Information Literacy Workshop - PowerPoint Presentation

Slide1

Information Literacy Workshop

BIO 366: Ecology (Summer 2014)

Peter Fritzler, Sciences Librarian

fritzlerp@uncw.eduSlide2

F

IG

. 1. Diagram depicting information literacy instruction and outcomes throughout curriculum at UNCW. Slide3

Research in the sciences

:

How is it different from other disciplines?

What types of sources are scientists expected to rely on for their research, particularly, if they want to publish their research?

As a student and participant in the scientific community, what types of sources are you expected to use for your research?Slide4

Student Learning Outcomes

:

After completing the BIO 366 Information Literacy Workshop, students will be able to do the following:

Distinguish between types of scholarly publications using classifications such as “primary,” “secondary,” and “tertiary” sources.

Describe the different types and value of publications including peer-reviewed publications, monographs, and edited volumes.

Describe differences between bibliographic databases (e.g. Web of Science and BIOSIS Previews) and free search engines (e.g. Google Scholar

).Slide5

Student Learning Outcomes

:

Find relevant scholarly publications using bibliographic databases (e.g. Web of Science and BIOSIS Previews and free search engines (e.g. Google Scholar).

Create properly formatted parenthetical (i.e. in-text) references and citations in laboratory reports using the style accepted by the journal

Ecology

.

Recognize when, where, and how to cite literature using quotations, paraphrasing, and parenthetical referencing in order to avoid plagiarism.Slide6

Learning outcome 1

:

Distinguish between types of scholarly publications using classifications such as “primary,” “secondary,” and “tertiary”

sources.Slide7

Classifying Sources

:Slide8

Learning outcome 2

:

Describe the different types and value of publications including peer-reviewed publications, monographs, and edited volumes

.Slide9

Finding information

:

What do you use to find information, in particular, scholarly information?

What do scientists use to find information for their research?Slide10

Learning outcome 3

:

Describe differences between bibliographic databases (e.g.

Web of Science

and

BIOSIS Previews

) and free search engines (e.g.

Google Scholar

).Slide11

Learning outcome 4

:

Find relevant scholarly publications using fee-based

bibliographic

databases (e.g.

Web of Science

and

BIOSIS Previews

and

free

search engines (e.g.

Google Scholar

). Slide12

Free vs. Fee search tools

:

Free:Google Scholar

Fee-based:

Web of Science

BIOSIS Previews

F

IG

. 2. The Deep Web.

Image credit: OSTI.govSlide13

Using databases & search engines

Single word vs. phrases

Field-based vs. keyword searching

Boolean connectors: AND, OR

Truncation: asterisk symbolSlide14

Single word vs. phrases

Single word = longleaf

Phrase = “longleaf pine”

Use quotations when searching for a phrase (i.e. sequence of two or more words).Slide15

Field-based vs. keyword searching

:

Keyword searching = database searches multiple fields in each record of the database.

Field-based = database searches a specific field identified by the user.Slide16

Boolean connectors

:

Boolean OR connector = either or both words/phrases are in the document.This is very useful when synonyms, related terms or scientific/commons names might be used.

Boolean AND connector = BOTH words/phrases must be in the document.

This is very useful for narrowing a search.Slide17

Truncation:

Most databases use the asterisk to stem (i.e. truncate) a term.

This is useful for finding variant endings of a term/phrase.

Example: burn* = burn, burns, burnt, burned, burning, burnout, etc

.

Example:

manag

* = manage, managed, manages, management, manager, managers, managing, etc.Slide18

Complex searches:

Complex searches using a variety of terms/phrases require using parentheses to “instruct” the database to find relevant publications.

Example (from

BIOSIS Previews

):

palustris

OR longleaf AND pine = 9K+ results

(

palustris

OR longleaf) AND pine = 500 resultsSlide19

Research topic:

Effects

of fire on longleaf pine ecosystems.Slide20

Plagiarism

Intentional or accidental? It’s NOT COOL!

Consequences? Fail, expulsion, fired, sued.

Using someone else’s ideas, words or images without attribution or permission is fraud. It leaves the reader thinking that these are your own.

Common knowledge? When in doubt, cite it!Slide21

Which is not plagiarized?

1

Generally, annual or biennial burning resulted in ground-layer communities dominated by grasses, albeit often with small shrubs and some forbs in a subdominant position. In contrast, less frequent or periodic fires tended to favor shrubs and woody sprouts, with reduced importance of grasses and forbs (

Glitzenstein

, et al. 2003

).

Generally, annual or biennial burning resulted in ground-layer communities dominated by grasses, albeit often with small shrubs and some forbs in a subdominant position. In contrast, less frequent or periodic fires tended to favor shrubs and woody sprouts, with reduced importance of grasses and forbs

.

Gliztenstein

et al. (2003) note, “Generally, annual or biennial burning resulted in ground-layer communities dominated by grasses, albeit often with small shrubs and some forbs in a subdominant position. In contrast, less frequent or periodic fires tended to favor shrubs and woody sprouts, with reduced

importance

of grasses and forbs

.”

1. Source:

Glitzenstein

, J. S., D. R.

Streng

, and D. D. Wade. 2003. Fire frequency effects on longleaf pine (

Pinus

palustris

P. Miller)

vegetation

in South Carolina and northeast Florida, USA. Natural

Areas Journal

23:22-37.Slide22

How can we paraphrase

?Slide23

Let’s do this one together

:

2Our estimates show that at least 114 million English-language scholarly documents are accessible on the web, of which Google Scholar has nearly 100 million. Of these, we estimate that at least 27 million (24%) are freely available since they do not require a subscription or payment of any kind

.

2.

Source:

Khabsa

, M., and C. L. Giles. 2014. The number of scholarly documents on

the

public

web.

PLoS

ONE

9:e93949.Slide24

P

LATE

1. The surfer in green. Photo credit: P. Fritzler.