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LSE SADL workshop 2 - Academic practices: reading and research
- 1. Workshop 2: Academic practices: reading and research
- 3. SADL: what’s in it for you • • • • • Free training Tea, coffee, cake, chocolate Vouchers PDAM statement (good for employability) Online Badges to display your skills • A chance to have a voice
- 4. Activity: Blogging Task • • • • Has anyone read the blog posts? How did you find writing the posts? What makes a good blog post, generally? Barriers to writing blog posts? • Feedback?
- 5. Writing good blog posts • Be careful where you source your images • Search for creative commons licensed materials • Google Image Search now has CC Licensed images • We recommend embedding links to images
- 6. Today: reading and research • To build on searching for information, literature and data • To explore types of information will need to study • To devise strategies for reading and research – What to read? – How much to read? – Where to find?
- 7. Activity: Reading and Research Think about when you have had an assignment or if you have one this term In 2 groups , one Statistics & one Social Policy: How do you approach the work? What do you do?
- 9. Example assignments: how you might approach what you need • Investigation of working conditions, income and potential association to GDP growth in the European Union – Unpack the question – Reading list? – Devise search terms (and refine) – Decide WHERE to search
- 10. Reading 1. Know what you want from the text before you begin reading. 2. Reading as much as you can is not the point! 3. Share. 4. Manage your readings Adapted from Claudine Provencher, TLC
- 11. Activity: Evaluating Information • What are the characteristics of information sources that you use? • How do you assess their quality?
- 12. Types of resources • • • • • • Books / textbooks Academic journals Newspapers Websites Government publications Data
- 13. Study Support Materials • Support in Moodle – Learning World – Library Companions - Students, Researchers, Data Users • Library Subject guides – Statistics – Social Policy • LSE100 Writing Lab – open to all UGs
- 14. Student Ambassador Role • Share something from workshop 1 or 2 with 3 fellow students • How did you find it? • Write blog post or summary to Arun – 100 words
- 15. Keep in touch! • • • • You are digital literacy ambassadors Talk to your peers! What have you learnt today? What would you like in the next workshop? • Workshop 3: Weeks 9 and 10 of Lent Term
Editor's Notes
- Maria Very short welcome back. Introduce Arun and myself again. Anyone here that was not able to attend first workshopIt’s very important this its punchy and acts as a sale pitch to explain to the students what they will get out of the project and why they should come back to the next workshop!
- Maria Reminder of project aim and how participants all contributing. Keep it brief!
- ArunAt end of last workshop we briefly looked at blogging in academia. Introduced the project blog and discussed key aspects of a good blog post – tone, clear point, eyecatching,…Thank students for the posts written. Discussion in pairsHave you read the blog posts? Did you write a post?What perhaps prevented them from writing a post? (Could be practical problems as well?)
- ArunImages are great in blog posts but remember to consider copyright. Who owns those pictures – are they yours or did you copy from another source? Did you acknowledge the source?
- MariaBuilding on the first workshop when searched for materials on UK education policy Remember you searched: Differences Between Google Scholar and Library Search (Summon) -Education in UK: are British school age students lagging behind other countries?Any questions?Have you used any of these techniques since?
- Maria & ArunStarting an AssignmentWhere to start? What do you do? Activity: Think about when you have had an assignmentWhat do you do? How do you approach it? In 2 groups, one Statistics and one Social Policy, note down on flip chart paper the activities that you do: Panic! Read a book? Google assignment title?
- Investigation of working conditions, income and potential association to GDP growth in the European Union Ask students where would you start of searching?
- Reading goalsHave a clear idea of what information is important and relevant to your lecture / essay / dissertation, and make a list of exactly what you going to search for in your readingsMake strategic choices about which readings you will explore. There is no need to read everything on your reading list. Exploratory reading- abstract, conclusion, introduction headings, subheadings- preface, foreword, inside flap, reviews, table of contents, précis- titles of tables, graphs, figures - first sentence of every paragraphDedicated readingexploration summary, the “answers” to your reading goals,notes on the priority sections, new questions that arose, your reflections on the text.SHARE - formulate reading goals together,select readings in a group and share your notes, teach someone what you learned from a reading, discuss your reading with your classmates, or a teacher?
- Arun10 minutes of activity of pairing up resources 3 groups of 4 students Give our packs – each pack has source types and align the cards
- Maria Recap qualities and value to research Where to locate them?
- Maria We are looking for your views on our resources – training, support materials, guides. We will be asking them to look at and review in the future.Have they used these courses before ?
- Arun - Did people want to know? Was to easy to bring up? Did you feel equipped/knowledgeable enough to share? Did they as questions? Summary doesn’t need to be public – can just email to Arun