In this workshop we will look at..
• Search terms
• Finding information
The Real Thing: Coursework 2
An essay on Social Identity
Using academic sources as evidence, take into consideration your own identity / identities
and discuss the effects of cultural norms and socialisation.
An essay on Fake News
Discuss how fake news affects traditional media outlets, non-traditional media outlets and
readers. Present an argument explaining which of the groups mentioned above has
responsibility/greater responsibility to confront this phenomenon.
A report on Fake News
Fake news has an increasingly powerful effect on domestic and world events. Outline the
effects of fake news on a recent political or economic event. Describe the response(s) from a
particular field (ex. Tech industry, education, law) and present recommendations to counter
A report on Environment
Outline a current local or global environmental issue. Identify and evaluate key players and
policies that aim to solve this issue and make your own recommendations. Sample topics
include: Air pollution, water pollution. Noise pollution, energy conservation, genetic
engineering, food safety, biological pollutants, deforestation, sustainable communities, over
population, toxins, waste, climate change/global warming and wildlife conservation.
More to life than Google
• Explore the resource you have been given
• Prepare a short presentation
• What is it?
• Useful/interesting features
• How you could use this resource in your studies
Lynda.com myUniHub > MyStudy > MyLibrary> Databases > L
My Subject Library Guides myUniHub > MyStudy > MyLibrary
Cite Them Right myUniHub > MyStudy > MyLibrary > Databases > C
Britannica Online myUniHub > MyStudy > MyLibrary > Databases > B
Box of Broadcasts myUniHub > MyStudy > MyLibrary > Databases > B
Proquest Newsstand myUniHub > MyStudy > MyLibrary > Databases > P
• Go to http://libguides.mdx.ac.uk/Brexit
• Have a look at the 4 items
• How do I know if the information is reliable?
Introductions (the lab tutor will also be there).
Workshop will last about 1.5 hours and will help you find information for your coursework 2 essay or report.
The differences between essay and report writing will be discussed in the lectures and seminars in weeks 8-17. The topics for the coursework – Environment, social identity and fake news - will also be discussed during these weeks.
Coursework 2 due Sunday 18th Feb 2018 by 17:00.
This presentation is on MyLearning.
AV tel. number is 020 8411 5810 in case you have any problems.
Librarians you will need (all available behind Vanessa’s desk):
Flip chart paper for group work.
Evaluation exercise worksheets.
More to life than Google cards (6 cards)
9 x keyword exercise images
Please return items promptly to workroom as they may be needed by another librarian straight away.
Make sure you have returned everything.
Look at how you can develop an effective search strategy e.g. Identify keywords and other search terms to help you find information. This will be useful for this coursework, but also in the future when you need to find information.
How to find and access books, journals and information for your project (the students are expected to use between 4-8 sources of academic credibility for this coursework)
The range and value of resources we provide to help you find information for your academic work
Evaluating the information that you find 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:
Librarians for this exercise you will need:
Flip chart paper
Keyword exercise images
Divide students into groups (3 or 5 depending on class numbers) and 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, fort, children, fort, grains, bucket, mould, building, build etc..
Allow approx. 5 mins.
Each group shows the rest of the class their words (hold up flip chart paper).
Class has to guess what their image is.
If the class guesses straight away, then the group have done well.
If the class can’t guess ask which words would have been useful.
Stress the importance of using lots of different words when they search for information.
*********************Please collect back ‘Keyword Exercise Images’ so that we don’t loose any****************************
The students have been asked to write an essay or report on either:
Environment (see sample topics on Coursework 2 brief e.g. air pollution, water pollution, energy conservation, genetic engineering, deforestation, waste etc)
Social identity (student’s own identity/identities, cultural norms and socialisation)
Fake news (traditional and non-traditional media outlets and readers, effect on domestic, world, political, economic events)
*************Slide shows the essay/report options that the students have to choose from*******************
Search term exercise (real thing):
Use the same groups as previous exercise or get students to find others who have chosen the same subject (Paula doesn’t think all students will have chosen their topic by the time we see them). However it is the principles that count……they can then apply at later date to their own topic/report.
In groups ask students to note down as many words (keywords, alternative words, detail, related topics) as they can think of connected to one of the Coursework 2 topics (example words below). Use the back of the flip chart paper where possible.
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.
Environment (a few examples):
Air pollution: diesel cars, air quality, atmosphere, health, breathing, smog, electric cars, gases.
Water pollution: hydrology, ocean acidification, acid rain, algal bloom, marine pollution, urban run-off, thermal pollution, soda lake, oil spills, ocean dumping, anoxic water, sewage.
Noise pollution: aeroplanes/transport/machines, urban planning, noise-induced hearing loss, tinnitus, decibels, insulation.
Energy conservation: fossil fuels, green energy, wind farms, solar, electric cars, renewable.
Genetic engineering: DNA, genetically modified, selective breeding, stem cells, modification, genome, biotechnology, artificial synthesizing, molecular cloning.
Food safety: hygiene, environmental health, genetically modified food.
Biological pollutants: toxins, birth defects, ecosystems, waste water, environmental hazards.
Deforestation: Amazon, flooding, reforestation, over exploitation, logging/clear cutting.
Sustainable communities: renewable energy, green, organic farming, restorative ecology, sustainable consumption, waste minimalization.
Over population: birth control, humans, optimum/overshoot, population density, population growth/dynamics, fertility rate, urbanisation, burial, gender imbalance.
Toxins: lead poisoning, chemicals, depleted uranium, asbestos, herbicides, contamination, pesticides.
Waste: recycling, electronic waste, garbage/dumping, incineration, litter, waste disposal, medical waste, landfill, toxic/hazardous waste, natural resources.
Climate change/global warming: Ozone, CFCs, greenhouse gas.
Wildlife conservation: extinct, habitat destruction, invasive species, endangered species, WWF, pollination decline, biodiversity threats.
Henri Tajfel – Social Identity Theory
Social class, family, football team etc
Pride/self esteem/emotional significance
Sense of belonging
Social categorisation/social identification/social comparison
Journalism ethics and standards
Traditional print and broadcast media
Post truth politics
Fact checking network
Trump Presidential campaign
We’re now going to use some of keywords/search terms to find information on Summon.
Explain what Summon is and how to get to it along with all the other library resources.
In same groups or pairs: Search Summon to find books and journal article that will be useful for Coursework 2.
Leave the students to get on with it.
After about 5-10 mins move to next slide.
Point out how to refine their search and create references.
Let them have a go at refining their search and creating references.
Move on to next slide to show how you can further refine your search.
Run through these search tips which work well on Summon.
comput* ……..Truncates your search by finding everything which contains the same bit of a word e.g. computer, computing, computers, computerisation, computation etc
“Fake news” ……….Allows you to search for a phrase i.e. where words appear together and in a specific order. This is particularly useful if words are quite common.
*****More search tips at the URL on the screen which can be used when searching the Internet*****
‘More to life than Google’ activity:
Students can stay in their groups.
Ideally need 6 groups to cover all resources (Cite them Right, Britannica Online, Proquest Newsstand, Lynda.com, Library Subject Guides and Box of Broadcasts)
Hand out a resource card to each group.
If class is small and 6 groups are not possible, then prioritise in this order (don’t worry if can’t cover all resources):
Cite them Right
Britannica Online (useful for Coursework 2)
Box of Broadcasts (useful for Coursework 2)
Library Subject Guides.
Ask each group to (approx 15 mins):
Explore the resource (While students explore the resource, librarian circulate and prompt as necessary)
Prepare a short (verbal) presentation
They will use the demonstration computer at the front of the class to present the resource ( you will need to have a browser open)
Presentation should include:
What it is?
How they could use this resource in their studies
Students need to talk the rest of the class through what they are doing i.e. how they access the resources through MyUniHub etc
Each group presents their resource at the front of the class using the demonstration computer. Prompt as necessary, but don’t take over. If anything important missed, then mention after group has finished.
About Box of Broadcasts
Box of Broadcasts (BoB) is a service from Learning on Screen (formerly the British Universities Film & Video Council) that enables users to record and view TV and radio online from over 50 free-to-air channels in the UK. You can select programmes up to 30 days after broadcast and request programmes to be recorded one week in advance. The BBC archive is now available within BoB offering TV and radio broadcasts from 2007. The recorded programmes are kept indefinitely and added to a growing media archive with all content shared by users across every subscribing institution.
How do I access BoB?
Available from myUniHub>MyStudy>My Library.
Go to Databases
Select 'Box of Broadcasts'
Click on the words 'click here to access database'.
Type 'Middlesex University' into the 'choose your organisation' box.
The first time you access BoB you will be asked to 'update your account'. Enter your university email address, agree the terms and conditions. You will only have to do this once.
If asked, enter your university computer log in and password.
Watch the information videos in BoB to discover how to use the programme guide, request recordings and create clips!
These are the resources that you have looked at and a reminder of how to access them.
Remember that you will find this presentation on Mylearning.
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.
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).
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/discuss.
These are the four items with some pointers:
Item 1 Wikipedia:
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.
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 other references.
Item 4: LSE Centre for Economic Performance paper:
Reputable, academic source.
Contact and biographical 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.
Authority : Who is the author? What is their knowledge base/qualifications? How have they carried out their research?
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?
This slide is just to remind and reiterate the need to use Cite them Right.
It is important to acknowledge any sources of information that are used in their coursework.
Referencing and avoiding plagiarism has already been covered in the SMART module, so there is no need to cover referencing and plagiarism in any detail.
Unlike previous years Law and Psychology students are using Harvard for this coursework rather than Oscola or APA.
Another reminder, especially if this was not covered in ‘More to life than Google’ exercise
You can also find out more about the resources for different subject areas area using our Library Guides.
Here’s how to get help:
UniHelp: in person, online, by phone or chat.
Make an appointment to speak to you librarian.
Find out who your librarian is.
Get help at StudyHub.