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Information Literacy

Information Literacy. ECS-65100. Teachers. Marja Duizendstraal. Corrie van Zeist. Teachers. Marja Duizendstraal. Hans Fransen. Marco van Veller. Marja Maclaine Pont. Corrie van Zeist. Agenda. January 5 15:30 – 17:30 hrs PC512: Introduction January 12 15:30 – 17:30 hrs

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Information Literacy

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  1. Information Literacy ECS-65100

  2. Teachers Marja Duizendstraal Corrie van Zeist

  3. Teachers Marja Duizendstraal Hans Fransen Marco van Veller Marja Maclaine Pont Corrie van Zeist

  4. Agenda • January 5 15:30 – 17:30 hrs • PC512: Introduction • January 12 15:30 – 17:30 hrs • PC512, Practical training – working on assignment and modules • January 19, 15:30 – 17:15 hrs • C321: lecture + feedback and questions • January 26, 14:00-15:30 hrs • PC602/606, Exam

  5. Course contents ECS 65100_2010_0 • Self Study – Blackboard modules at http://edu2.web.wur.nl/ • Before practicals: 1, 2, 3, 4a • Later: 4b1, 4b2, 4b4, 4b9, 5, 7 and 8 • Quizzes in Blackboard to test your knowledge • Practical training • Write an assignment on the subject of your choice, alone or together with a fellow student; • The information on how to write it can be found in BB -> Assignments • Define your subject before the practical training • Information specialists will be available to assist you • Upload the document via Blackboard -> Assignments • Exam on January 26.

  6. The role of scientific literature • Scholarly communication

  7. The role of scientific literature • Claiming (intellectual or commercial) ownership

  8. The role of scientific literature • A record of science

  9. And there is more information..... Newspapers Wikipedia Blogs Web sites

  10. Information literacy An information literate individual is able to: Determine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into one’s knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally

  11. Why should you be information literate? • Now during your study • Courses • Thesis • Later as a professional • Basis for research • Input for decisions

  12. Skill 1: Define your need • Purposelocate a known item, orientation, in-depth search • Topic research question • Level scientific, professional, news • Type data, news, books, research article, laws, company information, government information

  13. Use of research resources Resources Identified as Most Important by Researchers Research Resources % Ranking in Top 3 Journal articles 71.1% Monographs 32.0% Chapters in books with many authors 21.8% Expertise of individuals 19.4% Organizations web sites 15.3% Original text sources, e.g. newspapers, historical records 12.5% Conference proceedings 11.6% Datasets . published or unpublished 8.1% Other sources (specified by interviewee) 6.8% Preprints 5.1% Non-text sources, e.g. images, audio, artifacts 2.9% Researchers and discovery services. Behaviour, perceptions and needs. A study commisioned by the Research Information Network, 2006.

  14. Skills 2: Access the needed information • WHERE??Use the right finding aids • HOW??Search effectively

  15. Examples access-1 Look up fulltextWang, R.,2010. Shaping urban transport policies in China: Will copying foreign policies work? Transport policy 17(3) 147-152. • Paste into Google Scholar • Look up journal in Journals A-Z • Look up article in a database like Scopus

  16. Getting the articles Use our link resolver SFX Access to licensed resources only when logged in!

  17. Examples access-2 Find Van Dale dictionary English – Dutch • Start – WUR – Dictionaries • Library.wur.nl – Portals – Virtual Reference Desk • Library.wur.nl – Catalogue – Dictionary

  18. Examples access-2 Get the book D.B. McGilvrayand Gamburd, M.R. 2010 Tsunami recovery in Sri Lanka : ethnic and regional dimensions   • Library.wur.nl – Catalogue • Google Scholar

  19. Examples access-3 Find more books on tsunamis • Library.wur.nl – Catalogue – tsunami* • Worldcat • Books.google.com, amazon.com etc.

  20. Examples access-4 Find scientific articles on tsunamis • Google Scholar • Scopus, Web of Science • Other bibliographic databases

  21. Resources Journal articles scientific professional Monographs books reports dissertations proceedings Encyclopedias Websites Blogs Datasets News Finding aids Bibliographic databases Library catalogues Internet search engines Gateways/ portals Resources and finding aids

  22. Library catalogues • Are always linked to a library collection • Show you where to locate books and journals • Don’t contain journal articles • Don’t contain book chapters

  23. Bibliographies - bibliographic databases

  24. Bibliographic references • Represent the publication • Consist of metadata -> data about a publication • Title • Author • Source • Abstract • Classification/keywords/subject identifiers • Appear in both primary publications and bibliographic databases • Can have many puzzling formats and styles Accary, F., & Roger, J. (2010). Tsunami catalog and vulnerability of martinique (lesser antilles, france). Science of Tsunami Hazards, 29(3), 148-174

  25. Bibliographic databases • Consist of structured references with abstract, keywords, link to full-text (if WUR has subscription) in some also: cited by, related records • Mainly refer to scientific articles but may also include books, theses, conference papers etc. • Searching based on metadata, not full text • Different search platforms

  26. Bibliographic databases: one or more? • Specific topics • CAB-Abstracts • Biological Abstracts • FSTA • Medline/ PubMed • …………….. • All disciplines • Scopus • Web of Science • Google Scholar Overlap Additional Use several databases

  27. Example search Sensitivity of models on leaching of pesticides to groundwater

  28. Choosing a bibliographic database • Web of Science, Scopus, Google Scholar • Use links on Library home page http://library.wur.nl/ • Specialized subject oriented databases • Use the Portals on the Library web site • Choose a bibliography or start a metasearch from there • From off-campus: Log in first • Read the FAQ item on off-campus access if you have problems connecting

  29. Skills 2: Search effectively • Find the focus • Identify key concepts • Find search terms (keywords) • Combine with Boolean operators • Limite to: period, language, region

  30. Finding the focus Effect of windmills on the marine environment Questions: Which effects? What kind of windmills do exist? What does the marine environment exist of? Background: Encyclopedia, books, reviews Adapted: Effect of windmills on marine organisms

  31. Search in Scopus Effect of windmills on marine organisms • Exact sentence? • Synonyms, e.g. wind power, sea, fish? • Search history?

  32. Selected articles • Importance of using multiple sampling methodologies for estimating changes of fish community composition in offshore wind power construction areas of the Baltic Sea • Spatial planning of offshore wind farms: A windfall to marine environmental protection? • abstract: … no-take zones for fish, with possible spill-over effects… • Underwater noise from three types of offshore wind turbines: Estimation of impact zones for harbor porpoises and harbor seals • keywords: … seal; oceans; seas; power plants …

  33. Identifying key concepts Effect of windmills on marine organisms

  34. Finding search terms Windmills OR wind power OR wind energy OR windfarm marine OR sea OR ocean fishes OR fauna OR macrobenthos OR seals OR ……. Effect OR impact OR influence OR disturbance OR ……..

  35. Windmills organisms marine What will you learn?

  36. Search history

  37. Use parentheses around concepts WRONG windmill* OR “wind power” OR “wind energy” OR windfarm* ANDmarine OR sea OR ocean RIGHT (windmill* OR “wind power” OR “wind energy” OR windfarm*) AND (marine OR sea OR ocean)

  38. Improving your search • To narrow: more specific terms, less truncation, more concepts…. • To broaden: more (general) terms, more truncation, less concepts ………… • Build on what you have found: • More or better terms (thesaurus!) • Key authors/ groups • References (citation search)

  39. Other skills (next lecture) • Know how to evaluate • Bibliographic references • Internet resources • Know how to apply search results • Referring, citing, quoting • Reference lists • Plagiarism • Reference management • EndNote • Publishing

  40. For next week • Blackboard modules 1, 2, 3, 4a • Assignment: exercise 1 • Start with EndNote 15.30 – 15.45 hr Contact: Marja.Duizendstraal@wur.nl Discussion board

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