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Foundation March 2017
- 1. http://unihub.mdx.ac.uk/your-study/library-and-it-support SAT0100 March 2017 Finding good information
- 2. In this workshop….. • Search terms • Finding information • Evaluating
- 4. The Real Thing Job sectors presentation coursework Current state of the sector • Skills trends • Impact of technology • Regional variations Prospects in the sector • Opportunities • Salary range • Impact of Brexit Different jobs in the sector • Predicted job roles • Variations in roles and responsibilities • Additional skills required
- 5. Search the Internet to find something that you can use in your Job Sector coursework. Be prepared to tell the class how you found it and why you chose it.
- 6. https://commons.wikimedia.org/wiki/File:SF_Legion_of_Honor_Thinker_2.jpg Professional organisations Job or career prospects Tip: Think about searching for…. Job profiles
- 7. Broaden USA OR America comput* Exclude Jaguar –cat Phrase “project management” Definition Define “biomedical scientist” Find similar Related:www.nhs.uk Specific subjects Counselling site: psychology Specific types “software development” site: ac Specific types “forensic scientist” site: gov Streamline your search http://www.flickr.com/photos/mike_miley/2614472057/ http://libguides.mdx.ac.uk/Foundation2017/SearchTips
- 8. Click on ‘Tools’ to refine your search by ‘location’ or ‘date’. Tools http://libguides.mdx.ac.uk/computing/Internet
- 9. • What you found • How you found it • Why you chose it
- 10. MyUniHub > MyStudy > MyLibrary > Databases > C
- 11. • Go to http://libguides.mdx.ac.uk/Foundation2017 • Have a look at the 4 items • How do I know if the information is reliable? Evaluating information
- 12. • Authority • Relevance • Intent • Objectivity • Currency Be critical
- 13. Library resources MyUniHub > MyStudy > MyLibrary > My Subject Library Guides
- 14. MyUniHub > MyStudy > MyLibrary > Databases > L http://libguides.mdx.ac.uk/computing/Lynda
- 15. Need further help? UniHelp: http://unihub.mdx.ac.uk/your-support-services/unihelp Make an appointment: http://bit.ly/MakeAnAppointmentLibrarians Contact your Librarian: http://libguides.mdx.ac.uk/liaisonlibrarians StudyHub – Librarians available: 9am-5pm (term-time), On-call 10am-5pm (vacation)
Hinweis der Redaktion
- Introductions (the lab tutor will also be there). AV tel. number is 020 8411 5810 in case you have any problems. Workshop will last about 1.5-2 hours depending on size of group (approx. 20, but probably less) and will help students find information for their final coursework in the SMART module. Alan Stuart from Employability will have introduced the project in week 19 (we are seeing them in week 20) and project is due in week 22 (they will present the video in week 23). This is a group presentation and video on their chosen job sector. I have circulated this to you. Students will be working in allocated groups of 3-4 students to complete the project, but given that all of the group members are unlikely to have turned up for our sessions, we will put them in to groups based around their subject disciplines as much as possible i.e. business, law/criminology, computing/technology and psychology. This may not always be possible and it doesn’t matter if the groups are mixed. This presentation is on MyLearning. Librarians you will need (all available behind Vanessa’s desk): Flip chart paper for group work. Marker pens/biros. 9 x keyword exercise images. Coursework brief. Recording your search worksheets. Evaluation exercise worksheets.
- Look at how you can develop an effective search strategy e.g. Identify search terms to help you find information. This will be useful for this coursework, but also in the future. We’ll be concentrating on the Internet as your main source of information, and will look at how you can use search tips and advanced search features on Google to refine your search. Evaluating the information that you for reliability i.e. how to be a critical searcher.
- First of all we’ll be looking at search terms which you use to find the information that you need whether you are using Google or library resources. Using a range of quality search terms will enable you to find information which is relevant. Search terms/keywords exercise: Ask students to find someone from their own subject area (if possible). If class is larger have groups of 3 or 5. Hand out an image (you have 9 to choose from) to each group plus a marker pen and sheet of flip chart paper. Ask them to make sure that students in other groups cannot see their image. On the paper note down as many words (not phrases) as possible to describe the image without using the word/s given on their image e.g. if the image is of a ‘sandcastle’ they can’t use the words ‘sand’ or ‘castle’ but might use beach, structure, children, fort, grains, bucket, mould, building, build etc.. Allow approx. 5 mins. Feedback: Each group shows the rest of the class their words (hold up flip chart paper). Class has to guess what their image is. If can’t guess ask which words would have been useful. Stress the importance of using lots of different words when they search for information.
- Search term exercise (real thing): In the same groups ask students to note down as many words as they can think of connected to the subject Job sectors: current state, prospects and jobs (example words below). Use the back of the flip chart paper where possible. We are not considering the sectors themselves at this stage, just ‘aspects’ of the sectors that they need to research as listed on the slide. Allow 5-10 mins to come up with words and then take feedback as a whole group. Students will be able to use some of their keyword to find information on their chosen sector later. Keywords with example alternatives: Job sectors: careers, employment, occupations, profession/professional, industry, commercial, public/private, market Current state of the sector Skills trends: attributes, qualifications, professional standards/qualifications, professional bodies/organisations/societies Impact of technology: IT, computing/computers, ICT, gadgets, machine, digitisation Regional variations i.e. locations where the sector is improving or declining: geography, economic growth, hotspots, opportunities, growth, recession Prospects in the sector Where are the main concentration of opportunities e.g. local, national, international: globalisation Salary range: prospects, earnings, employment, bonuses/perks/benefits Impact of Brexit: EU, Europe, single market, international trade, right to work Different jobs in the sector Predicted job roles: future/career prospects, professional development, job profiles Variations in roles and responsibilities: job description, tasks, career paths Additional skills required e.g. technical, language, communications: experience, essential/desirable criteria
- The Internet is a great source of information and really useful for this piece of coursework. For info: (no need to tell the students this) we are not using library resources for this exercise as although they can find some useful stuff, the outcome will be disappointing and we don’t want to put them off using library resources in the future if they come back to do an UG course at MDX. Its easy to find information, but finding good quality and reliable information is more difficult. Hand out worksheet. In their pairs (or threes) ask the students to: Search the Internet to find something that they can use in their Job Sector coursework. If groups are mixed, then they will have to choose one sector to research. What they find could be a website, book, journal, paper, report etc. It should be reliable i.e. authoritative source, current, references or obvious sources of information etc. Use the worksheet (recording your search) to record their search and the item that they find (this worksheet will also help the students identify the key elements needed for referencing…….they need to acknowledge their information sources in their coursework presentation/video). They have c20 mins to do this. Each group will need to be prepared to stand up at the front of the class (using the demo computer) and show us how they found the item and why they chose it, so important that they note down the search terms that they use. *************After about 5-10 mins introduce the next slide which covers search tips****************
- Encourage students to search for these topics as they might be useful. Top Tip: Think about searching for…. Job profiles plus sector e.g. sociology: this will amongst other things find www.prospects.ac.uk which has loads of job profiles on it for different sectors. These profiles include a lot of the information needed for this coursework. Job or career prospects……same as above. Searching for ‘careers’ and a job sector e.g. microbiologist will help students find sites such as the National Careers Service https://nationalcareersservice.direct.gov.uk/ which again has very useful info for this coursework. Professional organisations plus sector e.g. law: many of the professional bodies/organisation websites have useful information on career paths/profiles, salaries, skills/attributes etc. Useful professional bodies include: The Law Society www.lawsociety.org.uk British Psychological Society http://beta.bps.org.uk/ British Computer Society http://www.bcs.org/ British Sociological Association https://www.britsoc.co.uk/ British Medical Association https://www.bma.org.uk/ National Counselling Society https://www.nationalcounsellingsociety.org/ National Crime Agency http://www.nationalcrimeagency.gov.uk/ ******After another 5 mins move on to the next slide which is about search tips that they can use on the Internet*************
- Run through these search tips which can also be found on the URL on the screen. USA OR America……broadens your results by searching for either keyword. comput* ……..Truncates your search by finding everything which contains the same bit of a word e.g. computer, computing, computers, computerisation etc Jaguar –cat ……Excludes results containing words commonly associated with your keywords e.g. Jaguar cars not Jaguar cats “project management” ……….Allows you to search for a phrase i.e. where words appear together and in a specific order. Define: “biomedical scientist” ……use this to get a definition of a word from an online dictionary. Wikipedia is usually one of these but also more reputable publishers. Related:www.nhs.uk ……..finds web pages that have similar content to the given site i.e. any sites found should have similar content to the NHS website. Counselling site: psychology ……Search within specific sites with a specified subject i.e. this search will search for the subject ‘counselling’ within psychology websites. “software development” site: ac or “forensic scientist” site: gov ……..enables you to search within a domain eg. .ac or .gov (i.e. academic or government websites). *****************More search tips at the URL on the screen************** ******move on to the next slide….further search tips*********
- Click on Tools to further refine your search by country and date. You can find a guide to searching the Internet (called ‘Google and beyond’) at the URL on the screen. Let students continue searching for another 5 mins. ************Now its time for the presentations*************** After about 20 mins ask each group in turn to show us how they found their item using the demo computer and importantly why they chose it. Ask the students to hang on to their worksheets as this will be useful later on when they have a go at referencing.
- Time for each group to present their findings using the demo computer. Each group has 5 mins max. Discuss as a class.
- You need to acknowledge any sources of information that you use in your presentation for this coursework. Explain what Cite Them Right is. Referencing and avoiding plagiarism has already been covered in the SMART module, so there is no need to cover this subject in detail. Get them to access Cite them Right. In your groups create a reference for the item that you have chosen using Cite Them Right…..use the back of the worksheet or the ‘You try’ feature on Cite Them right. You will probably need to use the ‘Digital and Internet’ section of Cite them Right, but if your item is a company report, research paper, government publication, TV programme etc then you will need to use another section. Note that: Foundation Psychology students should use APA Law Foundation students use Harvard or Oscola depending on module studying- they should use Harvard for this exercise.
- Finally it is important to evaluate the quality of the information found. It is easy to find information, so it is more important than ever to make sure what you select is good. Evaluation exercise Ask students to stay in their groups. Hand out one Evaluation worksheet to each group. Ask groups to go to the website noted on the screen and on their worksheet. They will find links to 4 items on the subject of Brexit (click on red links). For info: As part of their coursework they need to consider the impact of Brexit on their job sector. Look at each item and consider how we know if the information is reliable (c10mins). If time is running out then allocate an item to each group. It doesn’t matter if more than one group looks at the same item as long as they are all covered. Students should use worksheets to record their thoughts. After 10 mins take feedback. These are the four items with some pointers: Item 1 Wikipedia: Good overview Lots of references, but eclectic mix. Can see contributors if click on ‘View history’ (top right) but authors often use pseudonyms such as BurritoBazooka, Luigi Boy, David in DC etc Can click on contributors names to see a profile, but not useful. No idea of who they are and what they do/know etc Item 2: Get Britain out Blog: Has a derogatory tone e.g. “Cameron & Co.”, “interfering busybodies” etc. Jingoist, historic overview of Britain success and power and how we can cope without Europe. Author is knowledgeable, but has a very particular perspective. No references. Item 3: Guardian newspaper article: Left wing paper so some bias. Author is the Science Editor, although this might not mean that he is a science expert. However if you click on his name you can get an overview of his science background. The article is well written and cross-referenced against other Guardian articles and refers to expert opinion. No references. Item 4: LSE Centre for Economic Performance paper: Reputable, academic source. Contact details. We are told that the centre has no institutional ties, the views are those of the authors and that one of the authors did not and does not support joining the Euro. Funding for the centre is made explicit. The paper is well written. Citations, cross-references, expert sources, further reading etc.
- Sum up: Authority : Who is the author? What is their knowledge base/qualifications? Why should you believe them? How have they carried out their research? Consider also fake news…….has this subject/viewpoint/news been reported anywhere else. Is there evidence for any claims made? Relevance : Is this what I need? Will it answer my question? Is it at the right level? Intent : What is the purpose of information e.g. financial gain, propaganda, academic etc? Objectivity : Balanced view? Opposing views represented? Links to supporting information? Currency: How old is this information? When was it last updated and by whom?
- Today we’ve concentrated on the Internet as your main source of information. However you have access to loads of quality, academic resources which you can find on MyUniHub > MyStudy > MyLibrary. You can also find out more about the resources for your programme area using our Library Guides.
- Finally don’t forget to have a look at Lynda.com. Lots of useful stuff including: ‘Become a manager’ – key considerations, skills and competencies. ‘Become a programmer’ – roles. ‘Become an IT security specialist’ – skills and concepts. Presentation skills. Public speaking. Time management. You can see how to access it on the screen plus link to online guide.
- Any questions? Here’s how to get help: UniHelp: in person, online, by phone. Make an appointment to speak to you librarian. Find out who your librarian is. Get help at StudyHub.