Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Ähnlich wie EPQ workshop for Bishop Douglass School Dec 2017 1234
Ähnlich wie EPQ workshop for Bishop Douglass School Dec 2017 1234 (20)
Mehr von EISLibrarian
Mehr von EISLibrarian (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
EPQ workshop for Bishop Douglass School Dec 2017 1234
- 1. Bishop Douglass School http://libguides.mdx.ac.uk/EPQ EPQ Support Workshops 1, 2, 3, and 4 Dec 2017
- 2. In this workshop we will cover.. • Thinking about resources • Finding information • Break • Becoming a critical searcher • Searching and recording
- 3. • Resources • What they offer • What’s out there • What you need http://previews.123rf.com/images/studiom1/studiom11102/studiom1110200090/9128382-information-magnifying-glass-over-background-with-different-association-terms-vector-illustration.jpg Thinking about resources
- 4. AO2: Evidence of detailed research involving the selection and evaluation of a wide range of relevant resources.
- 5. Books What are they: A written or printed work of fiction or fact. May be electronic. Good for: Clear overview. Not so good for: Up to date information.
- 6. Web page What are they: An information resource which can be easily created by anyone on any topic. Electronic. Good for: Very up to date information. Not so good for: Accurate and reliable information.
- 7. Newspaper What are they: A regular publication containing current events, informative articles, diverse features and advertising. May be electronic. Good for: Daily information. Not so good for: Balanced and well researched information.
- 8. Journal What are they: A regular publication containing articles on a particular academic subject. Presents new research. Good for: Latest research, critically reviewed by experts. Not so good for: Broad overview of a subject.
- 9. Magazine What are they: A regular publication containing news, jobs, products, events and advertising. Aimed at a profession, business sector or interest. Good for: Focussed up-to-date information. Not so good for: Detailed and objective reports.
- 13. https://commons.wikimedia.org/wiki/File:SF_Legion_of_Honor_Thinker_2.jpg What do I already know? What and where is my evidence? Thinking about your topic
- 14. Where can I find what I need? How can I access these sources? What else do I need to know?
- 15. Finally - as you carry out research…… • Don’t forget your question • Break your question down • Things might change
- 17. • Communication • Search tips • Keywords/Search terms • Developing your search Finding information
- 21. Key topics Detail Broader subject Synonyms Related subjects Different spellings Geographic Time
- 23. Broaden: riot OR protest Broaden: riot* Exclude: London riot NOT football Exclude: London riot -football Phrase: “London riots” Get answers: Define: riots Streamlining your search http://libguides.mdx.ac.uk/EPQ/SearchTips
- 24. You can also access many of these refining tools in most search engines including Google. Settings
- 25. Click on ‘Tools’ to refine your search by ‘location’ or ‘date’. Tools
- 31. • Evaluate • Select • Relevance • Quality https://www.lisalanierconsulting.com/wp-content/uploads/2014/10/LLC-Evaluation.png AO2: Evidence of detailed research involving the selection and evaluation of a wide range of relevant resources. Critical analysis and application of the resources with clear links made to appropriate theories and concepts. Becoming a critical searcher
- 32. Journalist Journal article YouTube Video Newspaper Thinking about information Arrange these sources to show how reliable and trustworthy you think they are. Government Simon Cowell
- 33. Author/Authority Choose 3 interesting things from this video. How would you apply these to being a critical searcher?
- 35. Good research requires: • Sources of reliability and authority • For you to demonstrate a critical capacity
- 36. Source Who? • Who is the author? • Are they a reliable authority? What? • What type of source is it? • Is this a source that can be trusted on this topic? Where? • Where was it published? • Is this context relevant to you? When? • Is this current? • Does the view still hold value/ weight? Why? • Why was this written? • What is the purpose/intention of the piece?
- 37. Applying these skills • Get into groups (max 5 people). • Each person gets a different source and worksheet. • Identify the 5 Ws on worksheet. • Would you use it – tick the traffic light. • Write down two reasons for your decision. • Discuss with your group.
- 38. What have we learned? AO2: Evidence of detailed research involving the selection and evaluation of a wide range of relevant resources. Critical analysis and application of the resources with clear links made to appropriate theories and concepts. • Evaluate • Select • Relevance • Quality
- 40. • Recording • Referencing • Searching • Streamlining Searching and Recording
- 41. http://www.farmmanagement.pro/wp-content/uploads/2015/01/Record-Keeping-620x330.jpg Keep track Assess Referencing Annotated bibliography http://libguides.mdx.ac.uk/EPQ/TeachingMats Why is it important to record your search?
- 44. Study and Research Resources Summon MySubject Library Catalogue Databases
- 45. Summon Abstract
- 46. Streamlining your search http://www.flickr.com/photos/mike_miley/2614472057/ riot* “London riots” http://libguides.mdx.ac.uk/EPQ/SearchTips
- 50. John Iona j.iona@mdx.ac.uk Vanessa Hill v.hill@mdx.ac.uk http://libguides.mdx.ac.uk/EPQ
Hinweis der Redaktion
- VH Welcome and housekeeping….toilets, fire escape etc.
- VH This afternoon we are going to cover Thinking about resources: different types of resources that you might use in your research. Finding information: Thinking about the keywords and search terms that you can use to find information. Break Becoming a critical searcher: How to evaluate and select information for relevance and quality. Searching and recording: Opportunity to search our resources for information.
- JI In this workshop we will: Explore the range of resources available. Consider the value of different information sources. Become aware of free, open-access resources. Establish what they already know about their topic, what needs to be discovered and what questions need to be asked. Identify potential sources of information for their topic. By the end of the workshop: You should have a better understanding of the range of resources available. And which ones are suitable for your topic. Yow will also have identified what else you need to know and where you can find that information.
- JI Its important to use a wide range of relevant resources in your work. This gives a balance and diversity to your work. See the assessment criteria for Assessment Objective 2. Hand out exercise Thinking about resources. Groups 10 mins Feedback (see next slides)
- JI 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
- JI 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
- JI 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)
- JI 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
- JI Excellent source for latest products, materials etc Good for: Latest information Current events Concise info Product news Often available online with RSS/Twitter etc Not so good for: Detail Objective information ie. can be bias, adverts, preferential products etc Often hard to find old issues Back issues/archive
- JI You may use your school library to find information for your EPQ, but you my also need to do some independent research using public libraries or the Internet. There are many good quality free resources available. Have a look at this website.
- JI One of the free open access resources that you might want to use is Google Scholar. Enables you to search for academic journal articles, papers, book chapters etc. Not everything is full text. Possible to refine your search on the left hand side of the screen.
- JI 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. These can provide valuable sources of further information as they will be related to the subject that you are searching.
- JI Now that you’ve had a chance to think about different resources, you now need to consider the following: What do you already know about my topic? e.g. Facts, Key topics, Theories and ideas, My point of view and that of others Key people What and where is my evidence? e.g. How can I prove what I already know? What are my sources of information? Are they reputable etc. Will they prove my argument/point etc
- JI You will then need to consider: What else do you need to know to answer your Extended Project Question (EPQ)? e.g. Unanswered questions Missing facts History, context, future Opinion Where can I find what I need i.e. what sources of information will you need to access? e.g. Books Encyclopaedias/dictionaries Newspapers Magazines and journals TV programmes/documentaries Blogs Websites Social media e.g. Twitter, Facebook Podcasts People/experts Films How can you access these sources? Library Database Search engine Portals Directories Meetings/Interviews Museums Surveys/Questionnaires Visits Hand out worksheet: Workshop 1 Thinking about Resources. If no time in workshop, students can take worksheet away and work on later.
- JI Don’t forget your question: always keep your question in mind as you search, read, take notes, and write. This will help focus your research, thinking and the finished piece of work, enabling you to address the issues rather than ‘talking’ around the topic. Break your question down in to sub questions. This will help you find specific information that you need in order to answer the main question and will help guide your research. The sub questions might also help you develop the structure of your written work i.e. sub-headings. Things might change: as you carry out your research, you might find that your question changes or evolves, because you are finding out new information which might have an effect on how you think about the topic.
- JI
- VH In this workshop we will: Explore the importance of communication (keywords/search terms) when searching. Discover how search tips can help refine search results. Devise a set of usable keywords/search terms for their topic. Learn how to use resources to further develop your search and By the end of the workshop you should: Have an understanding of what your keywords are and why these are important.
- VH First exercise is all about the importance of communication: Put students in to pairs. If odd numbers use teacher. Sit back to back. Give one student the image. They are the communicator and should not show the image to the other student. The other student is the drawer. Give them a piece of paper and a pen. The communicator has 3 mins to describe the image to the drawer who cannot ask any questions. Stop after 3 mins and ask the drawers to hold up the image that they have drawn. Correct image is on next slide.
- VH Use of meaningful words is essential to communicate your ideas. Other languages, different ways of describing things etc. When searching for information: It is important to use the right keywords to find what you want. The words you use are very important and can make all the difference. If you don’t use the right language or words then you won’t find what you need. You also need to consider all the different ways of describing a subject…..next slide.
- VH What is the first thing you see in the picture (fruit) More detail…..What sort of fruit? (apples, bananas, oranges etc) What else do you see in the picture? What words can you use to describe them?: Prices, cost, value, money, bargain etc Shoppers, consumers, buyers, customers etc Old lady, old woman, grandmother, elderly, aged, OAP, old aged pensioner, senior citizen etc What about the bigger picture i.e. tings that are not in the picture but are associated with it: Economy, high street economy, recession, competition (market/supermarket) etc Health, vitamins and minerals, five-a-day, healthy eating etc Finally look at the fruit and say which ones have a double meaning in a technical sense i.e. the name of the fruit is also the name of a technology?: Apple, orange, blackberry, raspberry (pi) Important to remember that often a word has more than one meaning so need to consider the context of your search…..later we’ll have a look at different ways that you can make your search more specific.
- VH Lets start thinking about your topics. Hand out flip chart paper and pens to each student. Create a mindmap of your ideas and topic. (Click for animation) Think about: the topic…….what are the keywords Detail…….what things do you want to focus on Broader subject…….think about the bigger picture. This might help you set the seen, provide background etc. Synonyms i.e. different words that mean the same or almost the same. Different spellings: some words can be spelt in several different ways such as the word jewellery or fairy, also Americanisms….organisation (UK) and organization (US). Related subjects: are there other subjects that you need to consider when you search for information that will add to your work. Also think about the things that you don’t want: Is your topic world-wide or country specific (Geographic). Are you looking at a specific era, century of the last 10 years for example (Time). Now find a partner and tell them about your topic. Your partner will ask questions or make suggestions.
- VH We have chosen the UK riots of 2-11 and in particular the riots in London.
- VH You will probably use the Internet as a source of information. The Internet gives us access to huge amounts of information. Need to be able to streamline our search. Introduce ways that we can streamline searches on the Internet: Broaden your search by searching for either keyword which both describe your topic: riot OR protest Broaden your search by finding everything which contains the same bit of a word i.e. truncation: riot* Exclude results containing words commonly associated with your keywords: London riot NOT football Exclude (same as above) : London riot -football Phrase i.e. when the words need to appear together and in a specific order: “London riots” Get answers-use this to get a definition of a word from an online dictionary: Define: riots Hand out worksheet (Workshop 2: Refining your search)……..have a go.
- VH You can also access many of these refining tools in most search engines such as Google……..just click on ‘Settings’ and choose ‘Advanced search’. We are using the Social Riots of 2011 as an example topic.
- VH Click on ‘Tools’ to further refine your search by country and date.
- VH Finally: As you search for information and read, look out for other search terms/keywords that you could use e.g. civil unrest.
- VH More examples……location of riots or ethnicity of those involved.
- VH And more……police, discrimination, gangs, social media, local communities etc. All of these terms can help you find more information or in fact refine your search if necessary.
- VH
- JI
- JI What will you learn today: Discuss the objectives and how they relate to EPQ assessment: AO2: Evidence of detailed research involving the selection and evaluation of a wide range of relevant resources. Critical analysis and application of the resources with clear links made to appropriate theories and concepts. In this workshop we will: Develop the skills needed to evaluate and select information for relevance and quality. By the end of the workshop: Developed skills needed to evaluate and select the best resources for your EPQ. Applied the 5Ws to appraise a source. You will have practiced identifying different elements of various information sources which will help you in the selection process, but also useful for referencing material.
- JI Arrange these sources into a shape (such as a pyramid) to show how reliable and trustworthy you think they are….most trustworthy and reliable at the top and least at the bottom. Give max five mins to complete in groups Discuss as a class What effects the reliability of sources of info? Are there instances when something might be made more reliable? What do you want to know about any of these sources when you are making a judgement?
- JI Watch Goldacre video to 2:50 http://www.ted.com/talks/ben_goldacre_battling_bad_science.html Then discuss or get feedback from the class in relation to authorship, authority, publication expertise etc.
- JI Introduce 5Ws as a way of critiquing sources of information. What are they? Referring to video. How do they relate to your job as a researcher? Discuss why each of these might be important when appraising and selecting research. Possible questions….. Why is a book written?.......Inform, earn a living etc Why is a journal article written?.......Present new research etc Why is a newspaper article written?.....to sell, share news etc
- JI Good research requires sources of reliability and authority, and for you to demonstrate a critical capacity when selecting sources for your research.
- JI Your essay is the finished product of your research and engagement with the question you have posed. It is not a regurgitation of everything you have found out. It presents the best of your understanding on the topic, with clarity and in reference to the question. In your academic writing you need to demonstrate your learning and expertise, and one of the ways in which you need to do this is by referring to expert, reliable sources
- JI Students are now going to apply these skills by looking at sources of information to do with the 2011 riots. Give ten minutes for task then get feedback. Get into groups Each person gets a different source and worksheet Identify the 5 Ws….complete the hexagons – what, where, why, who and when. Would you use it – tick the traffic light Write down two reason for your decision Discuss with your group If time is short then give each group one worksheet and the relevant information source. Complete as a group and feedback to the whole class.
- JI Summing up of learning and activities. Relate to the idea that these skills are assessed and feed into the research process initially, but then into the use of the research too. In this workshop we have: Developed skills needed to evaluate and select the best resources for your EPQ. Applied the 5Ws to appraise a source. Have the skills to identify different elements of various information sources which will help you in the selection process, but also useful for referencing material. Biggest question over selection is relevance. For example, you might select sources but analyse why they are not to be trusted, in order to refute their argument
- JI Any questions so far?
- VH In this workshop you will: Discuss the importance of recording your search results Learn how to reference your information sources and why this is important Have a go at searching our resources for the information that you need Discover how you can streamline your search to make it more effective and focussed By the end of the workshop: You should have a range of information sources that you can use in your EPQ And be able to reference them correctly
- VH Before they start searching………Why is it important to make a record of what you find? Discuss. Summarise……..click to bring up the summary: Keep track of what you have already found even if you think that you might not use it……you might need it in the future……your EPQ might change direction. Good idea to use a ‘Resource record sheet’. Copies available here in class. You can find this on our EPQ website. URL on the screen. Use the ‘Resource record sheet’ to assess the value of what you have found i.e. who, what, where, when, why e.g. What information does it give you? i.e. what it contributes to EPQ. Why might it be useful? i.e. will it answer my questions. Who produced the information and why? i.e. authority Is the author trustworthy? i.e. authority Is the information reliable? i.e. accuracy/misuse of facts. Could the information be biased in some way? i.e written from a particular viewpoint. Do you have further questions and things that you need to follow up? i.e what do you still need to know. With experience you will assess information quickly, but you might find it useful to use the R.R.sheet. Useful for when you write reference list at the end of your EPQ i.e. you have all the information that you need: This will help you avoid plagiarism i.e. Pretending that someone else’s work is your own. By creating a reference list you are giving credit (acknowledging) the people or organisations that created the information that you have used. You may also be expected to add in text citations when you quote or paraphrase…..so again you need to know where the information came from. Ultimately the reference means that the reader can easily see where you got your information from and shows that you have carried out lots of research. Think back to AO2: ‘Evidence of detailed research involving the selection and evaluation of a wide range of relevant resources’. Your reference list is important. Assessing the information that you find and recording this on a ‘Resource record sheet’ will help you create an annotated bibliography if you are required to do this.
- VH Your school may have its own referencing style or recommend a style of referencing to use. If not then you can find a simple referencing guide at the URL on the screen. The important things to remember are (click): Be accurate. Make sure that you have all the information that you need in your reference to ensure that the reader can find that information themselves if necessary. Be consistent. Ensure that you use the same style of referencing throughout your reference list.
- VH You have been given a temporary login which will give you access to our resources. Use your temporary username and password to log in to the computer. Open a browser and go to this web address.
- VH These are the things that might be useful: Summon: Use to search for information (books, journals etc) on your topic. MySubject: Gives you access to our library subject guides. Use these to find what resources are available including websites on a particular subject. Library catalogue: Use to see if we have a specific book in the library or books on the subject that you are researching. Databases: Gives you access to specialist collections of journals and other resources in a particular subject area. You can access most of these through Summon, but searching a specialist resource might save you time. We can advise you on this.
- VH We will start off using Summon and then move on to the other resources if necessary. Explain how students can refine their search and see a preview (abstract) of specific items. Finally point out how they can save search results and email to themselves later……..useful for their reference list. Start searching.
- VH Reminder. Explain how they can broaden their search using an asterisk* e.g. given will find computer, computers, computing, computerisation etc Explain how they can refine their search using “quotation marks”. These two refining tools work well on Summon, but can also be used on the Internet. These and other refining tools which can be used on the Internet are available on our EPQ LibGuide which you all have access to…….link on the screen.
- VH Finding UK and European newspaper articles.
- VH Reminder: EPQ guide has further info on open access resources, search tips and basic referencing.
- VH
- VH