Lesson 1: Doing College Level Research
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This document provides an overview of the skills expected of college students for doing research, including understanding research processes, searching effectively using keywords and databases, evaluating sources, and distinguishing between popular and scholarly materials. It outlines the ability to know what information is needed, ask for research help, follow research steps, search databases and interpret results, evaluate sources using standards like CARS, and disregard inadequate information. The document also introduces the research cycle, types of sources like books, articles, and websites, and the difference between scholarly and popular materials. It notes that scholarly sources are written by experts, based on research, longer and harder to read, while popular sources can be written by anyone and are shorter and easier to read.
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Lesson 1: Doing College Level Research
- 1. CPRG 105: Lesson 1 Doing College Level Research
- 5. Checklist of College Student Skills: These are the information literacy skills that college professors expect college-bound students to have. GENERAL o o o Know what they don’t know Know whom to ask for research help Understand library jargon, e.g., “peer-reviewed” RESEARCH PROCESS & QUESTIONS o o o Follow research process steps, e.g., Badke model Estimate time required for research, e.g., time for Inter Library loan Define a research question or topic that’s not shallow or “pop” SEARCHING FOR INFORMATION o o o o o o o o o Find different formats of information Understand that Web search engines rarely locate college-appropriate information Distinguish between OPACs and online databases Conduct effective searches using – o o o o Keywords, alternate search terms Boolean operators, e.g., AND and OR Controlled vocabulary, subject headings Field searching, e.g., author, title Interpret search results, e.g., book chapters vs. articles Find full text articles Find books using Library of Congress (LC) classification, not Dewey Use reference (and e-reference) books in the library Regroup when first attempts to find resources don’t work, e.g., try a different database or try different search terms or search strings EVALUATING INFORMATION o o o o Weed through search results to find relevant and accurate information Evaluate information using standard evaluation criteria, e.g., the CARS model Distinguish between popular and scholarly articles Disregard inadequate or inaccurate information
- 9. Cycle of Information Types of Sources Scholarly vs. Popular Intro to Citation Gumberg Library Website
- 13. Journal articles/ Scholarly books Written by experts Based on research Scholarly Longer, harder to read Magazines, Newspapers, Most websites Popular Written by anyone Based on opinion/ Reporting Shorter, easier to read
- 14. I want you to use Peer Reviewed Scholarly Journal Articles!
- 15. 1.Subject matter expert writes an article. 2. Submits it to a scholarly journal . 3. Article is reviewed by scholars who are also subject matter experts on this topic (i.e., peers). 4. If accepted, article is then published in the scholarly journal.
- 16. “To cite, or not to cite… THAT is the question!”
- 17. Librarian HOW to cite is usually more of a problem!
- 19. MLA, 7th edition APA, 6th edition
- 20. A Style Comparison: MLA vs. APA NOTE: Citations in a Works Cited list (MLA) or a Reference list (APA) should be double spaced and formatted with hanging indents. Category Overview of Style: Current Edition: MLA The Modern Language Association (MLA) provides a way for citing sources that is used in the liberal arts and most humanities courses. English uses MLA. The liberal arts and humanities place emphasis on authorship. 7th edition APA The American Psychological Association (APA) provides a way for citing sources that is used in psychology and most social science courses. At Duquesne, Business, Education, and Nursing also use APA style. These areas place emphasis on the date a work was created. 6th edition AUTHOR FORMAT: Single author Badke, William. Badke, W. Two authors Smith, John A., and Susan B. Jones. Smith, J. A., & Jones, S. B. Three authors Smith, John A., Susan B. Jones, and Thomas C. Wesson. Smith, J. A., Jones, S. B., & Wesson, T. C. Four to seven authors Smith, John A., et al. Smith, J. A., Jones, S. B., Wesson, T. C., & Clark, W. D. More than seven authors Smith, John A., et al. Smith, J. A., Jones, S. B., Wesson, T. C., Clark, W. D., Duncan, R. E., Ewell, S. F., . . . Godard, T. P. NOTE: Use first author followed by et al. for four or more authors. NOTE: You list the first seven authors, then three spaced ellipses, and then the LAST author’s name. American Library Association. American Library Association. Corporate/organization author Gumberg Library, Duquesne University 08/01/12 1
- 21. AUTHOR Information TITLE Information Publication DATE PUBLISHING Information
- 22. # 1 – Intro to Citation # 2 – In-text Citations # 3 – How to cite a WEB SOURCE # 4 – How to cite a SCHOLARLY JOURNAL ARTICLE # 5 – How to cite a NEWSPAPER/MAGAZINE/ TRADE PUBLICATION ARTICLE # 6 – How to cite BOOK/eBOOK # 7 – How to cite a CHAPTER/SECTION in a BOOK/eBOOK #8 – How to format a BIBLIOGRAPHY