This document provides an overview of library resources and search techniques. It discusses databases, books, journals, and evaluating sources. It compares searching Google versus the library database. It also covers topics like referencing, plagiarism, and evaluating information. Key resources mentioned include the library website, subject guides, databases like Cite Them Right and LinkedIn Learning, and contacting the subject librarian for additional help.
2. In this workshop we will look at..
• Resources
• Keywords
• Searching
• Evaluating
http://www.powerfulinformation.org/objects/pi/OverloadCartoon2.jpg
3. Marking criteria: Literature Review
• Introduction: A clear rationale for the topic. 10%
• Discussion: Content relevant and informative, applying
depth of knowledge and understanding. 20%
• Conclusion: Clear conclusions from the literature. 10%
• References: Reference to sources including directions for
further study. 10%
• Presentation: Clearly presented with limited spelling and
grammatical errors. 10%
• Workbook: Complete workbook with good understanding of
content demonstrated. 40%
5. Books
What are they:
A printed or electronic work of fiction or fact.
Good for:
Clear overview.
Not so good for:
Up to date information.
6. Journals
What are they:
A regular publication containing substantial
articles on a particular academic subject area.
Presents latest ideas, developments, news and
research.
Good for:
Latest research, critically reviewed by experts.
Not so good for:
Broad overview of a subject.
8. Trade Journals or Magazines
What are they:
A regular publication containing news, jobs, products,
events and advertising.
Aimed at a profession, business sector or hobby.
Good for:
Focussed up-to-date information.
Not so good for:
Detailed and objective reports.
9. Newspapers
What are they:
A regular publication containing news about current
events, plus informative articles, diverse features and
advertising.
May be electronic.
Good for:
Daily information.
Not so good for:
Balanced and well researched information.
10. Websites
What are they:
An online resource which can be created
by anyone on any topic.
Provides access to a wide range of
information sources.
Good for:
Very up to date information.
Not so good for:
Accurate and reliable information.
Company
website
YouTube
Video
Twitter
Blog
Wikipedia
Government
website
Charity
website
Online
discussion
forum
14. Library Search
Click on ‘Sign-in’,
choose ‘Middlesex
University’ and use
your university email
address.
Signing-in enables you to check
your library record, request
items, create lists, save
searches and create alerts.
17. Not everything is on line/Requesting books
In order to
request the
book click on
the title and
then click on
‘Request’.
All copies of
this book
are on loan.
http://libguides.mdx.ac.uk/SES/LibraryAccount
19. Google vs Library Search
http://www.flickr.com/photos/ennuiislife/3450743002/
Google
• Easy to use
• Information bubble
• Search results sponsored
• Any source
• Pay for access
Library Search
• Easy to use
• Finds information
• Search results by relevance
• Quality sources
• Free access
20. Google Scholar
http://scholar.google.co.uk/
You may be
able to access
the full-text
here.
Refine your
search
results here.
Create an alert for your search,
so you can keep up-to-date
with new publications.
Link to MDX resources: > Settings > Library Links > Search for MDX and save.
21. Cite Them Right Online
myUniHub > My Study > My Library > Databases > C
http://libguides.mdx.ac.uk/plagiarismreferencing
22. Why reference?
• Demonstrate that you have read widely
• Reader can locate original material used
• Give credit to the author/creator
• Highlight and back-up relevant points
• Achieve a better mark or grade
• Avoid plagiarism
Adapted from: https://www.citethemrightonline.com/Basics/what-is-referencing
26. Find out more
MyUniHub > MyStudy > MyLibrary > MySubject Library Guides > Sport and Exercise Science
http://libguides.mdx.ac.uk/SES
27. Need further help?
Your Librarian is:
Vanessa Hill v.hill@mdx.ac.uk
http://libguides.mdx.ac.uk/SES/Help
Notes de l'éditeur
Workshop aims to help students find information for their literature review, part of their ‘Workbook’. Literature review is due in 24th march.
Literature Review is 1000 words and they must include a suitable list of at least 5 references.
They will have been provided with a list of titles to choose from.
This presentation will be available on MyLearning later in the week after all the workshops have been run.
The range of resources we provide
The value of resources in an academic context
How to select the appropriate resources
Develop an effective search strategy e.g. Identify keywords, refining your search
How to find information using library resources.
Evaluating the information for quality and relevance
Assignment marking criteria (literature review which is part of workbook 2)
For info: A literature review is an effective summary, synthesis and review of selected documents on a research topic. It includes elements of evaluation. Therefore need to combine different sources of data/information into a coherent whole (synthesis). It is not just a summary, but evaluation, critique, judgement (review).
Introduction: A clear rationale for the topic. 10% Highest marks for outstanding discussion and justification of topic selected.
Discussion: Content relevant and informative, applying depth of knowledge and understanding. 20% Highest marks for excellent and well informed understanding of theories and concepts involved. **Therefore need to research well to find out about theories and concepts. Students need to find at least 5 references**
Conclusion: Clear conclusions from the literature. 10% Highest marks for lit review that is tightly structured, logical and draws coherent conclusions to the topics covered. **Make use of the LET. They had a session with the LET in week 2**
References: Reference to sources including directions for further study. 10% Highest marks for broad and relevant readings, examined and used selectively in the work. **Use library resources to find the best journal articles. Use Cite Them Right Online to reference and cite information sources correctly. Also get help from the LET to learn how to cite/use information in the work**
Presentation: Clearly presented with limited spelling and grammatical errors. 10% Highest marks for work that is very well expressed and shows understanding of content with limited spelling and grammatical errors. **Get help from the LET**
Workbook: Complete workbook with good understanding of content demonstrated. 40%
We’re going to start off by:
Exploring the range of resources available.
Consider the value of different information sources.
Think about which sources are going to help you find the information that you need.
Its important to use a wide range of relevant resources in your work.
This gives a balance and diversity to your work.
Hand out exercise Thinking about resources.
Groups
10 mins
Feedback (see next slides)
Good for:
Broad/general overview of subject
Edited for quality and accuracy
Not so good for:
May not be specific enough
Can be out of date
Good for:
Up-to-date
Specialist/focussed
Present latest research
Edited for accuracy/quality (peer reviewed)
Lots of references
Not so good for:
Can be hard to locate/access
Expensive
May be too specific
May be at wrong level
Don’t forget to have a look at the list of references or bibliographies that appear at the end of book chapters, journal articles or other sources of information that you find.
These can provide valuable sources of further information as they will be related to the subject that you are searching.
Good for:
Latest information
Current events
Concise info
Product news
Often available online with RSS/Twitter etc
Not so good for:
Detail
Objective information i.e. can be bias, adverts, preferential products etc
Often hard to find old issues
Back issues/archive
Trade journals and magazines probably not relevant to SES student academic work, although some practitioner type titles might be relevant to PE teachers and Strength coaches. However useful as a source of news and up-to-date info for anyone in the subject area.
Good for:
Up-to-date
Edited
Readily available (latest copies especially)
Not so good for:
Can be bias
Can be unbalanced
Can be sensationalist
Hard to get hold of/access (back issues)
There are loads of different types of information available on the internet, anything from social media and crowd sourced resources such as Wikipedia to organisational or academic sources.
You need to be really critical of information that you find on the Internet and consider the provenance of the information i.e. who created it, when and why?
We’ll be looking at how to be a critical searcher later.
Good for:
Easy to use/search
All subjects covered
Can be very up-to-date
Mobile
Not so good for:
No editorial control
Unreliable sources
Can be created by anyone
Material can lack provenance
Can be out-of-date
Not everyone has access
What can you see in the picture…fruit
If type ‘fruit’ into database will get millions of hits, how can you break it down ie. search for something more specific to get more manageable results
Can you be more specific ie.
Type of fruit: apples, oranges, bananas etc
Location: Stall, market, outdoor market, fruit market, Britain
Detail: boxes, signs, astroturf, prices, colour of fruit, lights, pound £ signs, special offer etc
People in background: old, young, male, female > stall holder, customers, browsers etc
Think of related subjects eg.
retail, commercial, financial, point-of-sale
Shopping, shops, fish/meat/clothes market, shopping centres, high street
Town, city, centre, British town
Nutrition: vits and mins
Also:
Orange or Blackberry: fruit NOT telephone
Apple: fruit NOT computer
Thinking beyond the obvious, looking for the detail that might make a difference.
******When we see the students they probably won’t know what topics they are going to cover for their literature review (at the bottom of the notes). However their module Leader (Hannah) says that they will have research areas that they are interested in. If so, then hand out keyword worksheet and let them have a go using their area of interest. If not, the talk about keywords generally. There are examples below if wanted (drugs in sport)******
What is your topic? Try and break your topic down into a small number of concepts e.g. Drugs in sport.
What do you need to know? Think about what sort of information you need e.g. theories, stats, facts etc
Where from? Think about where you can find the information that you need…….we’ve just discussed different types of resources in the previous exercise e.g. books can give you a broad overview of a subject (history, background, theories etc), journals provide more detailed and focussed information and good for up-to-date research etc
What are the keywords to describe your topic? Synonyms/alternative words, detail, broader subject, different spellings, acronyms etc.
Drugs in sport e.g. stimulants, human growth hormones, diuretics
More detail – Steroids in sport/specific sport such as athletics/gender
Alternative words– (Types of drugs) anabolic steroids, caffeine, performance enhancing drugs (PEDs), doping etc
Broader subject: Ethics
Acronyms/Abbreviations/Initialisms – Performance Enhancing Drugs (PEDs).
These are the topics they will be given for their literature review (although they probably won’t know about these yet):
Discuss and compare the different thoughts behind designing a rehabilitation programme to return to sport from a hamstring injury.
In a sport of your choice, discuss which performance variables/indicators are related to success/winning.
Discuss the role of carbohydrates on endurance cycling performance.
Discuss how coaching style affects success in a sport of your choice.
Discuss how various training techniques can influence muscle hypertrophy/strength.
Discuss how various training techniques can influence maximal aerobic fitness.
Discuss and compare the different thoughts behind bare foot running vs. shod running.
Accessing resources
Click on MyStudy.
You can now access library resources from the MyLibrary box……specifically Library Search.
Also point out My Subject Library Guide which will be referred to later.
Explain what Library Search is and how it will help them find information for their literature review i.e. Find information that has been published on the subject.
They will use this information in their literature review i.e.
Analyse, evaluate and make judgements about the information found.
Identify the main trends.
Identify gaps in the literature.
Explain the reasons for signing in to Library Search.
*****Let them have a go at searching for their literature review topic (if they know it) or for their area of interest. Failing that, use the ‘drugs in sport’ example from earlier.******
Point out refining tools, how to save references and how to create Harvard references.
Online Library Search guides available at the URL on the screen.
Once they have had a go at searching, show them the search tips on the nest slide.
Explain how they can broaden their search using an asterisk* e.g. given will find swim, swims, swimmers, swimming etc
Explain how they can refine their search using “quotation marks”.
These two refining tools work well on Library Search but can also be used on the Internet.
These and other search tips which can be used on the Internet are available on the link on the screen.
Explain about requesting books which are on loan/automatic renewal.
Online guide about requesting books available at the URL on the screen.
Reminder: Help available here on using Library search at URL on screen.
Google
Familiar and easy to use but can find too much information of varying quality
Search results can be manipulated….information bubble…..search engines like Google start to learn what you are not interested in, so stop showing you some search results which you are not interested in……therefore you can find yourself in an information bubble.
Search results sponsored…no accident that Wikipedia, Amazon etc at top of search results
Searches for info from any source
Pay for academic information
Library Search
Easy to use and will finds lots of academic info which is not freely available on the Internet.
Designed to find you information: up-to-date, focussed/specific
Search results by relevance
Searches quality resources eg. Peer reviewed journal articles, conference proceedings , research etc
Free access to full text ie. Information not freely available elsewhere
Its better to use Library search, but can use Google Scholar if need to find more information.
Google Scholar finds journal articles, theses, books, and more, from academic publishers, professional societies, online repositories, universities and other web sites.
Search across many disciplines.
Locate the full-text document through your library or on the web: Change settings etc to link to MDX resources as shown on the screen. You only need to do this once on your own laptop/device, but need to be logged on to MyUniHub.
Create an alert: Keep up with recent developments in any area of research.
Save items in a personal library if you have a Google account.
Use to help when referencing. Explain how it works. Doesn’t do it for you, but shows you how to reference loads of different types of information sources.
*******There is a referencing exercise in their ‘module workbook’, which they need to carry out in their own time. Cite Them Right will help them complete this referencing exercise. As part of this it will be useful for them to look at the ‘Basics’ section of Cite Them Right.********
Also refer to referencing and plagiarism guide – URL on screen.
Summary of why they need to reference on the next slide.
Demonstrate that you have read widely on the subject by providing evidence of your research: marks often awarded for the quality and range of the information sources used.
Enable the reader (your tutor) to locate the original material you used.
Give credit to the original author/creator i.e. Distinguish between your own ideas and opinions and those of others.
Highlight and back-up relevant points (i.e. establish the credibility and authority of your ideas and arguments) by quoting, paraphrasing or summarising from the original text.
Achieve a better mark or grade: marks are often awarded for the accuracy of your references.
Avoid plagiarism.
Ask for two volunteers. Give them the 11 black type cards and ask them to put them in order with the help of the rest of the class.
Once completed use the red cards to see if the order changes (14 to choose from).
Or give a black type card to eleven students and ask them to put themselves in order of authority. Hold up various red cards to see if the order changes.
Sum-up:
Authority : Who is the author? What is their knowledge base/qualifications? How have they carried out their research?
Relevance : Is this what I need? Will it answer my question? Is it at the right level?
Intent : What is the purpose of information e.g. financial gain, propaganda, academic etc?
Objectivity : Balanced view? Opposing views represented? Links to supporting information?
Currency: How old is this information? When was it last updated and by whom?
Explain what it is and how it can be useful.
Example: Might want more help using Word or Excel. Later on in their programme they will probably need to use SPSS (Data analysis software) which is also covered on Linked In learning.
In addition there is employability tutorials including presentation skills, CV writing, interview skills, time keeping etc
Plus wellbeing tutorials e.g. relaxation techniques.
More information about the range of resources available on the Library Subject Guide plus lots of useful online guides e.g. how to search for information for your project.
Also contact details for Vanessa and Paula (LET).
