Category: Teaching Source Use

Name:

Section and Professor’s Name:

Individual Topic:

For this activity, you’ll search a subject area database for articles, choose and locate one article, and evaluate its content.

1. Search one database for articles related to your topic. What database did you choose and why? Please be specific. Think about how the scope and subject specialization of the database relate to your individual topic.

2. What search terms did you use?

3. Were you satisfied with your results? Why or why not? Please be specific.

Once you’ve identified your scholarly article, retrieve it from the library’s bound periodicals section. Using the print version of the article, answer the following questions.

Author:

Title of the article:

Name of the journal/magazine:

Volume number: Issue number:

Page number: Date of issue:

Today’s date (when the article was retrieved):

Read or carefully skim the article. Would this article be most appropriate for scholars or the general public or some other audience?  Explain your answer based on the presence of research, the formality of the tone, and/or biased perspectives.

Name:

Section and Professor’s Name:

Your individual topic:

For this exercise, you’ll browse the Belk Library popular periodical holdings, find one popular periodical that is closely related to your topic, and evaluate its rhetorical elements and content.

1. Jot down some keywords that relate to your topic. Focus in on a few keywords that might appear in a popular magazine’s title. For example, if your topic is Social Networking, you might look for Technology to be in the title.
2. Take your keyword list with you to the periodical section of the library and browse the popular stacks. Retrieve one popular publication that relates to your topic.
3. Read or carefully skim the article that relates to your topic. Would this article be most appropriate for scholars or the general public or some other audience?  Explain your answer based on the presence of research, the formality of the tone, and/or biased perspectives.

Name:

Section and Professor’s Name:

Your individual topic:

For this exercise, you’ll search the Belk Library online Catalog, find one book related to your individual topic, and evaluate its content.

Go to the Belk Library site: http://www.elon.edu/e-web/library/find/findhome.xhtml

1. Open an Advanced Keyword Search and write down the words/phrases exactly as you typed them in the blanks:

How many books did this search retrieve?

2. From your list of results, select one book that is currently in the library and write down the following information:

Author(s)/Editor(s):

Title:

Publisher:

Date & place of publication:

Call Number:

3. Go the stacks and find the book. Look over the table of contents, the index, and skim the Preface or Introduction chapter. This method is a good way to get an understanding of a book’s content.

4. Would this book be most appropriate for scholars or the general public or some other audience?  Explain your answer based on the presence of research, the formality of the tone, and/or biased perspectives.

5. Browse the other books shelved nearby. Write down the information of one additional book that is related to your topic:

Author(s)/Editor(s):

Title:

Publisher:

Date & place of publication:

Call Number:

6. Review the book as you did in question 4.

Description of Activity

This innovation gives students hands-on practice with three types of databases: general scholarly, news related, and subject-specific. Through discussion and group work, students will search several databases, evaluate search results, and create a collaborative document that analyzes the rhetorical uses and technical aspects of each database.

Goals

By connecting technological skill with critical source evaluation and research methods, this innovation supports the College Writing course goals of developing in students a more sophisticated writing and research process and an awareness of varied writing conventions within the academic and professional worlds.

Suggested Timing and Sequencing

When implementing this innovation, allow at least half an hour of class time, although some instructors report using a full 70 minutes to implement it.

This innovation is best approached early in the semester and should be integrated into an assignment that uses research. Those who’ve been most successful with this innovation have revisited these database strategies for each subsequent project that involves some level of research. If students do not have multiple opportunities to revisit these databases, they tend to revert to Google-dominated search methods and to forget about the availability of library databases.

The Activity

1. Have class generate a research question

1. Introduce class to a general database (Academic Search Premier)
   1. Overall functions (full text, sorting, peer reviewed, etc.)
   2. Sample search
   3. Quick analysis of source types (popular? scholarly?)
   4. Narrowing and sorting functions
   5. Introduce various storage methods – Elon’s U Drive, Blackboard, Permanent Link, etc.

1. Activity 1: Direct students to JSTOR. Students individually search for the class-generated sample topic in JSTOR. As a class, discuss their search results and compare sources and functions of JSTOR to Academic Search Premier (relevance, types of sources, ease of use, etc.)

1. Introduce library Databases by Subject link.

1. Activity 2: Have students work in groups and complete attached worksheet (see Group Database Worksheet below). Ask each group to generate a new topic and to brainstorm possible subject areas (disciplines) that this topic could fall under (ex. Articles on “Legalizing Marijuana” could conceivably be filed under chemistry, biology, psychology, history, law, etc.). Students then use one of these subject areas to pick a subject-specific database for this exercise.  Students compare the following three types of databases:

General Scholarly Database: Students choose either JSTOR or Academic Search Premier and search for information on their group’s topic.

News Database: Students choose either LexisNexis Academic or Newsbank and search for information on their group’s topic.

Subject-Specific Database: Students choose one subject-specific database and search for information on their group’s topic.

Have students compose a final in-class document that compares these three databases and is addressed to future College Writing sections. Some possible questions that this document could address include the following:

1. Discuss your reason for choosing your general database. Why did you choose one over the other?
2. Compare the number of results that each database generated. How many overlapping results are there?
3. Using examples from your search results, generally compare the quality of sources that each database generated. Did each give mostly scholarly or popular sources? Which database returned the most credible research material?
4. How many journals does each database subscribe to? Which database gives more specific information on your topic?
5. Compare the relative ease of use of each database. Did any features stand out as being particularly useful?
6. For what types of assignments or classes would you use each of these databases? Be specific.

Student Reflection Prompt

• What aspects of this activity will be most useful in your other college classes?
• Discuss how this activity using academic databases will influence your responsible use of knowledge, both at present and in the future.
• Did this activity change your perception of electronic information (organization, accessibility, etc.)? If so, describe your new outlook.

Instructor Reflection Prompt

• What aspects of this activity seemed to engage students? How could the presentation of this material be improved to be more engaging and relevant to students?
• Describe any technological difficulties (personal or systemic) that you encountered. How could these issues be better approached?
• How can this database use and source evaluation be built upon for future projects? Describe a specific assignment for which you could revisit this innovation and briefly remind students how to access and evaluate sources.

Group Database Worksheet

As a group, generate a new topic and brainstorm possible subject areas (disciplines) that topic would fall under. Compare the following three types of databases:

General: Choose either JSTOR or Academic Search Premier and search for information on your group’s topic.

News Database: Choose either LexisNexis Academic or Newsbank and search for information on your group’s topic.

Subject Specific: Choose one subject-specific database and search for information on your group’s topic.

Compose a final in-class document that compares these two databases and is addressed to future College Writing sections. Your document should address the following questions:

1. Discuss your reason for choosing your general database. Why did you choose one over the other?
2. Compare the number of results that each database generated. How many overlapping results are there?
3. Using examples from your search results, generally compare the quality of sources that each database generated. Did each give mostly scholarly or popular sources? Which database returned the most credible research material?
4. How many journals does each database subscribe to? Which database gives more specific information on your topic?
5. Compare the relative ease of use of each database. Did any features stand out as being particularly useful?
6. For what types of assignments or classes would you use each of these databases? Be specific.