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Surbiton High School Oct 2018
- 1. Surbiton High School http://libguides.mdx.ac.uk/EPQ EPQ Support Workshops 1, 2, 3 and 4 Oct 2018
- 2. In this workshop we will cover.. • Thinking about resources • Finding information • Break • Becoming a critical searcher • Lunch break • Searching and recording
- 3. http://previews.123rf.com/images/studiom1/studiom11102/studiom1110200090/9128382-information-magnifying-glass-over-background-with-different-association-terms-vector-illustration.jpg Thinking about resources AO2: Evidence of detailed research involving the selection and evaluation of a wide range of relevant resources.
- 4. Books What are they: A printed or electronic work of fiction or fact. Good for: Clear overview. Not so good for: Up to date information.
- 5. Journal What are they: A regular publication containing substantial articles on a particular subject area. Presents latest ideas, developments, news and research. Good for: Latest research, critically reviewed by experts. Not so good for: Broad overview of a subject.
- 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. Website What are they: An online resource which can be created by anyone on any topic. Provides access to a wide range of information resources. Good for: Very up to date information. Not so good for: Accurate and reliable information. Company website YouTube Video Twitter Blog Wikipedia Government website Charity website Online discussion forum
- 16. Key topics Detail Broader subject Synonyms Related subjects Different spellings Geographic Time
- 19. 1. Create a mind map for your EPQ research question. Include: • Themes/topics • Broad and specific ideas • Keywords and phrases • Theories/theorists • Key people • Important dates and events • Statistics • Perspectives and points-of-view 2. What questions do you have? Are there areas that you need to find out more about? Add these to your mind map. 3. Where will you find evidence or research? Consider: • Books, encyclopaedias etc • Newspapers and news reports • Magazines/academic journals • TV programmes and films • Organisations/Associations, charities • Blogs/podcasts • Social media (Twitter, Facebook etc) • Expert person Add these to your mind map. 4. How/where will you find your research sources? • Library, museum • Database, search engine • Survey/interview • Visit a particular place • Specific website e.g. YouTube Add these to your mind map.
- 20. 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
- 21. Finally - as you carry out research…… • Don’t forget your question • Break your question down • Things might change
- 24. • 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
- 25. 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
- 26. Author/Authority Choose 3 interesting things from this video. How would you apply these to being a critical searcher?
- 28. 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?
- 29. Good research requires: • Sources of reliability and authority • For you to demonstrate a critical capacity
- 30. Applying these skills • Each person or group gets a different source and a worksheet • Identify the 5 Ws on worksheet • Would you use it – tick the traffic light • Write down two reasons for your decision • Discuss.
- 31. 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.
- 34. • Recording • Referencing • Searching • Streamlining Searching and Recording
- 35. 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?
- 38. Study and Research Resources Library Search MySubject Databases
- 39. Library Search MyUniHub > MyStudy > MyLibrary > Library Search
- 40. Streamlining your search http://www.flickr.com/photos/mike_miley/2614472057/ riot* “London riots” http://libguides.mdx.ac.uk/EPQ/SearchTips
- 44. John Iona j.iona@mdx.ac.uk Vanessa Hill v.hill@mdx.ac.uk http://libguides.mdx.ac.uk/EPQ
Hinweis der Redaktion
- Welcome and housekeeping….toilets, fire escape etc. Complete surveys 10-10.15am
- Today we are going to cover: Thinking about resources (10:15-10:45) Finding information (10:45-11:15) Break (11.15-11.30) Becoming a critical searcher (11:30 -12:15) Lunch break (12:15-1:00) Searching and recording (1:00-2:00)
- We’re going to start off by: Exploring the range of resources available. Consider the value of different information sources. Become aware of free, open-access resources. Think about which sources are going to help you find the information that you need. 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)
- 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
- 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
- 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 that you find. These can provide valuable sources of further information as they will be related to the subject that you are searching.
- 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) You can access many newspapers online.
- There are loads of different types of information available on the internet, anything from social media and crowd sourced resources such as Wikipedia to organisational or academic sources. You need to be really critical of information that you find on the Internet and consider the provenance of the information i.e. who created it, when and why? We’ll be looking at how to be a critical searcher later. 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
- 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. Some of them might be useful for your research.
- 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. Have a look.
- When you start searching for information you need to consider which sources are going to help you find the information that you need. We’ve put together some example sources for a pretend topic on the London Riots of 2011. You can find them here. This might help you when you start your research.
- We’re now going to: Explore the importance of communication (keywords/search terms) when searching. 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. Devise a set of usable keywords/search terms for their topic. Discover how search tips can help refine search results. Learn how to use resources to further develop your search. First exercise is all about the importance of communication and the importance of using the right words…….this will help you when you start searching for information for your EPQ: 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.
- 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.
- 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.
- Lets start thinking about your topics. (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).
- Finally: As you search for information and read, look out for other search terms/keywords that you could use e.g. civil unrest.
- 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.
- Now lets have a go with your topics. Hand out mind map template and pens to each student.
- 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.
- 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.
- Lunch break
- 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. Explain how the objectives 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.
- 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?
- 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.
- 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
- 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
- Good research requires sources of reliability and authority, and for you to demonstrate a critical capacity when selecting sources for your research.
- 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.
- Summing up of learning and activities. You should now: Have a greater understanding of the range of information sources available to you and which ones will be useful sources for your EPQ. Understand the importance of communicating your information need, using search terms and search tips to find the information you need for your EPQ. Have the skills necessary to evaluate and select the best resources either for your EPQ or other aspects of your life. Don’t forget that these skills are assessed and feed into the research process initially, but then into the use of the research too: 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.
- Lunch break We’ll be joined by our Academic Writing colleague Peter this afternoon at 12.45pm.
- 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
- 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.
- 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.
- These are the things that might be useful: Library Search: 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. 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.
- We will start off using Library Search 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.
- 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.
- Finding UK and European newspaper articles.
- Reminder: EPQ guide has further info on open access resources, search tips and basic referencing.