Information Literacy for MOS

1. Information Literacy for MOS ECS-65100 3 November 2010

2. Programme • Teachers: • Introduction lecture • Practicals • Feedback lecture • Blackboard modules Irene Veerman Marja Maclaine Pont

3. Agenda • November 3, 15:30 – 17:15 hrs • room C321: Classroom lecture • November 10 15:30 – 18:00 hrs • PC rooms 421 and 425, Practical training – working on your assignment(enter Blackboard and check if you have access to ECS 65100_2010_0) • November 17, 15:30 – 17:15 hrs • room C321: Classroom lecture + feedback and questions • December 22, 14:00-15:30 hrs • room PC 713/717, Exam

4. Course contents • Self Study – Blackboard modules at http://edu2.web.wur.nl/ • Before practicals: 1, 2, 3, 4.a.1 and 4.a.2 • Later: 4.a.3, 4b1, 4b2, 4b4, 4b9, 5, 7 and 8 • Quizzes in Blacboard to test your knowledge • Practical training • Write an assignment on the subject of your choice, together with one or two fellow students; • 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 December 22, 2010.

5. The role of scientific literature • Scholarly communication

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

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

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

9. 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

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

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

12. 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.

13. Information flow

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

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

16. 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

17. Bibliographies - bibliographic databases

18. 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

19. 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

20. Tracking down a reference • Paste the title into Google Scholar

21. Tracking down a reference • Look up the journal in Journals A-Z • Use wildcards for the journal title

22. Bibliographic databases • Specific topics • CAB-Abstracts • Biological Abstracts • FSTA • Medline/ PubMed • …………….. • Multidisciplinary • Scopus • Web of Science • Google Scholar Overlap Additional Use several databases

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

24. Google Scholar • Bibliographic database • Multidisciplinary with very broad coverage journal articles, books, theses, patents • Simple + advanced search interface • Index based on full text • Relevance ranking • Locate the complete document through your library or on the web WUR-library when logged in or from within WUR-net

25. 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

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

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

28. Finding the focus Effect of windmills on the marine environment Questions: Which effects? How can wind energy be collected? What does the marine environment exist of? Background: Wikipedia, Google, books, reviews

29. Combining with Boolean operators • Within concept: OR (any word) • Between concepts: AND (all words) • (Exclude concepts: NOT) • Make sets per concept, or use parentheses • Adjust during search

30. Limiting • years of publication • geographic region • language • additional concept(s)

31. Identifying key concepts Effect of windmills on the marine environment

32. Identifying key concepts Effect of windmills on the marine environment

33. Finding search terms windmills OR wind power OR wind energy OR windfarm marine OR sea OR ocean environment OR fishes OR fauna OR macrobenthos OR seals OR ……. effect OR impact OR influence OR disturbance OR ……..

34. Truncation and phrase searching windmill* OR “wind power” OR “wind energy” OR windfarm* marine OR sea OR ocean* environment* OR fish* OR fauna OR macrobenthos OR seals OR ……. effect* OR impact OR influence OR disturbance OR ……..

35. Combining sets

36. 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. Search history

39. Selected articles • Importance of using multiple sampling methodologies for estimating 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 …

40. 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)

41. 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

42. Evaluation • Assignment • Exam See also course information Contact: Marja.maclainepont@wur.nl