Week 3 thursday
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This document contains the schedule and agenda for a training session on search engines. The session will involve an in-class exploration of various search engines, covering how they work, filters and optimization, as well as going beyond basic Google searches. Attendees will provide feedback on the pace of the class and identify something they like about the training.
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Being resourceful is truly an art. It's 2019, there are no excuses. The data is more available than ever and the information is flowing. In this session, learn how you can hone your inner resourcefulness and use it to schedule more demos and uplevel your skillset.
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You have survived the zombie apocalypse and have been appointed to a research group called the Brain Trust to help rebuild the world. The group's first mission is to provide the president with a list of research topics that can help save the country, such as finding new energy sources, protecting against zombies and other threats, and ensuring food and shelter. Members are instructed to choose a topic, explain how it can help, and write three research questions on the topic to provide focus for their research.
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The document discusses the three main sections of APA style formatting: the title page, in-text citations, and references page. It provides examples of each section. The title page example includes the running head, title of the paper, author name, and school/course information. The in-text citations example is from the first page of a paper. The references page example lists three reference entries in APA style.
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The document provides tips for conducting effective searches, including using Boolean operators like AND, OR and NOT; using phrase searches; capitalization doesn't matter; using built-in filters; and using the asterisk (*) trick to search for multiple related terms at once. Boolean operators allow limiting searches to results containing all terms (AND), either term (OR), or excluding certain terms (NOT). The asterisk (*) trick allows searching for different forms of a word like "child*" to include "children", "childhood", etc. Power searching across multiple databases at once further expands search results.
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Week 2 thursday
This document provides training for researchers on using keywords and synonyms when researching topics related to zombies. It defines keywords and synonyms, explains how to identify them for a given topic using word clouds and other techniques, and reminds researchers to experiment with different keyword strategies. Upon completing the keyword and synonym exercises, researchers can submit their work and mission to receive credit for the zombie security training.
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. How to pull from unlimited resources to accomplish your goals and serve others.
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The document discusses the three main sections of APA style formatting: the title page, in-text citations, and references page. It provides examples of each section. The title page example includes the running head, title of the paper, author name, and school/course information. The in-text citations example is from the first page of a paper. The references page example lists three reference entries in APA style.
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The document provides tips for conducting effective searches, including using Boolean operators like AND, OR and NOT; using phrase searches; capitalization doesn't matter; using built-in filters; and using the asterisk (*) trick to search for multiple related terms at once. Boolean operators allow limiting searches to results containing all terms (AND), either term (OR), or excluding certain terms (NOT). The asterisk (*) trick allows searching for different forms of a word like "child*" to include "children", "childhood", etc. Power searching across multiple databases at once further expands search results.
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This document provides an overview of APA citation style. It discusses the main sections of an APA style paper: the title page, in-text citations, and references page. It provides examples of how to format in-text citations and references for different source types, including websites. It encourages students to practice creating citations for websites and indicates where to find help with APA style.
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This document provides training for researchers on using keywords and synonyms when researching topics related to zombies. It defines keywords and synonyms, explains how to identify them for a given topic using word clouds and other techniques, and reminds researchers to experiment with different keyword strategies. Upon completing the keyword and synonym exercises, researchers can submit their work and mission to receive credit for the zombie security training.
Week 1 thursday
This document introduces a class on information literacy. It discusses how information overload, search overload, and bad information lead to the need for the class. It then outlines the 5 steps to effective research: define the need and topic, find information, evaluate information, organize information, and communicate information. The document explains how the skills taught will be useful for school, life, and career, including how to narrow search results, evaluate websites, find sources instructors will approve of, and cite sources. It defines information literacy and assigns an in-class activity to navigate the library website.
Week 8 thursday
This document provides a review of how to cite sources using APA style, including books, websites, articles, and other media. It addresses common questions and scenarios that may come up, such as how to cite sources with multiple authors, different publisher locations, or those without traditional publication information. Examples are provided for each source type and reviewed to ensure the correct APA citation format is used. The document concludes by asking students to practice citing a book and provides an opportunity for questions regarding the midterm or final project.
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Blended Week 6 covers reviewing concepts, questions about databases, and a lesson on databases. The lesson discusses what databases are, why we use them, and how we use them. Key points include that databases are collections of stored information that can be searched, and that databases like Facebook and Amazon that students likely use already are examples of databases. The lesson emphasizes that academic databases are navigated similarly but contain published sources for research. Key database terms are defined, including record, field, subject heading, and limiters, and how these functions work in databases is explained. Students are reminded to pay attention to database descriptions and research guides for guidance on appropriate databases to use.
Week 4 in house
The document provides an overview of topics covered in a blended learning week, including reviewing concepts, final project information, APA citations, search engines, and a learning activity on search engines. It discusses the differences between primary and secondary sources, characteristics of scholarly vs trade vs popular journals, how to format citations on a references page in APA style, how search engine results work and can be influenced, and tips for effective searching. Students are instructed to complete and submit a learning activity on search engines.
Week 1 Lesson
This document provides an introduction to an information literacy course. It explains that the goal of the course is to teach students how to effectively sort through the large amount of information available and find credible and relevant sources to answer questions. It outlines the 5 steps of effective research: defining needs and topics, finding information, evaluating information, organizing information, and communicating information. The document emphasizes that these skills are important for school, careers, and everyday life in order to navigate the large amount of information people receive. It previews some of the specific skills students will learn in the course and assigns introductory homework.
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This document discusses the difference between primary and secondary sources and provides examples. Primary sources include first-hand accounts like diaries, interviews, and social media posts. Secondary sources analyze, comment on, or build upon primary sources and include books, articles, and reference materials. The document provides examples of whether sources related to specific topics would be considered primary or secondary and reminds students to complete a research assignment by finding sources on their topic and summarizing them.
Week 10 thursday- plagiarism
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1. The document provides an overview of APA formatting and citing sources, including examples of a title page, in-text citations, and references page in APA style.
2. It discusses what constitutes plagiarism and how to avoid it by quoting, paraphrasing, summarizing, and citing sources properly.
3. Students are encouraged to ask questions about the final project or exam and provide one-word feedback on their feelings about the class.
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The document discusses the process of online search and recruiting. It covers topics like developing search strategies, using tools and techniques to refine searches, and bringing search capabilities internally through custom search engines and persistent searches. The document outlines several days of topics, with Day 1 focusing on basic search skills, Day 2 adding keywords and worksheets, Day 3 discussing advanced search, and Day 4 and 5 presenting tools, automation, and ways to institutionalize search.
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* We all have models of the world and our questions reflect that model
* Answers we give, reflect our model
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This document summarizes an educational tutorial from the University of South Carolina on how to effectively search the web. It discusses different types of search tools like search engines, metasearch engines, subject directories, and gateways. It emphasizes the importance of evaluating websites for reliability and provides tips for using Boolean logic operators to refine search queries. The tutorial aims to help users reduce frustration with unclear or irrelevant search results by better understanding available search options and techniques.
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There are many FREE resources out there.
Google Trends: Measure market potential and interest AVINASH KAUSHIK HTTP://KISS.LY/LEANAC
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Whether you’re actually asking for a friend or not, this actually works be er, especially if you tag a potential competitor
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- There are three types of job leads: responding to listings, seeking unpublished leads through contacts, and directly connecting with companies.
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This document introduces a class on information literacy. It discusses how information overload, search overload, and bad information lead to the need for the class. It then outlines the 5 steps to effective research: define the need and topic, find information, evaluate information, organize information, and communicate information. The document explains how the skills taught will be useful for school, life, and career, including how to narrow search results, evaluate websites, find sources instructors will approve of, and cite sources. It defines information literacy and assigns an in-class activity to navigate the library website.
Week 8 thursday
This document provides a review of how to cite sources using APA style, including books, websites, articles, and other media. It addresses common questions and scenarios that may come up, such as how to cite sources with multiple authors, different publisher locations, or those without traditional publication information. Examples are provided for each source type and reviewed to ensure the correct APA citation format is used. The document concludes by asking students to practice citing a book and provides an opportunity for questions regarding the midterm or final project.
Week 6 in house
Blended Week 6 covers reviewing concepts, questions about databases, and a lesson on databases. The lesson discusses what databases are, why we use them, and how we use them. Key points include that databases are collections of stored information that can be searched, and that databases like Facebook and Amazon that students likely use already are examples of databases. The lesson emphasizes that academic databases are navigated similarly but contain published sources for research. Key database terms are defined, including record, field, subject heading, and limiters, and how these functions work in databases is explained. Students are reminded to pay attention to database descriptions and research guides for guidance on appropriate databases to use.
Week 4 in house
The document provides an overview of topics covered in a blended learning week, including reviewing concepts, final project information, APA citations, search engines, and a learning activity on search engines. It discusses the differences between primary and secondary sources, characteristics of scholarly vs trade vs popular journals, how to format citations on a references page in APA style, how search engine results work and can be influenced, and tips for effective searching. Students are instructed to complete and submit a learning activity on search engines.
Week 1 Lesson
This document provides an introduction to an information literacy course. It explains that the goal of the course is to teach students how to effectively sort through the large amount of information available and find credible and relevant sources to answer questions. It outlines the 5 steps of effective research: defining needs and topics, finding information, evaluating information, organizing information, and communicating information. The document emphasizes that these skills are important for school, careers, and everyday life in order to navigate the large amount of information people receive. It previews some of the specific skills students will learn in the course and assigns introductory homework.
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A self-paced training for faculty on using QR codes and Poll Everywhere. Especially geared for 1:1 device environments.
Week 4 tuesday
Week 4, Tuesday Zombie Security Threat Level: BLACK (hide your loved ones! Run!)
This document discusses the difference between primary and secondary sources and provides examples. Primary sources include first-hand accounts like diaries, interviews, and social media posts. Secondary sources analyze, comment on, or build upon primary sources and include books, articles, and reference materials. The document provides examples of whether sources related to specific topics would be considered primary or secondary and reminds students to complete a research assignment by finding sources on their topic and summarizing them.
Week 10 thursday- plagiarism
Plagiarism involves copying another person's work and presenting it as one's own without proper citation or attribution. It can take the form of directly copying text, copying ideas without citing the original source, or closely paraphrasing another's work without indicating that it was not originally the student's own work or ideas. Plagiarism can be avoided by properly quoting sources, paraphrasing and summarizing ideas while citing origin sources, and taking effective notes that distinguish between one's own ideas and those found in sources. Software is available to check student work for potential plagiarism.
Creating & using qr codes and polls for
This document provides instructions for using QR codes and Poll Everywhere to conduct quick polls and get feedback from students. It shows how to create a QR code linked to a Poll Everywhere poll that students can scan with their smart devices to access and respond to the poll. The training is divided into four parts: scanning QR codes, creating QR codes, creating polls in Poll Everywhere, and combining the two tools by generating a QR code linked directly to a poll. This allows students to quickly access polls by scanning a code rather than typing in a web address. Ideas are provided for how teachers can use this approach for discussion starters, assessments, class decisions and more.
Apa formatting and plagiarism
1. The document provides an overview of APA formatting and citing sources, including examples of a title page, in-text citations, and references page in APA style.
2. It discusses what constitutes plagiarism and how to avoid it by quoting, paraphrasing, summarizing, and citing sources properly.
3. Students are encouraged to ask questions about the final project or exam and provide one-word feedback on their feelings about the class.
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What is the best way to design instruction for today's technology tools and for the creation and delivery of e-learning?
What tools are most effective for delivering what types of training?
Attend this session and get insight of . . .
how organizations are leveraging Smartphones for performance support and mobile learning,
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The presentation was delivered at the National Software Testing Conference on 17th May. It draws on lessons learned from various forms of fast, brief and systemic psychotherapy. With a few simple points:
* Why? is a question that targets beliefs
* How, What, Where, When, Who - all target structure and process
* We all have models of the world and our questions reflect that model
* Answers we give, reflect our model
* Responses to answers give information on how well the models of the question asker, and answering person, match up
* Testing can be modeled as a questioning process
* Improving our ability to ask questions improves our ability to test, manage, and change behaviour.
Bare bones
This document summarizes an educational tutorial from the University of South Carolina on how to effectively search the web. It discusses different types of search tools like search engines, metasearch engines, subject directories, and gateways. It emphasizes the importance of evaluating websites for reliability and provides tips for using Boolean logic operators to refine search queries. The tutorial aims to help users reduce frustration with unclear or irrelevant search results by better understanding available search options and techniques.
How to Do Better Market Research
Chuck Liu Design Research Lead KISSmetrics @chuckjliu cliu@kissmetrics.com
Market research helps you make decisions.
3 Essential Mantras of Market Research 1
Goal: Make better decisions, faster.
Get things done in days, not weeks or months.
Market research priorities are different depending on what stage your business is at
There are many FREE resources out there.
Google Trends: Measure market potential and interest AVINASH KAUSHIK HTTP://KISS.LY/LEANAC
Talking to experts: Get the detailed scoop of workflows and processes
1. Hypothesis- driven Have an idea to prove or disprove
2. Short and targeted 5 days, 2 weeks max
3 Ways for Early Stage Businesses to do Lean Market Research 2
1. Survey + Social Distribution Cheap (or free), but requires more work on your part
1. Make a screener or survey 2. Tweet/share it out 3. Analyze
Try the good ole’ “asking for a friend” (except it’s you really asking)
Whether you’re actually asking for a friend or not, this actually works be er, especially if you tag a potential competitor
1. Ask a question on Quora 2. Revitalize an old relevant thread with a new comment 3. Ask people to answer an existing question
2. AdWords Easy setup, variable expenses
You Pay for Clicks, Which Is Pre y Realistic
AdWords Keyword Planner does the work for you in volume and interest
1. Practice your pitch 2. Limited character count = concise messaging 3. Bad ideas = no problem
3. Amazon Mechanical Turk Disclaimer: I haven’t tried yet, but I want to
Mechanical Turk Plan: Simple • Design a test • Distribute a test • Analyze the data
3 Strategies for Existing Businesses/ Enterprises to Getting Faster Research Done 3
1. In-App Surveys Contextual, relevant, and dismissible
Existing workflow and pain points • Nudge your customers with in-app surveys • Open-ended
In-App Survey Pros and Cons Pros • Low cost • Low effort • Can be turned on/off as you please to measure activities over time • Quick responses based on targeting technique Cons • Limits demographic to your existing users • Can potentially annoy your users
2. Experience Sampling Uncover user needs and behaviors
Pros • Highlights behaviors, moods, stress levels • Gives context to these behaviors depending on how it was administered (same time every day, multiple times a day, etc.) • Measures differences over time Cons • Risk of participants dropping off or stopping participation • Incentive needed to lure in • Not good for checking if someone is doing a task repetitively Experience Sampling Pros and Cons
3. Persona Advisory Board
Quick Review: Personas (thanks to Buffer for these images!
Pros • Highly contextual information about day in the life, workflow, and process • Visibility into which tools are used for tasks • Deeper relationship and trust built with customer Cons • High amount of effort on your part • Recruiting can be hit or miss depending on your relationship with customers / th
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The document discusses effective job searching strategies. It emphasizes focusing on the needs of the potential employer rather than oneself. Key points include:
- Resume objectives should focus on how the applicant's skills benefit the employer rather than personal growth.
- The three most important factors in getting hired are skills, traits, and fit within the company culture.
- There are three types of job leads: responding to listings, seeking unpublished leads through contacts, and directly connecting with companies.
- A smarter search is proactive, targeted, anticipates "no's", focuses on small companies, and directly connects with companies using a systematic approach.
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Defining the Search Experience
At the 2011 Polish IA Summit, I examine big changes in optimizing for search engines.
We now know that Google is not infallible (seems that companies are easily able to game the PR system) or t all knowing (seems it takes a competitor with a friend at the New York Times to reveal said PR gaming). We also found out that Google can be capricious with blanket suppression of content from certain sites regardless of whether users find it relevant.
This presentation looks at search optimization tools ant tactics that work regardless of these changes and how to keep the site optimized.
Interactive guide research
The document provides an overview of the Information Literacy Process Model, which is a nine-step guide for conducting research. It outlines each of the nine steps, including encountering the task, exploring questions, searching and locating resources, collecting and organizing information, analyzing and evaluating sources, synthesizing information to solve problems, applying new understanding, communicating findings, and reflecting on the research process. For each step, it provides activities and quizzes to help students work through the process of researching and completing an assignment.
How to Perform Website Experiments [+ SEJ Experiment Walk-Through & Results]
With so many elements going into constructing a successful website, it’s crucial to know what to look for when evaluating what users want.
So what’s the best way to test your website’s effectiveness? We were wondering something similar, so we conducted a little experiment of our own.
We’ll show you the step-by-step process for conducting experiments on your website, so you can get the important data you need to keep your website strong.
You’ll learn:
- The best time to run an experiment to get the most informative data.
- What to do when you don't see the results you expect, and how to avoid other factors influencing your results.
- How we run our experiments, and what we plan to do with the results.
Watch our very own Angie Nikoleychuk, Content Marketing Manager, and learn the key factors to focus on when running website experiments, so your users stay happy and engaged.
You’ll also learn the results of our own case study, where we examined ad performance and user happiness on our website.
Effective Internet Searching
This document provides strategies for effective searching on search engines. It explains what search engines are and how they work by searching keywords entered by users. It also defines operators like NOT, OR, and AND that can make searches more specific by removing or adding additional search terms. Finally, it encourages practicing different search strategies using a site called Boolify.org and reflecting on the results.
The Great Training Robbery – Protect Your Online Training Investment
Delivering learning to employees is only the first key step in improving performance. Employees have to retain the gains in knowledge and skill or the time, energy and effort that went into the program were for nothing – wasted.
The challenge for many organizations and professionals is that we focus so intently on developing employee learning resources, we overlook the importance of whether our employees retain any of what they learn. As it turns out, the combination of microlearning and the ongoing reinforcement of lessons learned is crucial to increasing the ROI of your training program.
Recent research is helping us learn more about exactly what reinforcement methods really work, and why. Understanding how to extend the learning process and shift employee training from being a series of events to being an ongoing process is vital to promoting ongoing learning in your organization and getting real behavioral results.
In this session, Dean Pichee, CEO of BizLibrary and veteran in the employee training industry, discusses microlearning, “the forgetting curve”, and methods, techniques and tools (including video) that can reverse the forgetting curve and lead directly to much higher returns on investment and result in improved performance.
You’ll leave this webinar with actionable steps to protect your training investment and increase the overall performance in your organization.
Key Learning Objectives:
Why Microlearning makes the biggest impact
Learn about the forgetting curve, and the impact it’s having on your organization
Understand the importance of post-training reinforcement and how to incorporate into your training program.
Get actionable steps to improve your ROI for employee training.
Everything I Learned About Agile Coaching, I Learned in Little League Baseball
What does teaching a seven-year-old how to hit a baseball have to do with agile coaching? After coaching Little League for eight years, and agile teams for ten years, I thought I was an expert at both. Last year, while attending a New York Yankees coaching clinic, I quickly realized that I had much to learn. Rather than focusing on isolated mechanics, the Yankees believe in coaching towards achieving measurable outcomes. Their approach allows players to learn the “how” at their own pace through self-discovery and experimentation, which allows for deeper learning and longer-lasting results.
The Yankees philosophy can be applied towards coaching agile teams. For example, rather than coaching Scrum teams to only improve their practices, I now help teams to achieve business outcomes. Focusing on outcomes frees teams to experiment with the practices that will help them deliver the results they want. This approach made me a better agile coach. I had less friction with my teams, and they achieved their desired results more quickly.
In this session, I will describe the outcome-driven approach taught by the Yankees, which includes techniques like Inquiry, Imagery, Extremes and Engagement. I will teach baseball fundamentals to a few lucky volunteers, who will hit real baseballs off a “tee" and learn to pitch. And I will demonstrate how to apply these concepts to make your agile teams more effective.
Devcon 2013: Understanding Search Behavior
A presentation given at Devcon 2013: an overview of common user search behaviors and how to design for them, including address to current user research (personas) and findings about how they use both mobile search and portal search applications
Inquiry Project 1
1) Students were asked to search the internet to find pictures of different earth surface features as part of a science unit.
2) The teacher predicted students would only use Google and have the same results, or give up easily due to frustration.
3) Students were introduced to 5 search engines and worked in groups to search for pictures, with most using Ask.com and a few exploring multiple engines.
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The Great Training Robbery – Protect Your Online Training Investment
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Everything I Learned About Agile Coaching, I Learned in Little League Baseball
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Flat Tire
Changing a flat tire on a mountain bike requires removing the tire from the rim, taking out the inner tube, inserting a new tube, pushing the tire back onto the rim, inflating the tube, and securing the tire. The process involves using a lever tool, new inner tube, air pump, removing the bolt and tire, pulling the inner tube out, inserting the new tube starting at the air valve, pushing the tire back onto the rim with both hands, inflating to the proper pressure, replacing the bolt, and locking the tire with the easy release lever.
Communicating Online: Goshen Version
This document provides guidance for online instructors on communicating effectively with students in their courses. It recommends responding to student emails within 24 hours, contacting inactive students after 5 days, and informing students in Week 1 about course structure, availability, grading policies, textbooks, expectations, and technical requirements. The document also suggests using Moodle tools like Quickmail, chat, and discussion forums for communication. It advises setting up asynchronous communication as the primary mode, while allowing for optional synchronous sessions. Instructors are tasked with setting up communication tools and the gradebook in their courses.
Week 2 lesson goshen version
This document provides guidance on structuring online courses. It recommends:
1. Maintaining consistent structure from week to week so students can easily navigate. This includes using the same assignment types, due dates, and communication methods.
2. Using a template that includes headings and instructions to ensure all important elements are included. Non-essential template text should be deleted.
3. Including a syllabus, course goals, instructor intro, and student intro forum in the course intro section to prepare students.
4. Creating lessons that combine readings, PowerPoints, and short video lectures. Best practices for videos include keeping them under 5 minutes and writing a script beforehand.
5. Embedding videos and other
Week3lesson final-collab
This document provides guidance for instructors on communicating effectively in online courses. It recommends communicating basic course structure, timelines, expectations and resources to students in the first week. Instructors should use Moodle tools like quickmail, chat and discussion forums to engage asynchronously. The document also suggests using tools like Zoom, screencasts, and surveys to enhance communication and provide feedback. Instructors are tasked with setting up these communication channels in their online course for the upcoming week.
Week2 lesson final-collab
Week 2, creating your course introduction and structure. Digitization and fair use in the online environment. Embedding content in Moodle via Mediacorp.
Week1lesson final-collab
Online training course - final week 1 lesson. Intro to online teaching, backwards course design, dos and don'ts for online teaching.
Creating & using qr codes and polls for
This document provides training on using QR codes and Poll Everywhere for self-paced learning. It shows how to create QR codes linked to polls in Poll Everywhere so that students can quickly access and respond to polls by scanning the QR codes with their mobile devices. The training is divided into four parts that cover scanning QR codes, creating QR codes and polls, and combining them so QR codes link directly to polls. This allows real-time polling and feedback in classes without typing lengthy website URLs. Ideas are given for how instructors can use this approach for discussions, assessments, voting, and tracking progress.
Milanese cv current_onlinevers
Erin Milanese has over 10 years of experience working in academic libraries. She currently serves as the Educational & Emerging Technologies Librarian at Goshen College, where she provides support and training to faculty and students on educational technologies and aids faculty in developing online courses. Previously, she worked as the Sciences Librarian at Goshen College and solo Librarian at Harrison College, where she was responsible for reference, instruction, collection development, and more. She has published articles and presented at conferences on topics related to information literacy, technology, and libraries. Additionally, she has experience teaching as an adjunct instructor at both Goshen College and Harrison College.
Week 8 tuesday
This document provides an overview of using books for research, including the pros and cons of books, how libraries organize books using classification systems like Dewey Decimal and Library of Congress, and how to find books in the campus library catalog called H-Cat or in the ebooks collection. It emphasizes that books have thoroughly verified information but can become outdated, and demonstrates how to search catalogs and determine a book's location using its call number.
Week 7 in house
This document provides examples and instructions for properly citing sources in APA style, including articles from academic databases and journals, newspaper articles, websites, and more. It reviews the key components of references such as author, date, title, source, and page numbers. The document demonstrates how to format citations for various source types and provides practice examples for students to format reference citations in APA style.
Week 3 online
The document discusses different types of periodicals and sources. It defines scholarly, popular, and trade periodicals. Primary sources contain first-hand information, while secondary sources contain second-hand information. Examples are given such as newspaper articles and books. Tips are provided for using Google searches effectively, such as checking beyond the first page of results since companies can pay to optimize their ranking.
Blended Week 2
The document provides guidance on using keywords and synonyms for research. It defines keywords as the main words of a topic used for searching. Students are instructed to brainstorm keywords for their topic and create a word cloud to visualize the main terms. Synonyms are defined as different words that mean the same thing. Students are told synonyms are important for searching because keywords may not always work and to use a thesaurus to come up with alternative terms for their topic. The document emphasizes experimenting with keywords and synonyms and paying attention to search results.
Week 7 thursday
This document provides information about citing sources in APA style including articles, websites, and books. It discusses the different elements that should be included in citations for articles versus websites. It also previews information that will be covered in an upcoming quiz about Boolean search terms and the Library of Congress classification system. Students are provided examples of citing article and given practice citing sources in APA style.
Week 8 tuesday
This document provides information about classification systems for organizing library materials and finding books using call numbers. It discusses the Dewey Decimal and Library of Congress systems which both organize materials by subject using numbers or letters at the beginning of call numbers. It also describes using the online library catalog to search for materials, find call numbers, and locate books in the stacks. Students are assigned the task of finding two books on their topic using the online catalog and recording information to summarize later.
Week 6 thursday
This document provides tips for searching databases more effectively. It discusses using Boolean operators like AND, OR and NOT to narrow or expand searches. Phrase searches can be done with quotation marks. Capitalization does not matter. Filters can be used to limit results. The asterisk serves as a wildcard. Users can search multiple related terms at once, like "librar*" to find library and related terms. Power searching allows searching across multiple databases simultaneously.
Week 6 tuesday
This document provides guidance and instructions for students on researching academic databases and completing assignments. It discusses searching databases to find peer-reviewed sources, explains key database terminology like records, fields, subject headings, and limiters, and demonstrates how to search and navigate the Academic Search Premier database. Students are assigned to find two articles on their research topic using Academic Search Premier by Thursday and take a quiz on Chapter 3 material also on Thursday. The document aims to equip students with the skills to effectively search academic databases for their assignments.
Week 5 thursday
This document provides an introduction to databases. It contains several facts about different types of databases, including that Facebook, Google, and Amazon are databases, and that Harrison College subscribes to databases containing published articles and other information. It explains that databases are places where electronic information is stored, and some are freely available on the internet while others require a paid subscription. The document concludes by stating that the class will look at internet databases and transition to academic databases the following week.
Week 5 tuesday
This document provides guidance on evaluating websites as sources of information. It discusses the CRAAP test for evaluating websites, which focuses on currency, relevance, accuracy, authority, and purpose. Key points include:
- Anyone can publish anything online, so it's important to critically evaluate web sources.
- The CRAAP test provides a framework for evaluating a website's currency, relevance to the topic, accuracy of information, authority of the author/publisher, and purpose or intended audience.
- Wikipedia is convenient but fails the authority component of CRAAP since anyone can edit pages. Students should remember to verify information from Wikipedia using other sources.
- An in-class assignment asks students to use C
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Editor's Notes
- If google is so great, why do these all exist?
- If google is so great, why do these all exist?
- If google is so great, why do these all exist?
- If google is so great, why do these all exist?
- If google is so great, why do these all exist?
- If google is so great, why do these all exist?
- If google is so great, why do these all exist?
- If google is so great, why do these all exist?
- If google is so great, why do these all exist?
- If google is so great, why do these all exist?
- If google is so great, why do these all exist?
- If google is so great, why do these all exist?
- If google is so great, why do these all exist?
- First we need to understand a bit about how search works. Its math and computers and super complicated!
- So that’s how search works. New trends in search: Personalization. Bring up Google. If you have a google/gmail account, go ahead and log in. Now, lets all do a search for Egypt. How do your results compare to mine? How about to the person next to you? There are actual reasons why the results you find show up in the order that they do. These videos showed us that algorithms, links, keywords, and money all pay a factor in what shows up on the first page of results! So, does that mean that the top 10 results are necessarily the best?