Conestoga student borrowing privileges with external libraries
LIBS7080 - MSE - (Van Ryn-Bocking) Jan 2013
1. Introduction to Research for
Mechanical Systems Engineering
Using the Library Resource Centre
Melanie Parlette, BA, MLIS
Program Liaison
January 2013
2. I AM . . .
Melanie Parlette
LRC Program Liaison
School of Engineering and Information Technology
Email:mparlette@conestogac.on.ca
Twitter: @ConestogaLib_MP
3. TODAY we will :
1. Improve your search skills through “pre-searching” and
“re-searching” to refine keyword strategies
2. Locate various types of resources to balance your research
with high quality information from the LRC’s collections
3. Understand the criteria you can use to evaluate resources to
ensure they are of good quality.
4. Discover resources to assist you in creating proper citations
4. Off-Campus Access Visit the LRC to
PIN NUMBERS - You can use your PIN to: get your PIN.
• Access resources from Off-Campus Don’t forget to bring
• Renew a book, place a hold your student card
• Review your account with the 2013 sticker
on it!
5. LRC Homepage Research Help Engineering Mechanical Systems Engineering
YOUR Research Guide
http://bit.ly/MechanicalSys
Key Tabs:
• Articles from Databases
• Books . . .
• Cite Your Sources
• Contact Us
6. Today’s Research Topic is….
•Is there a relationship
Facebook use and academic
performance?
7. Finding A Source to Answer
Your Question
• Where do we begin?
• Google
• Wikipedia
• Other suggestions…
10. Balanced Research
Effective research taps into a variety of sources
Encyclopedias
Websites Books
Technical Scholarly
Papers Journals
Conference
Newspapers
Papers
Professional
Magazine (aka
Trade
Journals)
11. Types of Sources
What’s the Difference?
Scholarly Journals Popular Magazines Trade Journals Conference Papers Technical Reports
• Scholarly research or • General interest articles, • Industry related • Author is scholar in field, • Author is often a scholar
projects. entertainment, or information, news and academic or researcher or a scientist, engineer,
• Illustrations are usually information aimed at trends. Some • Conference papers tend government contractor,
charts and graphs. the consumer. Usually illustrations. to be more recent than or technical personnel.
• Authors are authorities colour photographs and • Authors are industry journal articles, but may • Published by a
in their field. Often illustrations. experts, professionals, be considered less corporation or
professors or • Articles are usually or practitioners who are authoritative depending educational institution
researchers. written by magazine not always identified on the review and • Reputation is everything
• Peer review process is in staff, freelance writers, • Typically no peer review acceptance process • Typically not peer
place where the content or may be anonymous. or refereeing process. • Peer Review Process reviewed
of an article is reviewed • No peer review or may or may not be Example:
by one or more experts refereeing process. Examples: rigorous Design and Fabrication of a
in the field. ASME Mechanical Tank-Applied Broad Area
Examples: Engineering Magazine Example: Cooling Shield Coupon
Examples: Wired, Popular Mechanics Proceedings of ASME Heat
IEEE/ASME transactions Transfer Division
on mechatronics
12. Choosing Better Sources
• How can you tell trustworthy information (the “better” information) from less-
trustworthy information (“worse” information)?
The CARS Test
• Credibility Look for believable, well written information that is free
of bias. Locate information about the author(s) and their credentials. How
credible are the authors, what is their level of expertise on this particular
topic.
• Accuracy The information should be up-to-date, clear. You can confirm
accuracy by locating information from a variety of sources. Look for a last
updated date.
• Reasonableness Information should be present objective and
balanced arguments.
• Support Other sources should support the information found. Always
look for a reference list, bibliography or citations demonstrating where the
information came from.
13. Pre-Searching:
Thinking About Your Search
• What are the keywords or phrases in the
question that you would use in your search?
• Also think of synonyms and related terms….
14. Pre-Searching:
Academic
Facebook
Performance
Related Terms or Synonyms (words that Related Terms or Synonyms (words that
mean the same as the first term, above) mean the same as the first term, above)
15. Let’s Research :
LRC Discover Tool
Facebook and Academic Performance
http://www.conestogac.on.ca/lrc/
16. Let’s Re/search:
Don’t forget to
Re/Search:
Full Text
Date
Source Type
Subject
17. Let’s Re/search:
Don’t forget to try using
other “PRE-
SEARCHING” terms:
Ex: Social Networks and
Media and Grades
. . . and again:
don’t forget to
Re/Search:
Full Text
Date
Source Type
Subject
18. Citing our Sources
It's important to cite sources you used in your research for several reasons:
To show your reader you've done proper research by
listing sources you used to get your information
To be a responsible scholar by giving credit to other
researchers and acknowledging their ideas
To avoid plagiarism by quoting words and ideas used by
other authors
To allow your reader to track down the sources you used
by citing them accurately in your paper by way of
footnotes, a bibliography or reference list
19. Let’s Cite our Sources:
Don’t forget to check
the style guides to
make sure your
citation is correct
(sometimes there are
mistakes!)
20. Need more sources?
Explore the “Mechanical
Systems Engineering”
Research Help Guide to
discover Databases focused
on Mechanical Engineering.
These database have:
Advanced Search Tools
Subject Specific Material
http://exploreguides.conestogac.on.ca/MSE
21. Summary
Researching using the LRC
Use Discovery Search first
www.conestogac.on.ca/lrc
After that, try a relevant Research Help guide for links to even more
resources to search
http://exploreguides.conestogac.on.ca/MSE
Use the “Cite” feature in each database
Remember no “citation generator’ is ever perfect
Check it manually using the Writing Centre’s resources for your Citations Style.
www.conestogac.on.ca/learningcommons/resources/writing.jsp
22. HELP AT THE A1109
LIBRARY
Visit the Service Desk
Email or Phone
Instant Messaging
Hinweis der Redaktion
How you can help them and how they can find you – leads into the ISEMP introduction
By listening and participating actively in today’s workshop, you’ll vastly improve your skills in information seeking, which will help improve your grades and help you to success in your academic career.
Student ID and PIN overview
Student ID and PIN overview
This will depend on the group of students and their assignment
We could find out all about this using Wikipedia, right?Perhaps start with Wikipedia – to get them to understand where you’re going with this, say “Wikipedia works for day-to-day questions, but why can’t you use just Wikipedia for all your research needs?” You’re looking for them to understand that a single source, regardless of what it is, is not enough for their research, even if it seems to provide all the answers they need…because it’s providing just one perspective, one author’s viewpoint. Facts may have been excluded or modified. You have to use a variety of sources to ensure you’ve got the best information, and the broadest perspective.List potential sources on the screen or on the board – the ones students suggest and you suggest will depend on the research topic
Do a quick search for your question, together. Have students look at the first page of results and see if they intuitively know the best from the worst (this can be just by the names of the links and their domain suffixes, or you could pick one or two (one good, one bad) and present the question openly (“Do you think this website is trustworthy, or not? Why or why not? Think about it and then we’ll discuss it.”). You could also do this with preselected websites which you lead students to with links. After the open discussion, present the CAARS/CRAAP acronym to fill in additional considerations. Could also do this in reverse, using the CAARS evaluation tool up front [depends on timing and audience]
Do a quick search for your question, together. Have students look at the first page of results and see if they intuitively know the best from the worst (this can be just by the names of the links and their domain suffixes, or you could pick one or two (one good, one bad) and present the question openly (“Do you think this website is trustworthy, or not? Why or why not? Think about it and then we’ll discuss it.”). You could also do this with preselected websites which you lead students to with links. After the open discussion, present the CAARS/CRAAP acronym to fill in additional considerations. Could also do this in reverse, using the CAARS evaluation tool up front [depends on timing and audience]
Do a quick search for your question, together. Have students look at the first page of results and see if they intuitively know the best from the worst (this can be just by the names of the links and their domain suffixes, or you could pick one or two (one good, one bad) and present the question openly (“Do you think this website is trustworthy, or not? Why or why not? Think about it and then we’ll discuss it.”). You could also do this with preselected websites which you lead students to with links. After the open discussion, present the CAARS/CRAAP acronym to fill in additional considerations. Could also do this in reverse, using the CAARS evaluation tool up front [depends on timing and audience]
Discuss the above as the two principle ways to find information through the library.Direct students to go the LRC homepage to get started. Proceed with search examples without additional slides.
This page links to the Contact Us page by clicking on the screen shot of Contact Us.