Searching as strategic exploration involves evaluating a range of information sources in a nonlinear and iterative manner. Novice learners tend to search fewer resources and use limited strategies, while experts search more broadly and deeply using various strategies tailored to the task. Developing strategic searching involves determining scope, identifying relevant parties, using divergent and convergent thinking, matching tools to needs, refining searches, understanding information systems, and managing processes and results effectively. Open access repositories, journals, government information, and think tanks can reinforce strategic searching and build information literacy by promoting critical evaluation of sources. Assignments should have students analyze sources from these venues and incorporate high-quality, unbiased results into their research.

1. GREEN, GOLD, THE RED WHITE &
BLUE: USING OPEN ACCESS AND
GOVERNMENT INFORMATION AS A
REPRESENTATION OF SEARCHING AS A
STRATEGIC EXPLORATION
S E T H M . P O R T E R M A , M L I S

2. Searching as Strategic Exploration:
Searching for information is often nonlinear and iterative,
requiring the evaluation of a range of information sources and
the mental flexibility to pursue alternate avenues as new
understanding develops.
Review

4. The act of searching often begins with a question that directs the act of finding
needed information. Encompassing inquiry, discovery, and serendipity, searching
identifies both possible relevant sources as well as the means to access those
sources. Experts realize that information searching is a contextualized, complex
experience that affects, and is affected by, the cognitive, affective, and social
dimensions of the searcher. Novice learners may search a limited set of
resources, while experts may search more broadly and deeply to determine the
most appropriate information within the project scope. Likewise, novice learners
tend to use few search strategies, while experts select from various search
strategies, depending on the sources, scope, and context of the information
need.

5. Knowledge Practices
Learners who are developing their information literate abilities
•determine the initial scope of the task required to meet their information needs;
•identify interested parties, such as scholars, organizations, governments, and industries, who
might produce information about a topic and then determine how to access that information;
•utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking
when searching;
•match information needs and search strategies to appropriate search tools;
•design and refine needs and search strategies as necessary, based on search results;
•understand how information systems (i.e., collections of recorded information) are organized in
order to access relevant information;
•use different types of searching language (e.g., controlled vocabulary, keywords, natural language)
appropriately;
•manage searching processes and results effectively.

6. Dispositions
Learners who are developing their information literate abilities:
•exhibit mental flexibility and creativity
•understand that first attempts at searching do not always produce adequate results
•realize that information sources vary greatly in content and format and have varying relevance and value,
depending on the needs and nature of the search
•seek guidance from experts, such as librarians, researchers, and professionals
•recognize the value of browsing and other serendipitous methods of information gathering
•persist in the face of search challenges, and know when they have enough information to complete the
information task

7. My Addition
• As academics and teachers we want to entrench an idea of strategic searching in the users
information and research behavior.
• To embed this idea we must think outside of traditional library roles and resources.
• Open access and government information can reinforce strategic searching and help build a
foundation of information literacy in the search process.
• Beyond the resource the behavior will reflect critical thinking about sources and information
retrieved.

8. How it relates

12. Green & Gold

14. Green
• OA repositories can be organized by discipline (e.g. arXiv for physics) or institution (e.g.
DASH for Harvard). When universities host OA repositories, they usually take steps to
ensure long-term preservation in addition to OA.
• OA repositories do not perform peer review themselves. However, they generally host
articles peer-reviewed elsewhere.
• OA repositories can contain preprints, postprints, or both.
• A preprint is any version prior to peer review and publication, usually the version
submitted to a journal.
• OA repositories can include preprints and postprints of journal articles, theses and
dissertations, course materials, departmental databases, data files, audio and video files,
institutional records, or digitized special collections from the library. Estimates of the costs
of running a repository depend critically on how many different functions they take on. If
the average cost of an institutional repository is now high, it's because the average
institutional repository now does much more than merely provide OA to deposited articles.
http://legacy.earlham.edu/~peters/fos/overview.htm
Gold
• OA journals conduct peer review.
• OA journals find it easier than non-OA journals to let authors retain copyright.
• OA journals find it easier than OA repositories to provide libre OA. OA repositories cannot
usually generate permission for libre OA on their own. But OA journals can.
• Some OA journal publishers are non-profit (e.g. Public Library of Science or PLoS) and some
are for-profit (e.g. BioMed Central or BMC).
• OA journals pay their bills very much the way broadcast television and radio stations do: those
with an interest in disseminating the content pay the production costs upfront so that access can
be free of charge for everyone with the right equipment. Sometimes this means that journals
have a subsidy from a university or professional society. Sometimes it means that journals charge
a publication fee on accepted articles, to be paid by the author or the author's sponsor
(employer, funding agency). OA journals that charge publication fees usually waive them in cases
of economic hardship. OA journals with institutional subsidies tend to charge no publcation
fees. OA journals can get by on lower subsidies or fees if they have income from other
publications, advertising, priced add-ons, or auxiliary services. Some institutions and consortia
arrange fee discounts. Some OA publishers (such as BMC and PLoS) waive the fee for all
researchers affiliated with institutions that have purchased an annual membership.
http://legacy.earlham.edu/~peters/fos/overview.htm

15. •AgEcon: Agriculture and Applied Economics
•Astrophysics Data System - Astrophysics
•ArXiv - Physics
•CiteSeer - Computer and Information Science
•Dryad - Biosciences
•Econstor - Economics and Business Studies
•PhilPapers - Philosophy
•PubMed - Medicine
•RePEc - Economics
•Social Science Research Network - Social Sciences

16. Example Exercise
1. Each student will retrieve an assignment related refereed article from
a relevant subject repository.
2. The student will analyze each article research methodology, journal
published, and CRAAP.
3. The student will cross reference findings with bibliometrics of journal
originally published in.
5. Discuss findings.
6. Student will use Green OA article in research assignment if it is high
quality research

18. • DOAJ: https://doaj.org/
• PLOS: https://www.plos.org/
• Journal of Global Economics:
http://www.esciencecentral.org/journals/global-economics.php
• Biology and Medicine: http://www.omicsonline.com/open-access/biology-
and-medicine.php
• Journal of Socialomics:
http://www.omicsgroup.org/journals/socialomics.php
• Journal of Plant Biochemistry & Physiology:
http://www.esciencecentral.org/journals/plant-biochemistry-physiology.php

19. Example Exercise
1. Each student will retrieve an assignment related refereed article from
a relevant OA journal.
2. The student will analyze each article research methodology, journal
published, and CRAAP.
3. The student will cross reference findings with bibliometrics of journal
originally published in.
5. Discuss findings.
6. Student will use Gold OA article in research assignment if it is high
quality research.

20. Government Information

25. • “

27. Government Documents & Information
• The United States Government Publishing Office is the largest publisher in the world, in both
the number and variety of its publications. Government documents record the activities of
the agencies, offices, bureaus and departments of the federal government. They include
Congressional hearings, reports and documents; and the publications of presidential task
forces and specially appointed commissions.
• Government documents are a great source of information about all aspects of public policy,
from business, communications, and defense to health, education, and social welfare. They
also contain statistical information of all kinds. Anyone interested in current topics such as
family violence, aging, immigration, trade, employment, hazardous wastes, or business
development may find helpful material in U.S. Government publications.

28.  U.S. Census: http://www.census.gov/
 American Fact Finder:
http://factfinder2.census.gov/faces/nav/jsf/pages/index.xhtml
 Quick Facts: http://quickfacts.census.gov/qfd/index.html
 FedStats: http://fedstats.sites.usa.gov/
 CIA World FactBook:
https://www.cia.gov/library/publications/the-world-factbook/
 Bureau of Labor Statistics: http://bjs.gov/
 Survey of Current Business (Bureau of Economic Analysis):
http://www.bea.gov/
 Catalog of US Government Publications:
http://catalog.gpo.gov/F?RN=412937073
 National Center for Science & Engineering Statistics:
http://www.nsf.gov/statistics/
 FDLP: http://www.fdlp.gov/
 GPO: http://www.gpo.gov/
 Data.Gov: https://www.data.gov/
 USA.Gov: http://www.usa.gov/
 White House.Gov: http://www.whitehouse.gov/omb/budget/
 National Center for Health Statistics: http://www.cdc.gov/nchs/
 Department of Defense: http://www.defense.gov/
 Library of Congress: http://thomas.loc.gov/home/thomas.php
 National Security Archive: http://www2.gwu.edu/~nsarchiv/
 Defense Industry information: http://www.dtic.mil/dtic/
 Department of Energy Database: https://www.osti.gov/opennet/
 NASA STI: http://www.sti.nasa.gov/
 Energy Information Administration: http://www.eia.gov/
 SEC Edgar: http://www.sec.gov/edgar.shtml#.VBiHOWMmWf4
 Historical Census Browser : http://mapserver.lib.virginia.edu/
 Social Security: http://www.ssa.gov/
 Agriculture statistics: http://www.nass.usda.gov/
 USDA Economic Research Service ERS: http://www.ers.usda.gov/
 Education Statistics: http://nces.ed.gov/
 Bureau of Justice: http://bjs.gov/
 Bureau of Transportation: http://www.rita.dot.gov/bts/node/11792
 State of the USA: http://www.stateoftheusa.org/

29. Example Exercise
1. Each student will retrieve an assignment related policy report, data
set, government document, congressional report.
2. The student will analyze each article for relevant information
3. Discuss findings.
4. Student will use the Government Information in research assignment
if it is high quality research.

31. Think-Tanks
A resource for research &
information literacy in action.

32. “Think tanks are public policy research analysis and engagement organizations that generate
Policy oriented research, analysis, and advice on domestic and international issues, Thereby
enabling policymakers and the public to make informed decisions about public policy. Think
tanks may be affiliated or independent institutions that are structured as permanent bodies, not
ad hoc commissions. These institutions often act as a bridge between the academic and
policymaking communities and between states and civil society, serving in the public interest as
independent voices that translate applied and basic research into a language that is
understandable, reliable, and accessible for policy makers and the public.”
McGann, James G. "2013 Global Go to Think Tanks Index Report." (2013).

33. • An organization or institution that conducts research and engages in advocacy in policy,
politics, economics, science, business and more.
• Many are non-profit, government funded, advocacy based, or business orientated.
• Many are issue focused and are lobbying tools.
• Think Tanks study and write policy, provide expert research and advice on Capital Hill.
• Often the experts you see testifying are think tank staff members and researchers
• Think Tank studies are some of the most cited research resource in policy and social
science.
What is a Think Tank?

35. • They are a bridge of knowledge between academia and power players.
• They are an open source, freely accessible, authoritative—some, we will get to that in a bit—
research resource.
• Students can access this information after graduation.
• Power players are using this information and resource to create policy that impacts your life,
and if you are a scholar your data.
• An exercise in analysis of political bias, social bias, economic bias, and more.
Why do they matter to research?

36. There are many great Think Tanks.
A great Think Tank is non-partisan—as possible—intellectually endowed, research focused,
policy aware, politically relevant.
How do you know which is which?
• Analyze funding, language, research outcomes, and look out for bias and outrageous language. But if
that is not enough…..
• A great tool to teach students how to use information literacy concepts in academic research through
think-tank policy proposals.
• There are also tools to help in source analysis.

37. There are many studies that rank the best Think Tanks in the world by Citation count, survey’s,
funding, and more.
• University of Pennsylvania:
http://repository.upenn.edu/cgi/viewcontent.cgi?article=1008&context=think_tanks
• Think Tank Funding & Transparency:
http://static.squarespace.com/static/52e1f399e4b06a94c0cdaa41/t/536a108ee4b0e77a5729562c/13994
59982820/How%20Transparent%20are%20Think%20Tanks%20%28Transparify%2007May2014%29.p
df
• Measuring Think Tank Performance: http://www.cgdev.org/publication/measuring-think-tank-
performance-index-public-profile
Tools

38. 1. Brookings Institute
2. Carnegie Endowment for International Peace
3. Center for Strategic and International Studies
4. Council on Foreign Relations
5. Woodrow Wilson International Center for Scholars
6. RAND Corporation
7. Pew Research Center
8. CATO Institute
9. Heritage Foundation
10. Center for American Progress
Top 10

39. Example Exercise
1. Each student will retrieve a assignment related policy proposal from
two different think-tanks.
2. The student will analyze each proposal for political bias, funding, and
category of think-tank.
3. The student will cross reference findings with think-tank
ranking/metric tools.
5. Discuss findings.
6. Student will use quality policy proposal in research assignment if it is
free of bias and is highly ranked.

40. QUESTIONS?