Academic Research on the Internet is New Library in Rural America


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Partial Fullfilment for it648. School districts from rural communities use internet as the new libraries.

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  • The topic of my presentation today will be using the Internet to locate academic information. At this point, rather than present the mechanics of searching with individual search engines, I first want to focus on some basic concepts and principles of searching the Internet, and on how to evaluate the information you find there. Hopefully this information will help make your use of the Internet for academic research relevant and rewarding instead of frustrating.
  • Academic Research on the Internet is New Library in Rural America

    1. 1. Surfing the Net for Academic Research (The Internet becomes the New Library for Rural Communities) W. J. White-Moye IT-648 Telecommunications
    2. 2. Problem: <ul><li>Tax caps, declining rural property values, a faltering economy and resulting state budget crisis have left state's school districts in financial trouble. Library funding is in the decline and this results in students who live in rural communities not having access to traditional current up-to-date information that a library exposes students to. </li></ul>
    3. 3. Solution: <ul><li>Teachers are allowing students to use the internet </li></ul><ul><li>as the new library. </li></ul><ul><ul><li>It affords students in rural communities an option to keep abreast with students who may have excess to large libraries at school or throughout the community. </li></ul></ul><ul><ul><li>It provides students who have a physical handicap (who may not be able to travel) a tool by which to learn. </li></ul></ul><ul><ul><li>Saves the school library budget and storage (many magazines are online) </li></ul></ul>
    4. 4. Teachers instruct Students on: <ul><li>The Anatomy of a Webpage </li></ul><ul><li>How to Evaluate a Webpage </li></ul><ul><li>Types of Search Engines </li></ul><ul><li>How to Design a Search </li></ul>
    5. 5. Teacher will Discuss Internet <ul><li>Pros </li></ul><ul><li>Cons </li></ul><ul><li>Instant Access </li></ul><ul><li>Not dependent on School Budgets for current information </li></ul><ul><li>Student can work from home or school </li></ul><ul><li>Students may copy and paste </li></ul><ul><li>Plagiarism </li></ul><ul><li>Materials can be incomplete information </li></ul><ul><li>Materials can be outdated </li></ul>
    6. 6. Traditional Publishing Flow <ul><li>built-in </li></ul><ul><li>“ quality control” before product reaches end-user </li></ul><ul><li>control exercised </li></ul><ul><li>at several levels </li></ul>Author Editor Peer Reviewed (Optional) Print Publication Purchased by Library Title picked up by Database Aggregator Database access purchased by Library Student Student
    7. 7. Publishing Flow on the Internet <ul><li>anyone can (and probably will) publish anything on the Internet </li></ul><ul><li>the end-user must become his/her own “quality control” expert </li></ul>AUTHOR STUDENT
    8. 8. Anatomy of a Webpage <ul><li>Before students can begin to gather the information they will need to figure out what this information is and where to find it. </li></ul><ul><ul><li>Different parts of a Web page, and explain what information can be found in each part. </li></ul></ul><ul><ul><li>Depending on the nature of the content, not all Web authors follow exactly the page layout conventions. </li></ul></ul><ul><ul><li>However an author designs a Web site, the layout of the pages should at least be consistent. In better Web sites, all of the pages share the same basic structure and layout. </li></ul></ul>
    9. 10. usually contains a text title or graphic banner. The header may also contain links that lead directly to other pages in the site, or a set of &quot;next&quot; and &quot;previous&quot; buttons linked to the next and previous pages in a sequence. HEADER CONTENT contains the actual content, including text and links. Links --those active “ * hot-words &quot; in the text-- can lead to another page, a different site, or to a different section of the same page. FOOTER contains critical information about the page: it usually shows the date when it was created and last updated, the name of the author, the e-mail address of the author, and the name of the institution, organization, or company that sponsors the site * Word that identify what you are searching for
    10. 11. Student Learn to Evaluating a Website <ul><li>Appearance </li></ul><ul><ul><li>- slick appearance is not proof of good content (only that the site has a good designer) </li></ul></ul><ul><ul><li>- can be difficult to distinguish advertising from content </li></ul></ul><ul><ul><li>- search capabilities, links and other finding aids usually indicate a thoughtfully constructed site </li></ul></ul><ul><li>Credibility </li></ul><ul><ul><li>who produces or sponsors the page? </li></ul></ul><ul><ul><li>what domain is it in? (.com, .org, .edu, etc.) </li></ul></ul><ul><ul><li>is this a personal page, or does it represent institutional/corporate opinion? </li></ul></ul><ul><ul><li>what are the author’s credentials? </li></ul></ul><ul><ul><li>can you contact the author? </li></ul></ul>
    11. 12. Evaluation continued <ul><li>Current </li></ul><ul><ul><li>may not be a concern for all topics </li></ul></ul><ul><ul><li>is there a copyright or “last updated” page? (even so, use with caution) </li></ul></ul><ul><ul><li>large numbers of broken links may indicate an outdated page </li></ul></ul><ul><li>Accuracy & Verification </li></ul><ul><ul><li>Are you given facts or only generalizations? </li></ul></ul><ul><ul><li>Is data provided to support the argument? </li></ul></ul><ul><ul><li>Are details on research methodology provided? </li></ul></ul><ul><ul><li>Bibliography or links to other resources? </li></ul></ul><ul><ul><li>Can you find two other sources? </li></ul></ul><ul><ul><li>Can you verify using a non-Internet resource? </li></ul></ul><ul><ul><li>Is this the original and not a copy? </li></ul></ul>
    12. 13. Evaluation continued <ul><li>Intent (why does the site exist?) </li></ul><ul><ul><li>to advertise/sell a product or service </li></ul></ul><ul><ul><li>to promote a viewpoint </li></ul></ul><ul><ul><li>to provide information </li></ul></ul><ul><li>Content/Bias </li></ul><ul><ul><li>is content popular or scholarly? Satiric or serious? </li></ul></ul><ul><ul><li>information on the site may be inherently biased, depending on the site’s sponsor </li></ul></ul>
    13. 14. What is a Web Search Engine? <ul><li>A Web search engine is a search engine designed to search for information on the Internet. </li></ul><ul><ul><li>Information may consist of text, images and other types of files. Some search engines also mine data available in newsgroups, databases, or open directories. </li></ul></ul><ul><ul><li>Unlike Web directories, which are maintained by human editors, search engines operate algorithmically or are a mixture of algorithmic and human input. </li></ul></ul>
    14. 15. <ul><li>Infoseek </li></ul><ul><li>Lycos </li></ul><ul><li>AltaVista </li></ul><ul><li>Webcrawler </li></ul><ul><li>Excite </li></ul><ul><li>Dogpile </li></ul><ul><li>Hotbot </li></ul><ul><li> </li></ul><ul><li>MSN Search </li></ul>Some popular search engines * Always use more than one search engine
    15. 16. The most popular Search Engine..
    16. 17. Tips on How to Create a Search <ul><li>BOOLEAN LOGIC </li></ul><ul><ul><li>Way to combine terms using &quot;operators&quot; such as </li></ul></ul><ul><ul><ul><li>&quot;AND,&quot; </li></ul></ul></ul><ul><ul><ul><li>&quot;OR,&quot; </li></ul></ul></ul><ul><ul><ul><li>&quot;AND NOT&quot; </li></ul></ul></ul><ul><ul><ul><li>and sometimes &quot;NEAR.” </li></ul></ul></ul><ul><ul><ul><li>Parentheses may be used to sequence operations and group words. Always enclose terms joined by OR with parentheses. </li></ul></ul></ul>
    17. 18. Tips continued <ul><li>INCLUDE and EXCLUDE Logic </li></ul><ul><li>Examples </li></ul><ul><li>Pets + B irds </li></ul><ul><li> displays all information with the word “birds” included </li></ul><ul><li>Dogs - Beagles </li></ul><ul><li>displays all information about dogs that do not refer to beagles </li></ul>
    18. 19. More Key Terms <ul><li>Either/or. Google normally searches for pages that contain all the words you type in the search box, but if you want pages that have one term or another (or both), use the OR operator -- or use the &quot;|&quot; symbol (pipe symbol) to save you a keystroke. [dumb | little | man] </li></ul><ul><li>Quotes . If you want to search for an exact phrase, use quotes. [&quot;dumb little man&quot;] will only find that exact phrase. [dumb &quot;little man&quot;] will find pages that contain the word dumb and the exact phrase &quot;little man&quot;. </li></ul><ul><li>Not. If you don't want a term or phrase, use the &quot;-&quot; symbol. [-dumb little man] will return pages that contain &quot;little&quot; and &quot;man&quot; but that don't contain &quot;dumb&quot;. </li></ul><ul><li>Similar terms . Use the &quot;~&quot; symbol to return similar terms. [~dumb little man -dumb] will get you pages that contain &quot;funny little man&quot; and &quot;stupid little man&quot; but not &quot;dumb little man&quot;. </li></ul><ul><li>Wildcard. The &quot;*&quot; symbol is a wildcard. This is useful if you're trying to find the lyrics to a song, but can't remember the exact lyrics. [can't * me love lyrics] will return the Beatles song you're looking for. It's also useful for finding stuff only in certain domains, such as educational information: [&quot;dumb little man&quot; research *.edu]. </li></ul>
    19. 20. <ul><li>Summary: </li></ul><ul><ul><li>use search engines & directories knowledgeably </li></ul></ul><ul><ul><li>use more than one search engine </li></ul></ul><ul><ul><li>carefully evaluate a page before using it in your research </li></ul></ul>
    20. 21. Works <ul><li>Beck, Susan. &quot;The Good, The Bad, and The Ugly.&quot; Institute for Technology Assisted Learning. . (21 July 2008) </li></ul><ul><li>Dumb Little Man Tips for Life. 20 Tips for more Efficient Google Searches: </li></ul><ul><li> (20 July 2008) </li></ul><ul><li>Grassian, Esther. &quot;Thinking Critically about World Wide Web Resources.&quot; </li></ul><ul><li> . (18 July 2008) </li></ul><ul><li>Google Help Search Pages: </li></ul><ul><li> (15, July 2008) </li></ul><ul><li>“ Invisible Web” Tutorial: (17, July 2008) </li></ul><ul><li>Internet Searching Tools: </li></ul><ul><li>“ Search the Internet: A Graduated Approach in 5 Steps:” </li></ul><ul><li> </li></ul><ul><li>“ Student’s Guide to research on the WWW.” </li></ul><ul><li>Walker, Janice. &quot;A Style Sheet for Citing Internet Resources.&quot; Berkeley Learning Web. </li></ul><ul><li> (20 , July 2008). </li></ul><ul><li>&quot;Web search engine.&quot; Wikipedia, The Free Encyclopedia . 20 Jul 2008, 15:16 UTC. Wikimedia Foundation, Inc. 21 Jul 2008 < >. </li></ul><ul><li>Web Searching Tips: index.html (7 July 2008) </li></ul><ul><li>Wruth, Julie & Wood, Paul. “Rural Schools Feel Pinch of Tight Budgets.” News-Gazette Online. (Apr 4, 2003) </li></ul>