Information LiteracyInformation LiteracyInformation LiteracyInformation Literacy

Search and EvaluateSearch and Evaluate

Need for Information• Aware of information needed• Locate / identify information needed• Set up problems• Develop action plan/s to solve informa

tion problems independently or collaboratively

Format of Information• Paper vs. electronic • Primary vs. secondary • Scholarly vs. popular • Peer-reviewed vs. non-

governance • Books vs. articles

Sources of Information• general books, reference works, periodicals (po

pular magazines, substantive news, scholarly journals, newspapers)

• media (broadcasting programme, video, DVDs, CDs, cassette tapes, slides, multimedia kits, etc)

• statistical sources, conferences, oral communication, CD-ROMS

• Internet (WWW, emails, chat, online database and newsgroups)

University of Udayton, 2004; CUHK, 2006

The information timeline for an event

CUHK, 2006

Flow of scientific information

CUHK, 2006

Magazines & Journals Popular Magazines Characteristics Scholarly Journals

cover general interest topics

Focus report the research and experimental results on various topics or advances in the field

general public Target Audience scholars, researchers, professionals, and students in the field

journalists and freelance writers

Author scholars and researchers in the field

commercial enterprises Publisher universities, academic research institutions, professional associations, and commercial

enterprises

articles are usually reviewed by the

editorial staff

Review articles are evaluated by scholars or experts in the field

seldom provided Footnotes and bibliographies

include bibliographies or references to other works

usually short,1-5+ pages

Length of articles

usually lengthy, 3-30+ pages

general language for the public

Language used language is more specialize or specific to field of study

many photographs and advertisements

Advertising few advertisements

Newsweek; Times Examples Journal of Finance; China Quarterly

CUHK, 2006

Effective Searching Effective Searching StrategiesStrategies

Effective Searching Effective Searching StrategiesStrategies

Identify questions related to the topic

CUHK, 2006

Example Topic: Discuss the safety of genetically modified food for

children

MAJOR CONCEPTS Safety Genetically modified

food Childr

en

SYNONYMS / RELATED TERMS

• security • biosafet

y

• genetically modified crop • genetically modified organism • genetically engineered food • genetically engineered crop • genetically engineered organism

-

ABBREVIATION -

• GM food • GM organism • GM crop • GMO

-

PLURAL / SINGULAR

-

• genetically modified foods • genetically modified crops • genetically modified organisms • genetically engineered foods • genetically engineered crops • genetically engineered organism

s • GM foods • GM organisms • GM crops

• child

CUHK, 2006

Where should I start looking?

Monash University (2005).

Type of information

Sources Where to look

Current / up to date information

Journals, WWW

Databases and Indexes, Search engines and gateways

Comprehensive information

BooksLibrary catalogue, browsing the shelves

Background information

Books, encyclopedias

Library catalogue

Select the Right Information Sources

Look forSources

of Informati

on

How to Find itContent Time

Frame

anything, e.g. personal information, current events, government information, research, games, and more.

Immediate to Hours

Internet

Internet Search Tools e.g. subject directories and search engines.

news, statistics, photographs, editorial and public opinions, etc.

Days NewspapersNewspaper Indexes; Research Databases.

current events, statistics, photographs, editorial and public opinions, etc.

WeeksPopular Magazines

Indexes and Abstracts; Research Databases.

Research results, analysis, statistics, etc.

Months

Conference Proceedings /

Scholarly Journals

Indexes and Abstracts; Research Databases.

In-depth coverage of a topic, analysis, etc.

2+ YearsScholarly

BooksLibrary Catalogue; Research Databases.

Broad overviews of a topic and widely accepted information

5+ YearsEncyclopedias and Reference

Works

Library Catalogue; Research Databases.

CUHK, 2006

Boolean searching• combine 2 or more search terms to

increase or restrict the amount of result

• 3 main commands: – OR– AND– NOT

Using OR

CUHK, 2006

Using AND

CUHK, 2006

Using NOT

CUHK, 2006

Other skills• Search Strings

– “information literacy”• Nesting

– (marketing and (radio or television)• Trunction

– Wildcard *– E.g., educat* reform*

Further refining of your strategy

Too few results?Too many

results?• study a large aspect of your topic • examine footnotes and

bibliographies from retrieved items to locate additional sources for your topic

• focus on a particular aspect of your topic

expand your topic to a large time span or large geographical region

limit your topic to a specific time period or geographic region

broaden your topic by :

• adding synonyms or alternative spellings

• broadening your search with OR • using a broader term • using truncation

narrow your topic by :

• using a more specific term • narrowing your search with

AND • limiting your search to

specific fields e.g. publication date

• using truncation

try another database or search tool

CUHK, 2006

Building on what you've found

• Use a relevant/useful record• Find other books on the shelves

sorted by subject areas in the library

• subject headings or descriptors• Use the references and

bibliographies

Monash University (2005).

Information search tools

Library catalogues

Research database

Internet search tools

Keywordsearch

Title search

SubjectHeading search

Journalarticles

Newspaper articles

Searchengines

Web sites

Meta-Searchengine

Scholarlybook

E-Journal e-BookKey

organizations

Subjectsearch

Encyclopedia /Dictionary

Conclusion Conclusion

MCL, 2006

Evaluation of Evaluation of WebsitesWebsites

Evaluation of Evaluation of WebsitesWebsites

Criteria • Authority / Credibility (Author credentials,

Peer review of material, Publish body)• Objectivity (Fact vs opinion)• Audience (Popular vs academic)• Coverage • Accuracy• Currency (up-to-date)• Relevance

Evaluate Web Sites - Authority

• What type of domain does the site come from?

• Who "published" the site? • Is it a personal web site? • Can you tell who (person or

institution) created the site? • Are the author's credentials listed

on the site?

The University of North Carolina, 2004; CUHK, 2006

Domain of website

CUHK, 2006

Domain

Name

Types of Organizations

Remarks

.gov Government Usually reliable

.org Organization

Good for information about the organization or a particular field if the organization is the professional body that defines standards for the field

.edu Education/Academic

Usually reliable.ac

.netNetwork services provider

May be biased to promote their products;usually provides update online manual and product information

.comCommercial

site

~ Personal website

Quality varies greatlyIMPORTANT: Not every personal website has a "~" in its URL, e.g. http://www.ccs.neu.edu/home/achan/

Evaluate Web Sites - Purpose

• What is the stated or implied purpose of the site?– Inform, explain, or supply facts and data?

Such sites may be useful.– Promote, sell, disclose, entice, or rant?

These sites need close scrutiny.• Does the site have a "hidden" purpose?

– Some sites might seem that they intend to inform the public, but actually try to sway opinion. Be on the lookout for hidden agendas!

Evaluate Web Sites - Currency

• When was the site created?– Look for a copyright date at the bottom of the

page.• When was the site last updated?

– The last update date is usually at the very top or bottom of the page. Web sites that are not updated regularly may be "abandoned."

• Is the date appropriate for the topic? – For some topics, information a few months or

a year old is out-of-date.

Evaluate Web Sites - Content

• What type and depth of content does the site provide?– Check the coverage of the topic you're looking for. Does

the site add to the facts, issues, or arguments you're already aware of? Does it provide details not available elsewhere?

• What other sources does the site refer to, cite, or link to? – Look for allusions to other sources or lists of references.

• Can you verify the accuracy of the site?– Look for data, statistics, or other facts that you can check

against other sources. Then check them!

Evaluate Web Sites - Bias & Point of View

• Who created the site? What organizations support the site?– Look for hints that author or sponsor point of view or bias may

impact the reliability of the information. • Are links included that point to other viewpoints?

– Including opposing opinions may indicate that the site creators intend to be fair.

• Are there signs of bias in the site?– Check for the presence of opposing or one-sided viewpoints,

emotional language, prejudice, stereotypes, deception, or manipulation. Are there possible biases stemming from when or where the site was created? What cultural points of view might be present?

• Are you biased toward the site? – Consider your own opinions. Are you being objective in your

evaluation of the site?

Objectivity/Bias for website• Trace the URL back to the parent

institution. Any purpose / political agenda?– "About Us", "Mission", “About this

site”– Any advertisement?– other issues? – similar theme in policies or

solutions? – heads of the organization and

background? The University of North Carolina, 2004

Currency of websites• Created and updated date • Update frequency• Dates of statistical data / figures

collection• Recently updated page ≠ up-to-date• Currency is not an issue for some

types of information– Current medical research / case law vs.

humanity

The University of North Carolina, 2004

IL Assignment 2• Choose a topic of your own interest, e.g.,

What makes the earth warmer?• Download the template ILAss2• Search on the Internet to identify 5 sites

that you think are reliable• Fill-in the template reasons that support

your selections.• Submit to Moodle before the deadline

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www.merritt.edu/apps/page.asp?Q=LibraryInternetSearching.15. Modesto City Schools (2004). A+ Student Information Literacy Model: A Step-by-Step Research Guide for

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