. It also covers using the library search tool, referencing styles, databases like VetMed and PubMed, and getting help from subject librarians. The goal is to help students effectively find and use high-quality sources for their academic work.
BSc Nursing Introduction to literature searching 2015JoWilson13
This document provides an introduction to literature searching and finding evidence for nursing assignments. It covers finding relevant journal articles on topics through database searches, evaluating sources using criteria like currency and authority, and properly referencing sources. An exercise walks students through developing search keywords for the topic of "culture and professional practice" and finding articles on the topic in specific databases. The goals are to equip students to search for high-quality evidence from specialized sources to support arguments and practice in nursing.
This document provides guidance on selecting a research topic. It outlines an ideal research cycle that is iterative and allows flexibility in the order of steps. Key aspects for developing a research topic are interest, scope, time constraints, clarity, and assignment requirements. Steps include background reading for an overview, narrowing the topic based on available information, retrospective research on history, and contemporary research on current issues. An example walks through selecting and refining the topic of barriers to using mobile apps for remote patient monitoring within the broad topic of health informatics.
This document provides an overview of literature research for a cell physiology course. It discusses determining information needs, types of literature like primary and secondary sources, and when information becomes literature. It also covers topics like peer review, finding seminal and current articles using databases and journal citation reports, and getting research help. The goal is to help students effectively search for and understand the different types of academic literature relevant to their course.
Entering words into a search engine is great for
finding a quick answer but it won’t always give
you the best evidence for your arguments. In this
session learn how to research rather than search for
the best information for your assignments.
This document provides step-by-step instructions for conducting library research for a political science course at UCSD. It outlines choosing a topic and keywords, constructing a search strategy using keywords and databases, evaluating different resource types like books, articles, and datasets, running searches and getting citations. The main steps are developing a research question, searching specialized databases and the catalog, evaluating sources and obtaining full texts or requesting items from other libraries.
Lecture notes for a lesson using Joseph Bizup's BEAM method of organizing research sources into categories: Background, Exhibit/Evidence, Argument, Method. Adapted from a lesson plan by Nicole Branch.
This document provides an overview of evidence-based searching strategies for nursing research. It discusses developing a focused research question using PICO (Population, Intervention, Comparison, Outcome), identifying appropriate databases and search terms, using Boolean operators and subject headings to conduct a systematic search, and tips for refining search results. Key databases for nursing evidence include CINAHL, MEDLINE, Cochrane Library and Embase. The document emphasizes formulating a clear research question and using both controlled vocabulary and keywords to comprehensively search the literature.
This document discusses the BEAM framework for categorizing sources when conducting research. It defines the four categories of the BEAM framework as:
1. Background - Sources that provide context and non-controversial facts about a topic.
2. Exhibit/Evidence - Sources that can be analyzed as evidence or used to collect data.
3. Argument - Sources that discuss critical views and relevant scholarship around a topic.
4. Method - Sources that discuss theories or methods being used.
The document provides examples of sources that would fit within each BEAM category and recommends using background sources for introductions, exhibit and argument sources for body paragraphs, and method sources for conclusions. It encourages applying the
The document provides guidance on how to narrow a broad research topic by asking questions about who, what, when, where, and why related to the topic. It demonstrates how combining different elements from those questions, such as populations, timeframes, locations, or reasons, can help refine a topic. The example walks through narrowing an initially broad topic of "immigration reform" by specifying populations like Latinos, types of reform like building a border fence, or locations like Arizona.
This document provides instructions for retrieving books, DVDs, and e-books on the topic of the Vietnam War from the library catalog. It outlines searching for the topic, refining the search by format and other filters, and contains next steps to complete any additional Blackboard assignments once materials are found.
This document provides guidance on how to effectively search for information. It outlines the steps to take which include defining your topic, choosing a search tool, determining your search strategy, finding citations, and getting access to full text articles. Tips are provided on using keywords, synonyms, limiters and refining searches. The importance of evaluating sources and asking librarians for assistance is also emphasized. The overall message is that effective searching requires persistence, patience and a willingness to refine your approach through trial and error.
This document provides guidance on searching databases efficiently. It outlines a step-by-step process for conducting searches, including defining keywords and search terms, using search techniques like Boolean operators and phrase searching, applying limits to focus results, and strategies for refining searches. The goal is to help readers search more efficiently, get better results, and feel less anxious about the research process.
"New Research Shows" - or does it? Using ‘Junk Science’ in Information Litera...Rosalind Tedford
This document outlines an exercise used in information literacy instruction at Wake Forest University called "Junk Science" where students and instructors find a news article reporting on a new study and then locate the original scholarly study to compare how the findings were reported. The goals are to help students think critically about how research is portrayed in the media and understand differences between news and academic sources. Examples of "Junk Science" reporting are provided on topics like autism research. Resources for finding inspiration for additional examples are also listed, demonstrating how the activity addresses several ACRL Information Literacy competencies through active learning and critical thinking.
This document provides an overview of methods for conducting library research, including developing research questions, searching databases, and evaluating sources. It discusses developing search strategies using keywords, controlled vocabularies, citation searches, and other techniques. Several databases for researching religion and theology are also introduced, including strengths and limitations of each. The document aims to equip readers with foundational skills for effective library research.
This document provides guidance on literature searching and using databases to find academic journal articles relevant to biomedical science. It discusses how to plan effective search strategies, evaluate results, and access full texts. Key points covered include identifying elements of citations, criteria for evaluating sources, using databases like Medline and Science Direct to search for peer-reviewed articles on topics like tetanus vaccination. Referencing guidelines are also mentioned.
Creating Effective Research Assignments: Bridging the Gap Between Students ...Anthony Holderied
This document discusses creating effective research assignments that bridge the gap between students and information. It provides tips for instructors such as having a clear purpose for assignments, preparing students, avoiding common pitfalls, and using library resources and orientations. Effective assignments have a specific purpose, relate to course objectives, increase subject understanding, teach source evaluation, and reinforce ethical scholarship. The document also provides examples of different types of research assignments and emphasizes assigning projects that get students to critically evaluate sources and ask for research help.
This document outlines a library training session for geography students on advanced research skills. It covers developing effective search strategies, identifying appropriate information sources, evaluating resources, accessing materials through library services, and managing references. Students are encouraged to apply these skills to their projects and dissertations. The session also promotes an Information Literacy Award for applying these skills in graded coursework. Additional help and training resources are provided on the library website and by speaking with subject librarians.
Literature searching for Health Promotion 2013JoWilson13
This document provides guidance on finding and evaluating evidence from literature for health promotion topics. It discusses searching journal databases and evaluating sources based on currency, authority, relevance and purpose (the CARP test). Key search techniques are covered, such as using keywords and limiting searches. Referencing sources is also explained. The goal is to find the best available evidence to support arguments and avoid plagiarism. Attendees work through hands-on exercises practicing literature searches and learn how to assess sources.
This document provides an overview of resources for university studies, including different types of information sources, keywords for effective searching, and how to evaluate sources. It discusses primary, secondary and tertiary sources and gives examples. It also covers using the library search tool, referencing styles, databases like VetMed and PubMed, and getting help from subject librarians. The goal is to help students effectively find and use high-quality sources for their academic work.
BSc Nursing Introduction to literature searching 2015JoWilson13
This document provides an introduction to literature searching and finding evidence for nursing assignments. It covers finding relevant journal articles on topics through database searches, evaluating sources using criteria like currency and authority, and properly referencing sources. An exercise walks students through developing search keywords for the topic of "culture and professional practice" and finding articles on the topic in specific databases. The goals are to equip students to search for high-quality evidence from specialized sources to support arguments and practice in nursing.
This document provides guidance on selecting a research topic. It outlines an ideal research cycle that is iterative and allows flexibility in the order of steps. Key aspects for developing a research topic are interest, scope, time constraints, clarity, and assignment requirements. Steps include background reading for an overview, narrowing the topic based on available information, retrospective research on history, and contemporary research on current issues. An example walks through selecting and refining the topic of barriers to using mobile apps for remote patient monitoring within the broad topic of health informatics.
This document provides an overview of literature research for a cell physiology course. It discusses determining information needs, types of literature like primary and secondary sources, and when information becomes literature. It also covers topics like peer review, finding seminal and current articles using databases and journal citation reports, and getting research help. The goal is to help students effectively search for and understand the different types of academic literature relevant to their course.
Entering words into a search engine is great for
finding a quick answer but it won’t always give
you the best evidence for your arguments. In this
session learn how to research rather than search for
the best information for your assignments.
This document provides step-by-step instructions for conducting library research for a political science course at UCSD. It outlines choosing a topic and keywords, constructing a search strategy using keywords and databases, evaluating different resource types like books, articles, and datasets, running searches and getting citations. The main steps are developing a research question, searching specialized databases and the catalog, evaluating sources and obtaining full texts or requesting items from other libraries.
Lecture notes for a lesson using Joseph Bizup's BEAM method of organizing research sources into categories: Background, Exhibit/Evidence, Argument, Method. Adapted from a lesson plan by Nicole Branch.
This document provides an overview of evidence-based searching strategies for nursing research. It discusses developing a focused research question using PICO (Population, Intervention, Comparison, Outcome), identifying appropriate databases and search terms, using Boolean operators and subject headings to conduct a systematic search, and tips for refining search results. Key databases for nursing evidence include CINAHL, MEDLINE, Cochrane Library and Embase. The document emphasizes formulating a clear research question and using both controlled vocabulary and keywords to comprehensively search the literature.
This document discusses the BEAM framework for categorizing sources when conducting research. It defines the four categories of the BEAM framework as:
1. Background - Sources that provide context and non-controversial facts about a topic.
2. Exhibit/Evidence - Sources that can be analyzed as evidence or used to collect data.
3. Argument - Sources that discuss critical views and relevant scholarship around a topic.
4. Method - Sources that discuss theories or methods being used.
The document provides examples of sources that would fit within each BEAM category and recommends using background sources for introductions, exhibit and argument sources for body paragraphs, and method sources for conclusions. It encourages applying the
The document provides guidance on how to narrow a broad research topic by asking questions about who, what, when, where, and why related to the topic. It demonstrates how combining different elements from those questions, such as populations, timeframes, locations, or reasons, can help refine a topic. The example walks through narrowing an initially broad topic of "immigration reform" by specifying populations like Latinos, types of reform like building a border fence, or locations like Arizona.
This document provides instructions for retrieving books, DVDs, and e-books on the topic of the Vietnam War from the library catalog. It outlines searching for the topic, refining the search by format and other filters, and contains next steps to complete any additional Blackboard assignments once materials are found.
This document provides instructions for retrieving journal articles using citations and interlibrary loan. It outlines the steps to use the journal locator tool to determine if an article is available, including entering the journal title and finding the specific journal volume and issue needed. If the full text is not available, the document describes using interlibrary loan to request the article from another library with no charge to students and a limit of 5 requests per week. It concludes by advising students to complete any additional Blackboard assignments.
This document provides information on searching for keywords in library databases. It discusses using original terms, broad terms, narrow terms, and synonyms to capture related concepts. Tips are given to enclose phrases in quotation marks and use connectors like "and" to require all concepts be present. An example search on "college students", "cell phones", and exams in a library database is demonstrated, returning 259 results.
This document provides instructions on developing effective search terms for finding information on a topic. It explains that keyword searching involves a process of discovery. The steps outlined include writing a topic sentence, underlining main words, creating a list of keywords and related terms like synonyms, alternative spellings and words with broader or narrower meanings. Students are then directed to complete an assignment and quiz on search terms before moving on to the next unit on advanced searching techniques.
This document provides an introduction to different types of information needs and sources. It discusses personal, academic, and workplace information needs. For academic research, it recommends starting with library resources and databases, which contain scholarly peer-reviewed journals, magazines, newspapers, and books. It contrasts free web resources on the open Internet with paid "deep web" library databases. The best resources depend on the research purpose, amount of information needed, and assignment requirements. The document outlines various information sources available through the library, including reference materials, newspapers, magazines, journals, books, and databases.
This document summarizes procedures for cryopreserving and reconstituting preserved cell lines. It discusses that cryopreservation allows indefinite storage of biological material at -196°C. Common cryoprotectants like DMSO and glycerol are added to cell suspensions to protect cells from ice crystal formation during freezing and thawing. The document provides protocols for freezing suspension and adherent cell cultures slowly at 1°C/minute then storing in liquid nitrogen. It also outlines two methods for rapidly thawing cells involving either direct plating or centrifugation to remove cryoprotectants before culturing.
There are three main mechanisms of cell death from freezing: 1) ice crystal formation inside cells which causes lysis, 2) dehydration from a solvent gradient that removes water from extracellular medium, and 3) hypoxic cell death from microvascular destruction during cooling and freezing. Targeted cryoablation of the prostate uses transperineal placement of cryoprobes and temperature probes under ultrasound guidance to freeze and destroy targeted areas of prostate tissue while preserving the urethra.
The document discusses online resources and electronic library resources that can be accessed electronically. It covers why electronic resources are useful, including being up-to-date, convenient, and providing extra search features and access to material not otherwise available. It describes different types of electronic resources like electronic journals, databases, books, and search engines. It provides examples and discusses features of refereed journals, review journals, bulletins, magazines, newspapers, and search tools like browsers, directories, search engines and meta search engines.
This document provides guidance on researching and writing a senior thesis for an HSPS course. It discusses primary, secondary, and tertiary sources and how to evaluate them. It also covers using the library catalog and databases to find books and articles, respectively. Tips are provided on searching, identifying full-text availability, and exporting citations to RefWorks. The focus is on guiding students through the research process from developing a topic to organizing sources.
This document provides an overview of different types of information sources and how to choose the best ones for research. It discusses how the best sources vary depending on the topic and timeline, from immediate social media reports of events to books that provide established facts years later. It also outlines different types of web resources, periodicals like newspapers and magazines, scholarly journals, books, and reference materials, providing examples of each. The document stresses choosing a variety of authoritative sources to support research.
Researching for Sources & Gathering Supporting Material for a Public SpeechWafi Badji
Communication Practices Presentation
Topic: How to search for sources and gather supporting material for different types of public speaking.
Presented by Adjabi D.R., Badji W., Brahmia R., and Zerdoudi R.
University of 8 Mai 1945 - Guelma
Department of English
The document provides an overview of essential library skills for students at Middlesex University. It covers different types of information resources, how to perform searches using keywords, and how to evaluate and reference sources. It discusses primary, secondary and tertiary sources and emphasizes currency, authority, relevance and purpose when evaluating information. The document demonstrates how to search the library database and save references. It introduces the referencing guide Cite Them Right and provides resources on the veterinary nursing subject guide.
Presentation delivered on September 10, 2014 for UBC/Interior Health family practice residents and 3/4 clerkship students. Topics covered included: the literature review, search strategy, boolean logic, evaluating sources, evidence-based research, bias...
This document provides a step-by-step guide for conducting library research. It outlines 8 key steps: 1) choosing a research question, 2) selecting appropriate research tools, 3) developing search strategies, 4) refining searches with limits, 5) obtaining full-text sources, 6) collecting citation information, 7) evaluating sources, and 8) repeating the process until enough information has been found to write a paper. The guide emphasizes starting with a clear research question and using different library databases and tools to iteratively and systematically find relevant sources.
The document provides information about resources for forensic science research. It summarizes the speaker's background as a former forensic chemist and current librarian who helps forensic science students access information. It outlines various sources for background information, scientific literature, and full-texts, and tips for advanced searches. Sources discussed include Wikipedia, newspapers, scientific journals and databases like PubMed and Google Scholar. It also discusses identifying relevant materials, obtaining full-texts, and tracking literature through alerts.
This document provides an overview of developing a research strategy, including defining your topic, conducting background research using tertiary sources and detailed research using primary and secondary literature found in databases. It discusses the different types of research literature and guides the reader through searching key databases like PsycINFO, Social Sciences Citation Index, and using RefWorks for organizing sources.
This document provides an overview of library resources and services available at Ohio Northern University. It introduces the personal librarian program, research process, catalogs, databases, and more. Key resources covered include the POLAR catalog, OhioLink, Academic Search Complete, and MasterFile Premier. Tips are provided on searching, evaluating sources, and getting research help from librarians.
This workshop focuses on research for capstone papers and is geared towards remote research. It will demonstrate how to identify relevant databases and library resources, build effective search strings, find scholarly and peer-reviewed articles, and properly cite sources. The document provides guidance on developing topics, conducting database searches, evaluating sources, and utilizing citation management tools.
This document provides an overview of historiography and research strategies for historians. It discusses the current state of research, developing a research plan, and using scholarly and popular resources. It outlines a seven step research process and describes various sources like primary, secondary and tertiary sources. It also discusses evaluating different media formats and their storage densities and stability over time. Finally, it provides guidance on searching catalogs and databases, evaluating websites, and when to seek help from librarians.
This document provides information on evaluating resources and references. It discusses the different types of resources like books, journals, newspapers, and websites. It emphasizes the importance of evaluating resources by considering the authority, relevance, objectivity, accuracy, and currency of the information. The document includes an exercise where students evaluate sample resources for a research topic on small businesses and international entrepreneurship. Overall, the document aims to teach students how to properly evaluate information sources and incorporate references in their academic work.
This research guide provides resources for students taking the Cultural Interplay and Clay course, including potential research topics, an overview of the research process, descriptions of the library catalog and databases for finding books and articles, tips for evaluating websites, and information about getting help from a librarian. It outlines tools for searching the library catalog and OhioLINK for books and interlibrary loans, and databases for locating journal articles, and how to access full text when off campus. Contact information is included for the course librarian and reference desk for research assistance.
This document summarizes an EPQ support workshop covering various topics related to researching and writing an Extended Project Qualification (EPQ). The workshop covers thinking about resources, finding information, becoming a critical searcher, searching and recording information, and referencing. Attendees learn about evaluating different types of sources, developing effective search strategies, keeping records of their research, and the importance of critical analysis and referencing sources. The goal is to provide students with the skills to conduct detailed research by selecting, analyzing, and applying a wide range of relevant resources to their EPQ topics.
This document provides an overview of how to conduct a literature review. It discusses key aspects of developing good research questions, operational definitions, and formulating hypotheses. It also reviews important components of the literature review chapter, including reviewing theories, types of hypotheses, and evaluating primary vs. secondary sources. Finally, it outlines steps for analyzing literature, such as distinguishing between assertions and evidence, identifying trends, and evaluating references for currency and coverage of the topic. The overall document serves as a guide for graduate students on how to effectively conduct a literature review.
This document provides guidance on finding and evaluating sources for research. It discusses the characteristics, advantages, and limitations of different types of sources, including encyclopedias, books, academic journals, magazines/newspapers, and websites. The document explains how to determine which sources are best suited for different research needs and topics. It also covers how information is created over time through different media and how to evaluate the quality of sources, especially websites.
Tips on accessing library resources from off-campus, identifying keywords and synonyms, evaluating information, and more presented 6/25 & 6/26 at the UIC Library.
The document provides an overview of reviewing literature for research. It defines a literature review, discusses its purpose and characteristics of a good quality review. The document outlines different types of literature reviews and sources to find literature, including electronic databases, online journals, and printed materials. It also discusses factors that affect reviewing literature such as the researcher's background and availability of resources.
This document discusses different information formats and their characteristics. It begins by defining what is meant by "format" in relation to information. It then outlines some common formats including news, magazines, academic journals, books, and reference sources. For each format, it describes qualities, when they are good sources to use, and when to look elsewhere. It also discusses how digital formats replicate physical formats online and the evolution of formats on the web.
Similar to W2-Unit2-select sources-81313-245pm (20)
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Answers about how you can do more with Walmart!"
4. Selecting Sources
• Focus the selection of choices from the start:
– Is your research on a current topic or a historical
one?
– Do you need information written for experts or
scholars in their disciplines or for general readers?
– Do you need books? Peer-reviewed articles from
journals? Articles from magazines or
newspapers?
5. Selecting Sources
• Popular vs. Scholarly Information
– Popular: written for general readers
– Scholarly: information written for experts and
scholars in their disciplines.
7. Selecting Sources
• Popular vs. Scholarly is:
– News/Fun vs. Serious
– Ease of Reading vs. Quality of Content
8. Selecting Sources
Popular
• General interest stories &
opinion pieces
• Easily understood language
• Not Peer Reviewed
• Rarely give bibliographic citations
• Not structured format
Scholarly
• Original research and inquiry
• Scholarly or technical language
• Often Peer Reviewed
• Include full citations for sources
• Structured format
11. Popular vs. Scholarly
• Quick publishing vs. complex research work,
writing, and publishing process
12. Popular vs. Scholarly
• How to choose?
May need some popular
materials
Researching a
Current Social Issue
Definitely scholarly
materials
Need Scientific Data
Ask your professor or a
librarian for advice
Not Sure
13. Historical vs. Current
• Presentation of Topic over Time
– Historical materials -
analysis of Vietnam War
from 1968
– Current materials – view
of Vietnam War today
– Most recent scientific
data
14. Historical vs. Current
• Obsolete Data
• Things change and what was once true may
no longer be true.
• This is especially true in the scientific, medical,
and legal fields.
15. Historical vs. Current
• Need something old, new or some of both?
– Researching a modern
celebrity?
– A classic celebrity?
– If it's a classic celebrity
do you want to know
what people thought of
her when she was alive,
or what people think of
her now?
16. Historical vs. Current
• Need something old, new or some of both?
– Are you doing medical
research?
– Do you need to know
the origins of your
medical topic or the
latest and safest
techniques?
17. Historical vs. Current
• Take a Topic
- Piece of Literature
- Film
- Philosophical Idea
- Medical Idea
- A Person
At what point in the timeline
of that topic do you want to
access information on it?
19. Sources of Information
• Databases
– Databases are digital collections of information -
usually journal, magazine, and newspaper articles;
some even include books.
20. Sources of Information
• General vs. Subject Databases
– Variety of subjects
– Intended for students or
general readers
– Narrow subject range
– Targeted at experts and
researchers
21. You, a Quinnipiac
Student
A Doctor at National
Institutes of Health
(NIH)
Sources of Information
• Different Needs: Journal articles on H1N1
- Paper on effects of
H1N1 flu scare on
college campuses
- Conducting research on
H1N1 vaccine
22. Sources of Information
• Different Needs: Journal articles on H1N1
- Paper on effects of H1N1 flu
scare on college campuses
- Need overviews of H1N1 flu
scare & college administration
issues
- Conducting research on
H1N1 vaccine
- Needs authoritative medical
journal articles on H1N1
immunology and biochemistry
You, a Quinnipiac
Student
A Doctor at National
Institutes of Health
(NIH)
23. Sources of Information
• Different Needs: Journal articles on H1N1
You, a Quinnipiac
Student
A Doctor at National
Institutes of Health
(NIH)
35. Suggested Resources
• Choose a variety of resources
– Several articles, mainly be scholarly
– A book or two
– Some other media
– Some thoughtful websites
36. What you've learned so far:
• Selecting information sources:
– library materials or the free web.
– popular or scholarly materials or both.
– current or historical materials or both.
– general or subject databases.
• Ask a librarian for advice if you need it!
37. Next Steps:
• Complete Quick Quiz 2 – Identifying Sources in
Blackboard
• Review the video posted on Blackboard called
Scholarly vs. Trade vs. Popular Articles
• Review the PDF of Pop Scholar see above
• ASSIGNMENT???? Go to the library homepage
and explore these resources. See what you
can find on a topic that interests you.
Editor's Notes
Welcome to this lesson on finding information. We will be discussing the need for information as a student at Quinnipiac. We will identify the different types of information sources and the benefits they offer to you for course assignments. The process of selecting the appropriate sources to meet the research requirements will then be presented. Finally, discussion will center on search terms, limiting the search results to more on-point articles and books, and then retrieving and evaluating those resources found to be of interest.
Information is the mortar that both builds and destroys empires” ― Tobsha Learner, The Witch of Cologne
When selecting the tools and materials you'll use to do your research (databases, books, journals, magazines, newspapers, etc.) ask yourself the following questions to FOCUS the selection of choices from the start:
It is important to focus on the type of information needed for the assignment. The answer to each of these questions makes a difference for where you should look for information. (wait enough time for a viewer to read the slide)
POPULAR VS. SCHOLARLY is the difference between information written for general readers or information written for experts and scholars in their disciplines. It's the difference between the guy on TV who tells you that you should take all your money and buy gold, versus the qualified investment banker who helps you carefully put your money in a few savings and retirement accounts, and then starts you on building an investment portfolio.
Our Quinnipiac faculty members write books and scholarly peer-reviewed journal articles in their disciplines in order to share their research with other scholars.
Here are some other ways to look at Popular/Scholarly: Many popular materials are created to keep up with current events or simply to entertain. Scholarly materials are created for research, to record or share data, to philosophize. Some materials are written specifically for everyone to understand. Some materials are written by experts in a certain area of knowledge for other experts. The expert writing is more complicated but the content is more reliable; the writing for the general public is more laid back and easier to understand, but not necessarily the best information on a topic. In terms of your research, this means: The difference between a POPULAR MAGAZINE such as Time , versus a SCHOLARLY JOURNAL such as the Journal of American History .
Scholarly and popular are terms used to describe a source’s content, purpose, audience and more. Popular sources are useful for getting ideas for a topic or for background and anecdotal information. Typically, however, you should support your arguments by citing scholarly articles which contain original research written by scholars and experts.
Which is better, the original information or a summary? As always, check the assignment with your professor.
Remember: As you take courses in your major you will become well-versed in the language of the discipline and the scholarly writing will be more understandable to you.
Another issue is that experts and scholars (the authors of scholarly writing such as professors, researchers, scientists, etc.) take a while to do their work, write about it, have it reviewed by their peers and then publish it. For very current issues, such as news or pop culture, you may need to use popular sources.
How to choose? Look at examples of both types of materials and see which is best for your needs. Your professor and the assignment may direct you to a particular type of source.
HISTORICAL VS. CURRENT is the difference between resources written about something long after it's over versus resources written about it around the time that it happened. Pick the representation of your topic that you need. Do you need: Original materials from your topic’s beginnings? For example, articles or news broadcasts from 1968 analyzing the Vietnam War. Current analysis? For example, how do we view the Vietnam War today? Do you need the most modern data science has to offer about the effects of Agent Orange? The library has specific resources to cover all of those distinct information needs. Protestors photo: http://www.english-online.at/history/vietnam-war/vietnam-war-background.htm Battlefield photo: http://www.dangerouscreation.com/2012/02/vietnam-war-anniversary-has-anything-changed/Screenshot: Project Muse
Things change and what was once true may no longer be true. While this may be of interest historically in any discipline, when it comes to current information you need to make sure that you`re using the most up-to-date sources available. This is especially true in the scientific, medical, and legal fields. In the case of medical information, that older data could be so wrong it could literally be harmful.
Do you need something old or something new or some of both? An example is Marilyn Monroe. Quinnipiac students have researched her as her career was taking place and they have also researched how she is viewed today.
Another example is the original surgical procedure developed years ago versus the arthroscopic procedure of today. Antique surgical instruments: http://www.sciencemuseum.org.uk/objects/surgery/A608302.aspx Arthroscopic instruments: http://www.intechopen.com/books/regional-arthroscopy/temporomandibular-joint-arthroscopy-versus-arthrotomy
Your topic began at a single point in time, became important at some point, evolved, and was discussed. At some point maybe that topic stopped being of current importance and people started looking at it in a retrospective manner. Do you want the original material from its beginnings? A retrospective? Is the topic a current one and you need to know what people think now? Timeline source: http://maldenhistoryusii.wikispaces.com/file/view/Timeline_women%27s_rights.jpg/276573274/800x221/ Timeline_women%27s_rights.jpg
Now that you are familiar with the choices to make when finding information, let’s look at the kinds of library resources that you will use to do your research.
Library databases are a great way to find appropriate information for college assignments. Remember: Databases are digital collections of information - usually journal, magazine, and newspaper articles; some even include books. Databases can include the full text of resources or link to them.
General versus Subject is the distinction between databases that include information on a variety of subjects and are intended for general readers, and databases that are targeted at experts and researchers in a particular field, the latter of which you will become during your studies at Quinnipiac
You are writing a paper on the effect of the H1N1 flu scare on college campuses. There also happens to be a doctor at the National Institutes of Health (NIH) who is conducting research on the H1N1 vaccine. You both need journal articles for your projects, but do you need the same ones? Probably not .
For your collegiate paper you need several overviews of the scare and other articles written in journals that cover issues in higher education administration. The doctor needs authoritative writing from medical journals: writing by other doctors like herself.
You need to use a general database, such as OneSearch or ProQuest.
The Bernhard Library has numerous databases that cover many different areas of study. OneSearch, ProQuest, and Academic Search Premier are GENERAL DATABASES that cover a large number of subjects through both popular and scholarly resources. Others, called SUBJECT DATABASES, cover a single area or a few areas very well. JSTOR is comprised of scholarly journals representing all disciplines in the College of Arts & Sciences studied at Quinnipiac. PsycINFO is the main database for the study of psychology SocINDEX is an important database in Sociology.
The library has a link, Databases, on its homepage to identify and connect to a variety of databases:
When clicked it shows the grouping of databases by broad subject categories.
Once a category is selected the most frequently used databases appear at the top of the list. Remember that you can always ask a librarian for help if you're still unsure, that’s why we are here. Let us help you complete your assignment with appropriate resources and save you time.
Let’s take a moment to compare some specific resources that you can get on the web and through the library.
Background info is essential when you start your projects. Wikipedia contains a lot of information, but it can be hard to tell where it came from or if it's accurate. It's easy to play it safe using one of the library's online or print reference books.
What is that thing you found on Google? Maybe it's something another student like yourself wrote, maybe it's something old, maybe it's great? It's hard to tell. You'd better plan to spend some time figuring that out. Or you could use highly regarded journals from the start and save your time. They may also be required by your professor.
Newspaper articles are important to describe current events as they're happening. Some newspapers provide some (usually not all) of their content free online. The library has several databases that specialize in current and historical newspaper materials, locally and from around the world. Some are the Historical Hartford Courant, 1764-1922 and Historical New York Times, beginning in 1851, and Lexis/Nexis with current local, national and international coverage.
Free books found online tend to either be older (out of copyright) or their content is only partially available. Either way you're seeing an incomplete picture of the topic. The library strives to keep its collection of books current on all topics in the library. It also keeps appropriate historical books to provide a complete picture on a topic .
What kinds of materials do you need? We've got them all! Books will provide longer, broader and more in-depth information on a topic. Also remember discipline-specific reference encyclopedias for background or an overview written by scholars in the field. Find books in the library catalog; follow the Books/DVDs link on the Library homepage.
As you saw before, you can use the Databases link to find scholarly, peer-reviewed journal articles and popular magazine and newspaper articles for shorter, detailed writing on specific topics.
Well-rounded research typically includes a variety of materials, contingent on your topic. For most students, you should expect to include Several articles (because they're shorter) and they should mainly be scholarly (because their content is more reliable) A book or two to cover the topic in depth Some other media if you can find it and if it's appropriate for your topic Most students will also want to include some thoughtful websites to complement their broad selection of library materials
Try to create well-rounded research by using a variety of different resources; use a combination of books, articles, media, and Internet sources. In general, library materials contain better content than materials from the free web. Decide whether you need popular or scholarly materials or both. Decide whether you need current or historical materials or both. Decide if you need to search general or subject databases. Ask a librarian for advice if you need it!