SOC 111 (Fall 2012)

SOC 111Research &

Library SkillsRoën Janyk

Web Services Librarianhttp://www.slideshare.net/okanagancollegelibrary

“Information literacy is a survival skill in the

Information Age” (ALA, 1989).

Outline Introduction to Information Literacy

Evaluating Academic & Popular Sources Peer-Review Process

Research Skills

Key Library Resources

Information Literacy• Definition:

Information Literacy is the set of skills needed to find, retrieve, analyze, and use information (ACRL, 2012).

“Ultimately, information literate people are those who have learned how to learn. They know how to learn

because they know how knowledge is organized, how to find information, and how to use information in

such a way that others can learn from them. They are people prepared for lifelong learning, because they

can always find the information needed for any task or decision at hand” (ACRL, 2000).

Information Literacy: Steps to Successful ResearchStep 1: Defining a topic and planning for researchStep 2: Information seeking strategiesStep 3: Critical evaluation of information sourcesStep 4: Reading, examining, taking notes on sourcesStep 5: Citing sources & constructing reference list

Wikipedia is considered an academic source.

Step 3: Critical Evaluation of Information Sources

False

False

A book found in an academic library (i.e. college, university) is an academic source.

Sources: True or False?

• Academic sources: Pass through peer review process. Authoritative and sourced. Objective and written for academics. Carry more ‘weight’.

• Popular sources are often related to general interest and do not require writers to provide research to support their stories.

Sources: Do they matter?

YES

AcademicLibraryPublishe

r

Editor

Peer Reviewers

CreationManuscript & IP

DisseminationPublication (Registration and Certification)

Reformulation

Step 3: Critical evaluation of information sources

Critically evaluate information

Criteria and methods of evaluating information resources:

Comprehensiveness, relevance, author, purpose and audience, accuracy and currency, objectivity

Research Skills

In academia we are looking for sources that are reliable, accurate, objective, and

up-to-date.

Source Type ExamplesAcademic Sources

Academic Journals

–Periodicals

Academic Books

–Edited Books

–Anthologies

–Conference Proceedings

–Encyclopedias, Dictionaries

Published Reports

Popular Sources

Newspaper Articles

Magazine Articles

Trade Magazines

Organizational Profiles

Media Reports

Reports from Other Organizations

Websites (usually)

Grey Literature

–Institutional Reports

–Brochures

–Press Releases

Periodicals

Journals

Academic, professional, technical audience

May use jargon

In-depth articles

Thorough reference list

Minimal advertising

Peer-reviewed

Magazines

General audience

Easy reading

Many advertisements

Broad coverage, not usually in-depth

Rarely peer-reviewed

EXAMPLE

http://libguides.okanagan.bc.ca/content.php?pid=222122&sid=1843750

Academic Sources: Characteristics• Who wrote it? What are the authors’ qualifications?

• Is there a sponsor, owner, funding agency? *Important for online resources*

• Are sources listed?

• Has the item or writing been peer-reviewed?

• Who is the target audience?

• Who is the publisher?

• Is the writing objective?

• What is the appearance?

EXAMPLE

https://www.google.ca/

Evaluating Reputable Sources

In academia we are looking for sources that are reliable, accurate, objective, and

up-to-date

Primary Sources Original & direct evidence

First hand experience

Historical documents, interviews, raw experiment data

Draw from primary sources

Use evidence from primary sources

May comment on primary sources

Use primary sources to construct argument

Books or articles that provide analysis, critique, or a synthesis from a range of sources

Primary & Secondary SourcesSecondary

sources

Cage, K. (2011). Identifying academic sources. Massey University. Retrieved July 9, 2012 from

http://owll.massey.ac.nz/academic-writing/identifying-academic-sources.php

T E RT I A RY S O U R C E S Compile, index, or organize Sources may have analyzed

or digest secondary sources Abstracts, bibliographies,

handbooks. Encyclopedias, indexes, catalogues.

http://owll.massey.ac.nz/academic-writing/identifying-academic-sources.php

Step 1: Defining a topic and planning for research

Step 2: Information seeking strategies


Step 4: Reading, examining, taking notes on sources

Step 5: Citing sources & constructing reference list

Information Literacy: Steps to Successful Research

Example:

Construct an argument on how

gender stereotyping contributes to

inequality in the workplace.


Interpret the research question/assignment, define the information need

Look for command words Directing words that tell you what to do. i.e. Evaluate, discuss,

comment, critique, analyze, argue

Identify the assignment topic Area of discussion for the assignment. Take the command word

and ask “what?” after it. I.e. Evaluate “what”? Argue “what”?

Develop a focus (select a specific topic) Area of the topic/assignment you will concentrate on.

In other words, argue “what”, in relation to “what”?

Take your focus and develop a thesis statement

Research Skills







“More than 31% of all respondents use Internet search engines to find answers to their questions. However, people who use Internet search engines express frustration

because they estimate that half of their searches are unsuccessful” (OCLC, 2002).

Finding Resources

Thesis

Gender stereotyping creates inequality in the

workplace because it often promotes gender discrimination.


Design your search strategy Develop a question (brainstorming, concept-

mapping) Identify central concepts

Identify key words and synonyms

Identify investigative tools (research guides, other libraries)

Locate and gather relevant resourcesIdentify key databases, catalogue, reference

works, etc. Coverage, disciplines, time periods, publication types,

etc.

Search expressions & Boolean operators (AND, OR, NOT)

Broaden or narrow your research question

Research Skills

Keyword searching: typically retrieve more information with less precision

Good for broad or unknown topic areas

Field searching: typically retrieves less information with more precision

Good when looking for few results or source son specific topics ; Includes subject searches, title searches, author searches, etc.

Too much information? Examine irrelevant records in search results

Where did your search term match in search results? (Subject, title, etc.)

Use limiters (Boolean, field searching, database limiters)

Too little information? Spelling

Eliminate long phrases or natural language

Use alternate terms, try broadening your terms

Research Skills

Function Search Strategy Definition

Narrow AND Retrieves only records that contain both words

NOT Eliminates material you don't want. Careful to not lose valuable info.

Broaden OR Retrieves matches for either term, more records. Use with terms with the same meaning.

Wildcard Colo?r Global (w5) Warming

Search variations of a word. Use 1 or more symbols within a word to replace 1 or more letters

Truncation Using opera* to search

for operations = opera, operant, operable, etc.

Use a symbol at the end of a word to replace any number of letters

Combine Combine AND and OR in a single search. Divide your terms into units like an equation.

Nesting NO: media AND politics OR election retrieves records that match

"media that also match politics" OR retrieves records that match "election.“

YES: media AND (politics OR election) retrieves records that match media that also match either politics OR election

(University of Idaho, 2012)

TruncationNesting

AND OR NOT

Creating a Search: Boolean Operators

Using Library Resources• Library Databases & E-Resources

• Library Catalogue

• OCtopus (‘one-stop shopping’)

• Research & Course Guides

• Electronic Journals Listing

• Reference Sources

• Print Journals

http://libguides.okanagan.bc.ca/aecontent.php?pid=218500

Reference list and article citations, bibliographies

– Examine the reference lists of resources identified as being useful, and find other similar resources.

Subject headings in databases & catalogue– Terms used to describe resources, controlled

vocabulary, assigned by indexers

Known authors – Search for other items by same author(s)

Books or resources on similar topics– In-person or virtual ‘shelf browsing’

Searching journals directly– More direct and focused than databases

More Ways to Find Articles

Find Articles Sociology SocINDEX

Academic Search Premier

JSTOR

Social Sciences Abstracts

Project Muse

Ebrary

OCtopus

Library Databases: Sociology

Books, e-books, media, journals

Use subject headings, call number browsing, author searches

Limit by location (Kelowna, Online)

Request items from other campuses

Renew items and place holds

Library Catalogue

Example Searches• Database

• Catalogue

• OCtopus







Constructing a Bibliography• Also known as a reference list, works cited

• List of sources used by the writer of a research paper. Usually listed alphabetical by author’s surname.

• A system used for referring to or locating the sources you have used

• Annotated Bibliography: Sources followed by an annotation, a concise critical commentary or summary of the source

• Often, bibliographies will include sources you have consulted externally, as well as those you cited directly in your paper. A reference list will often only include sources directly cited in your paper (I.e. paraphrase or direct quote), and not those consulted externally.

Citing Sources• Chicago Manual of Style

– Online via the Library

– In print at each campus library

http://cufts2.lib.sfu.ca/CRDB/BKOC/resource/11821

Step 5: Citing Sources & Reference ListsIdentify elements of citation you will need for each

itemCite your sources as you go!

Try a numerical system for in-text citationsWrite key author names with notes

Compile list of database citations as a working document throughout research process

Formatting rules provided style guidesReference list, works cited list, versus bibliographyDo not trust MS Word or auto-formatting

Research Skills: Citing Sources








Interpret and synthesize information

Examine information source, identify source type Look at context, methods, results, discussion, etc.

Think critically: ask questions, examine the context (who did the research, what are the research questions), research methods used, results, conclusions

Verify accuracy Use and communicate information

Write objectively (supported by findings, free from influence), concise, formal (formatting according to style)

Research Skills

Library Reference Desks

– Hours vary, phone, email, or in-person

– Citation assistance, research help

AskAway

– Online, live chat reference service

– Open longer hours than library ; Manned by librarians from post-secondary institutions across BC

– Chat boxes on website & within databases

Library Guides (Guides by Course & Subject)

E-mail

– Response received within 24 hours Sept – April

Using Library Resources: Get Help

• American Library Association. (1989). Presidential Committee on Information Literacy: Final Report. Retrieved July 9, 2012 from http://www.ala.org/acrl/publications/whitepapers/presidential

• Association of College and Research Libraries. (2009). ACRL scholarly communication 101: Starting with the basics [PowerPoint]. Retrieved from http://www.acrl.org/ala/mgrps/divs/acrl/issues/scholcomm/docs/SC%20101%20Introduction.ppt

• Association of College and Research Libraries. (2012). Introduction to Information Literacy. http://www.ala.org/acrl/issues/infolit/overview/intro

• Association of College and Research Libraries. (2000). Information Literacy Competency Standards for Higher Education. http://www.ala.org/acrl/standards/informationliteracycompetency

• American Psychological Association. (2009). Publication manual of the American Psychological Association. Washington, DC: Author.

• Cage, K. (2012). Reference list vs. bibliography. Retrieved July 9, 2012 from http://owll.massey.ac.nz/referencing/reference-list-vs-bibliography.php

• Jefferson Community College, 2012). Information literacy tutorial. Retrieved July 9, 2012 from http://sunyjefferson.libguides.com/content.php?pid=127609&sid=1095964

• Mohanty , S., Orphanides, A., Rumble, J., Roberts, D., Norberg, L., Vassiliadis, K. (2009). University libraries' citing information tutorial. Retrieved from http://www.lib.unc.edu /instruct/citations/introduction/

• OCLC. (2002). How Academic Librarians Can Influence Students’ Web-Based Information Choices. OCLC White Paper on the Information Habits of College Students. Retrieved from http://www5.oclc.org.ezproxy.okanagan.bc.ca/downloads/community/informationhabits.pdf

• Okanagan College. (2010). Academic offenses. Retrieved from http://webapps1.okanagan.bc.ca/ok/calendar /Calendar.aspx?page=AcademicOffenses

• University of Alberta. Information literacy at the University of Alberta. Retrieved July 9, 2012 from http://www.psych.ualberta.ca/~ITL/InfoLit%20v.2.0/index.html

• University of Idaho. (2012). Information Literacy Portal: Module 3. Retrieved July 9, 2012 from http://www.webs.uidaho.edu/info_literacy/modules/module3/3_6.htm

References

http://owll.massey.ac.nz/referencing/reference-list-vs-bibliography.php

http://owll.massey.ac.nz/referencing/reference-list-vs-bibliography.php

http://sunyjefferson.libguides.com/content.php?pid=127609&sid=1095964