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Dr. Lorayne Robertson, UOIT

Prev. Menu. Next. EDUC 5002: Research Methods in Education Course Learning Module I A: Mapping your topic B: Refining your Search. Dr. Lorayne Robertson, UOIT. Index of Learning Module 1. Steps in the Research Process Mapping the field using a concept map

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Dr. Lorayne Robertson, UOIT

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  1. Prev Menu Next EDUC 5002: Research Methods in Education CourseLearning Module I A: Mapping your topicB: Refining your Search Dr. Lorayne Robertson, UOIT Robertson, 2009

  2. Index of Learning Module 1 • Steps in the Research Process • Mapping the field using a concept map • Mapping the Field – Using the Library • Using the right tools to find information • Search using Boolean logic • Using the Wildcard symbol • Summary of Boolean logic terms Robertson, 2009

  3. Prev Menu Next The Research Process Step Four: Present your findings Step Three: Analyze and evaluate your information Step Two: Refine the search, locate and gather information The first step is to identify your topic and “map out” your field of interest. Step One: Identify a topic, and map the field. . Robertson, 2009

  4. Prev Menu Next Technology and Leadership Change theory resistance Stages of adaptation Concept Map Robertson, 2009

  5. Prev Menu Next Teachers Students Assessing learning Learning Technology and Leadership Change theory Stages of adaptation resistance Concept Map Robertson, 2009

  6. Prev Menu Next Teachers Students Assessing learning Learning Data management Technology and Leadership Change theory Stages of adaptation resistance Concept Map Robertson, 2009

  7. Prev Menu Next Teachers Students Assessing learning Learning Data management Technology and Leadership Planning for technology Change theory Stages of adaptation resistance Concept Map Robertson, 2009

  8. Prev Menu Next Teachers Students Assessing learning Learning Data management Technology and Leadership Planning for technology Change theory Assistive devices Stages of adaptation resistance Identifying the field Robertson, 2009

  9. Prev Menu Next Here are some other ways to map out your field of study • Use a reference book or an introductory textbook • Use a professional association • Government website Wiki with caution… Robertson, 2009

  10. Prev Menu Next Robertson, 2009

  11. Prev Menu Next Mapping the Field – Using the Library • Use the library’s Subject Guide – Education to find a discipline specific reference book, or… • Use an ERIC Digest to get an overview of your topic Robertson, 2009

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  13. Prev Menu Next OR • Go to the website: http://www.uoit.ca/library Robertson, 2009

  14. Prev Menu Next Robertson, 2009

  15. Prev Menu Next Connecting to the “Subject” database… Robertson, 2009

  16. Prev Menu Next Start Here: Subject Guides Robertson, 2009

  17. Prev Menu Next Robertson, 2009

  18. Prev Menu Next Robertson, 2009

  19. Prev Menu Next Information Tools • Decide the kind of information that you need • Choose the access tool to help you locate it • Books catalogue • Articles index or a database • Government information website Robertson, 2009

  20. To Find: Current information Gov’t information Shared opinions Association and Prof’l organization mission statements, publications, philosophies Use: Google Scholar Library subject guides Association, organization, or educational institution portals Prev Menu Next Websites Robertson, 2009

  21. To find: historical background, major research. Or the broad scope of your topic Use library catalogues Borrow via inter-library loan Google Scholar – books Search strategy: broad terms; browse Prev Menu Next Books Robertson, 2009

  22. To find: Current information Focused information Electronic access Scholarly research Case studies News reports Use: Library indexes and databases Google scholar Search strategy More focused terms using advanced search features of the index or database Prev Menu Next Articles Robertson, 2009

  23. Prev Menu Next Ready, Set, Wait!!! Construct a GOOD search strategy Before you start searching on Google Scholar or using a Library Database, you need to do one more step - Robertson, 2009 Robertson, 2009 23

  24. Prev Menu Next Natural Language OK for Google DOES NOT work with library databases Example: • active learning impact student achievement secondary Robertson, 2009

  25. Prev Menu Next Keyword MUST USE when searching library databases Examples of a keyword search: • (active learning) and (student achievement) and (secondary) Robertson, 2009

  26. Prev Menu Next Constructing a Keyword Search ANDOR$,*“ ” Robertson, 2009

  27. Prev Menu Next Boolean Operator AND • AND = LESS • records must include BOTH concepts • use “and” between required concepts active learning AND secondary Robertson, 2009

  28. Prev Menu Next active learning secondary Robertson, 2009

  29. Prev Menu Next Boolean Operator OR • OR = MORE • records must include EITHER concept • use “or” between synonyms • enclose synonyms in brackets. (secondary OR high school) Robertson, 2009

  30. Prev Menu Next high school secondary Robertson, 2009

  31. Prev Menu Next Wildcard Symbol • Rather than: • engineer or engineers or engineered or engineering • Use the root of the word plus the wildcard symbol to find all variations of the word • Here’s how…. Robertson, 2009

  32. Prev Menu Next Shorten the words to the last common letter… Robertson, 2009

  33. Prev Menu Next Use the wildcard symbol on the end of the word root: Each database has its own wildcard symbol. $ ? ! * are the most common… Robertson, 2009

  34. Prev Menu Next Quotation Marks • Search: Hockey Night In Canada • retrieves: A day and night in the life of Canada, by John Hockey. • Better Search: • “Hockey Night in Canada” • retrieves only the specific phrase Robertson, 2009

  35. Prev Menu Next The Brackets also Guide the Search Use brackets so the search engine executes your search properly. ORs go inside brackets ANDs go between brackets (high school or secondary) and (active learn$) Robertson, 2009

  36. Prev Menu Next To summarize… • retrieve MORE • wildcard symbol • OR between synonyms • broader term • retrieve LESS • quotation marks • AND • more precise term • retrieve BETTER or more precise results • Combine the above techniques to build a complex search query Robertson, 2009

  37. Prev Menu Next End of Module I • Module 1: Mapping out your area of study and refining your search. • Module 2: Using Refworks • Module 3: Using Library Indexes • Module 4: Searching using Google Scholar Robertson, 2009

  38. Prev Menu Credits Thanks to Susan Pratt for sharing slides and ideas Thanks to Gavin Lobo for technical assistance Robertson, 2009

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