Power research— who needs it?

Power ResearchWho Needs It? by Janet Dagenais Brown First and second-year undergraduate studentsfrequently need help developing a research topic, identtfying keywords, designing a search strategy, and using a variety of databases and basic reference sources to gather information. In addition, many have not yet developed skills for evaluating the information they do find. To offer beginning researchers assistance on learning how to approach and work through a research problem, a one and one-half hour “Power Research Workshop” was developed. The workshop and workshop materials are described, and an analysis of the successes and failures of the workshop is presented.

THE PROBLEM Many high school students arrive at the university generally unprepared for the complexities of doing research in a large academic library. Not only do navigation of large library buildings and computerized databases seem fraught with danger, but the prospect of starting and carrying out a research project can seem so overwhelming that some students avoid using the library altogether-or at least for as long as they can. Offering students a variety of opportunities to get to know the library, and the Reference Librarians, during their freshman and sophomore years could help ease many students’ fears about the library. At present, however, Reference and Instruction Librarians at Wichita State University (WSU), and probably most other academic libraries, have limited opportunities to meet with students. Librarians’ opportunities for helping Janet Dagenais Brown is Undergraduate Services Librarian, Ablah Library, Wichita State University, Wichita, KS 67260-0068, +mwn @ twsuvm.uc.twsu.edu> phone 316-978-5075 Research Strategies, vol. 15, no. 4, pp.239-260 01997 by Research Strategies. All rights reserved.

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students learn how to do library research generally fall within three categories: (1) course-related library presentations (i.e., presentations about the library to individual classes, such as freshman English or Speech), (2) interaction with students at the Reference Desk, and (3) credit courses in research skills offered by the library. During the typical 50-minute course-related library instruction session, where one of the regular class meeting times is devoted to an orientation to the library, most instruction librarians are only able to provide students with, at best, a brief introduction to the layout of the library and a chance to become familiar with its basic computerized resources such as the online catalog and indexes to periodicals on CD-ROM. There is usually little, if any, time to present the concepts related to developing a successful research strategy. The encounters librarians have with students at the Reference Desk are also typically brief. Librarians at a busy Reference Desk probably have, at most, between 3 and 5 minutes to work with each student on a research problem. Even the most astute librarian needs sotnetime to assess the patron’s real information need and his/her current level of knowledge and understanding of the library. In addition, most of even this brief amount of time is taken up by explaining to the patron how to manipulate certain computerized databases to get at information. Little time is available to discuss the research problem in a broader way, or to help the student consider various approaches to the problem. The opportunity offering the most time for instruction is the eight to sixteen week credit course in library research skills. At WSU, approval has not been given for librarians to pursue the development of a credit course in library skills. As an alternative, we have developed a series of one-hour workshops on how to use specific computerized databases available in the library. These workshops cover the use of our online catalog, computerized indexes to periodicals such as ERIC, PsycLIT, Medline, Compendex, etc., and the Internet. Each of the workshops, however, covers only the mechanics of using one particular library tool. While the library offers a large number and wide variety of workshops, none of them gives students the opportunity to learn about the actual research process. I decided to try to develop a one and one-half hour workshop designed to introduce first and second year undergraduate students to the concepts of developing and pursuing a research strategy. The workshop was called the “Power Research Workshop.“’ The hope was that such a workshop might offer students more information about doing library research than it was possible to cover at the Reference Desk or in 50-minute library orientation sessions. The workshop was designed for freshmen and sophomores who were preparing to use the library for a research paper for the first time. The workshop would present concepts and methods for:

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1. Selecting and focusing a research topic 2. Developing a search strategy by iden~g their synonyms

relevant keywords and

3. Exploring the variety of available sources for accessing information, and 4. Evaluating information for relevance, reliability, and objectivity The advantage of the workshop for students would be the emphasis placed on helping them learn how to develop f&ir own research process by taking them through the steps in the process using a topic of their own choosing. This is quite different from the term paper consultations or clinics that were very popular a number of years ago. In a term paper consultation, the librarian presents the student with a bib~o~aphy or pathfinder of sources and search terms that he/she has predetermined will lead to a successful search. Because the librarian has already done the research for the student, the student does not benefit from learning how the librarian approached the topic or observing the trial and error process the librarian went through to create the bibliography. In my experience, students were always very pleased with this “ready-made” research assistance. But, I wonder what they gained from the experience that they could use to help them in their next research project. I suspect that these students still did not know how to actually go about doing research on their own. The workshop format would provide some additional advantages. Studies have shown that library faction is most useful to students when it is presented close to the time when they will actually need to use the library for a research project. Many times, students are not at a point in the semester where they have topics for research when they are brought to the library for a class-related orientation session. If the workshop could be offered at several times during the middle of the semester, when students were most likely to be starting on research papers, it would give them an opportunity to receive advice about how to proceed at a time when it would be most relevant to them. And, allotting one and one-half hours for a presentation on research methods would allow the librarian more time to cover essential information in sufficient depth. BACKGROUND RESEARCH How do students learn the research process? That seemed an important question to answer in preparation for designing the workshop. Also, what methods have other librarians discovered or created to teach the process? Carol Kuhlthau has done extensive research on how students approach a research project, and how they feel about the process as they go through it. In an initial study, she asked a group of college-bound high school seniors to keep search logs and journals of their thoughts, feelings and actions during

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the process of doing two research papers during one school year? Kuhlthau was able to identify six distinct stages that all students move through during the research process.3 The stages are: Stage 1. Stage 2. Stage 3. Stage 4. Stage 5. Stage 6.

Task Initiation-the pointat whicha research assignment is made and students realize they have an information need. Topic Selection-students identifyand choose a researchtopic. Prefocus Exploration-students examineinformationon their topics in preparationfor developinga focus. Focus Formulation-students consider the information discovered, and identify ideas or areason which to focus. Information Collection-students gather and assimilate information related to the focused topic. Search Closure-students conclude the information search and get ready to write or present their research findings.

Kuhlthau discovered that students typically feel the most anxiety and confusion during Stage 3 of the research process-the Prefocus Exploration. She says, “For many students, this is the most difficult stage in the process.“4 The reason for this difficulty may be that Information encountered rarely fits smoothly with previously held constructs, and information from different sources commonly seems inconsistent and incompatible. Users may find the situation quite discouraging and threatening, causing a sense of personal inadequacy as well as frustration with the system. Some actually may be inclined to abandon the search altogether at this stage. An inability to express precisely what information is needed makes communication between the user and the system awkward.5 However, as students move to the fourth stage of the research process, Focus Formulation, they typically begin to feel more optimistic and confident about their ability to actually complete the research project. The students’ task in this stage is to develop a focus from the information they have found. Some techniques Kuhlthau recommends students can use to help them in determining a focus include reading over notes to identify themes, and talking and reflecting about their ideas6 The proposed workshop might be especially useful in giving students an additional opportunity to discuss various aspects of their topics. Since librarians are rarely involved in the first two stages of the research process-assigning research projects or advising students on appropriate research topics for particular classes-the third and fourth stages of the process seem to be the most likely areas for librarians to be of help to beginning researchers, primarily by acting as intermediaries between the students and the library “system.” I designed my workshop around these two phases of the research process. Not only could the workshop provide students with an opportunity to think about and discuss their ideas at a crucial stage in the

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research process, but it would also help them learn techniques for focusing their selected topics. THE WORKSHOP Over a period of several months, I developed a packet of handouts and worksheets to help guide students through the research process. I pulled together and borrowed many of the ideas I learned about in my reading. (Please see the “Recommended Reading” bibliography at the end of this article for a list of excellent source materials.) The workshop would consist of working through the pages in the packet with the students. The packet was titled “Power Research Workshop Tool Kit.“’ The first page of the packet is an outline of the four steps of the research process called “Steps for Power Researching.” The four steps, as mentioned earlier, include (1) Select and focus your topic; (2) Develop your search strategy; (3) Explore a variety of information sources; and (4) Evaluate the information you have located. I thought that students would feel more comfortable with the process if they had some step-by-step guidelines to follow, so instructions and suggestions that offer encouragement for each of the four steps in the process are included (See Appendix 1). Select and Focus Your Topic Next, a list of questions for students to answer about their topics is introduced (See Appendix 2). These questions are designed to help students get started thinking in an organized way about their topics, discovering what they already know about the topic (which is usually more than they realize), thinking about what they still need to find out, and deciding if there are any parameters to the research, such as geographical or time limitations. (More space is provided for students to answer these questions on the actual worksheet.) Clustering exercises on the next few pages of the packet are taken from Deborah Fink’s paper “Critical Thinking = Creative Problem Solving + Critical Evaluation”* and Barbara Stripling and Judy Pitt’s book Brainstorms and Blueprints: Teaching Libra y Research as a Thinking Process? They are designed to help students begin to think of the wordsassociated with their topics, and how they relate to one another. A blank clustering worksheet, with empty “bubbles” to fill in, is included for student practice. This is in preparation for designing keyword searches, which are used in most of the computerized databases students will encounter. A few workshop students actually spent some time on this worksheet, but others indicated that they preferred to do it “later.” A page entitled “Words with Many Synonyms” lists numerous synonyms for the words cur (automobile, vehicle, auto, motor vehicle, etc.) and doctor (physician, MD, health care provider, etc.) and is used to illustrate that the keywords students choose to search under may have a number of appropriate

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alternate terms to search under as well. The LCSH and other thesauri are introduced as tools to help students select alternate words. Students seem to find this step very useful, as they begin to articulate a focus for their research. Several of the students attending the workshop had already gotten quite far in their thinking about their topics, but the exercise of actually writing words down and coming up with alternatives helped them develop some direction for their search. For example, one graduate student was researching the use of humor as a coping mechanism in illness. She was using as an example a friend in her early 30’s, with a husband and two small children, who was suffering from a degenerative disease. The friend was living in a nursing home, no longer able to care for herself or her family. The student described the way this woman and her husband joked with each other about her condition, and how that somehow took a little of the sting out of the terrible tragedy they were experiencing. She wondered if humor could be a technique nurses could learn to help other patients deal with illness. But she was stuck on how to look up this topic, and what other words she could use besides “humor.” We got out a couple of thesauri, and she immediately began to identify additional search words such as laughfer,amusement,joking, bantering, teasing, etc. We also discussed other fields besides nursing where this literature might tend to show up, such as in psychology or social work. Develop Your Search Strategy For this step, a worksheet called “Game Plan for Locating Books and Periodicals in the Library” is provided to help students design a search statement using the keywords they have identified. The worksheet then guides them through basic keyword searching for books and periodicals in our library’s online catalog and our online version of Readers Guide. Once the worksheet is completed, students are given time to do some actual searching in the online catalog and a variety of periodical indexes to determine if their topics have the potential to be successful. Students seem to really like this step, judging by the large amount of time in each workshop that seemed to be taken up by this activity, and by their excited comments when they discovered keyword combinations or subject headings that finally brought up appropriate results. One of the things that helped student success in this stage was that a librarian was there to listen to and discuss their ideas, and to help students translate those ideas into the languages of the various databases. A number of students had done some unsuccessful searching prior to the workshop. One of these students was writing a paper on earthquakes for her Geology class. She was exploring why earthquakes occur in some areas of the world but not in others. Before the workshop, she had not realized that searching by keyword would allow her to combine the word earthquakeswith specific geographic locations or regions. The workshop also helped her begin to identify additional search words related to earthquakes that she could use, such as&&s, seismology, tectonics, and tremor.

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Explore a Variety of Information Sources A handout called “Power Tools for Research” alerts students to the availability of a wide variety of reference tools that might be useful for their research-general and specialized encyclopedias, almanacs and fact books, thesauri, the online catalog, and periodical and newspaper indexes. Several students expressed surprise that there were so many information options available. At the end of the workshop, some students asked me to show them where these sources were located. This section also includes a handout called “How to Read or Write a Citation” (See Appendix 3) which can help students either decipher the various parts of book, periodical or other types of citations, or to cornpox their own biblio~aphi~. Information about the availability of a variety of style manuals used in different fields is also presented. Evaluate the Information You Have Located Several handouts are provided to give students guidelines for determining the validity or reliability of a particular source. The first sheet is called “Evaluating Sources of Information” (See Appendix 4). For this handout, I borrowed very freely from similar handouts others have done (see the Recommended Reading list under “Evaluating Sources of Information-Critical Thinking”). The handout outlines what qualities students should look for to help them judge the validity of their notation sources. A second sheet, entitled “Magazine or Journal: How Do You Tell?,” illustrates the differences between popular magazines and scholarly journals (such as intended audience, presence or absence of advertisements or bibliographies, whether or not the periodical is refereed, etc.), and lists familiar examples of each. A third sheet, called “Types of Periodicals,” helps students identify the differences between newspapers, popular magazines, trade journals, journals of opinion, and research journals. This is the point in the workshop at which critical thinking skills can be introduced. Copies of articles on a controversial topic-in this case, assisted suicide-are presented. Articles taken from a variety of periodicals are shown. 1 had copies of articles from such periodicals as Nutionef Review, America, McCall‘s, Commonweal, Current, Society, Time, The Christian Centu y, Commentuy, Christianity Toduy, and Health. I also copied the cover of the issue in which each article appeared so students could see what kinds of topics the periodical typically covers. Clues as to possible bias (such as who publishes the periodical, any statements of publisher’s intent, or whether or not excessively emotional language is used in the article, etc.) are pointed out. Katz’s Maguzinesjbr Libn~ries’~is shown as a source for information about reputation and bias of periodicals. Actually, in only one workshop did we even get to this final step. More time than I had anticipated was spent experimenting with searches on the computers. Obviously, some rethinking needed to be done to see how this important part of the research process could be incorporated into the work-

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shop. And, finally, at the back of the packet, a glossary of library terminology and handouts on the mechanics of using various library tools are included. The Power Research Workshop was offered for three semesters. Flyers advertising the workshop were posted, and made available for students to pick up, at the library’s Reference Desk. I also advertised the workshop in the student newspaper. The Learning Resource Center, a gathering place for undergraduate students on campus, displayed flyers in their building as well. Students signed up for the workshop at the Reference Desk. The sign-up sheet included a description of the workshop, and, after the first semester, provided space for students to briefly describe their research topics. The workshop description emphasized that it was designed for undergraduate students who would be using the library for research for the first time. Each student who signed up was given an “appointment card” as a reminder of the date and time of the workshop. A total of eight workshops were offered over three semesters, and a total of only 12 students attended. Two of the eight workshops were cancelled because no one signed up to attend them. A third was cancelled when neither of the two students who signed up came. Two workshops were attended by only one student, and one was attended by only two students. One workshop was attended by three students, and another was attended by five students. It was typical that more students signed up for each workshop than actually attended, even though each student received a phone call the day before reminding them of the date and time of the workshop. ANALYSIS Naturally, I was disappointed by the small turnout, and began to wonder what I could,do to improve both attendance and the workshop itself. How could I advertise the workshop better? Was I targeting the wrong audience? Should I redesign the workshop to cover less material, or present it in a different format? How could I incorporate critical thinking skills into the workshop? Advertising For information about the workshop to reach my target audience, I decided that I would have to be more active in my pursuit of these students. Just posting announcements and hoping students would come was obviously not working. One way to do this would be to identify lower level general education courses, such as English Composition and Speech Communication, that require some sort of research project, and then ask the instructors of those classes to annotmce the workshop, or pass out flyers, in their classes. While some faculty would probably be very willing to do this, I suspect a fair number might not be interested in cooperating, and that the impact of this advertising technique would probably be small.

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Information about the workshop could be made available at the many student orientation activities throughout the year. Flyers advertising the workshop could perhaps be included with new student admission and/or enrollment mailings. Audience The students who attended the workshop were, of course, self-selected. What I found really interesting was that, of the twelve students who did attend, only two were freshmen or sophomores! The other students were juniors, seniors, or graduate students. I was curious as to why the workshop failed to attract the lower-level undergraduate students for whom it was designed, but did attract students at the upper levels. Probably the main reason is that students at the freshman and sophomore levels, if they think about the library at all, do not see it as the most efficient way to get information. This is borne out by the research of librarians Mary Huston and Cerise Oberman, who investigated how both novice and experienced library researchers go about looking for information.” They discovered that novice searchers tend to depend on familiar patterns of information-seeking for the solution to any research problem. The first step always includes asking for the opinions of friends or co-workers. The second step usually involves making phone calls to institutions such as government agencies, corporations, churches, voluntary associations, schools, etc. The idea of going to a library for information either does not occur to them, or is seen as something to be avoided because it is unfamiliar and, therefore, difficult. Perhaps using a library for information is not a common enough part of a student’s growing up experience to make it seem as easy or comfortable as asking friends or nameless voices on the phone for information. Also, students recently out of high school simplymay not be intellectually mature enough to tackle a real research problem in the way I had visualized. In a study conducted with undergraduate students at Harvard and Radcliffe, William G. Perry identified nine positions on a continuum of student development and maturity. l2 These positions were further categorized into four stages: Simple Dualism, Complex Dualism, Relativism, and Commitment in Relativism. The first stage, Simple Dualism, is characteristic of college freshmen. Students in this stage of development see the world as black or white, right or wrong. They perceive that right answers exist for all questions, and that some authority, usually a professor, knows the right answer. And, they believe that if there is a diversity of opinion on an issue, it is because someoneis confused. Perry indicates that it is not until the later stages of development that students are able to analyze and synthesize information, understand the importance of qualifications and biases of experts, and understand that as new evidence is presented, their own points of view may need to change. Perhaps this explains why the majority of students who attended the workshop were

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upper level and graduate students. They were at a stage in their development where they understood that there are many points of view on any topic, and a thorough exploration must include all of them. One of the graduate students who attended the workshop stated that she went through her undergraduate years just meeting the minimum requirements for each course. In fact, she said it never crossed her mind to go beyond that. However, as a graduate student, she now wants to learn more and explore on her own. She also recognizes that her instructors ezpecf her to go beyond what’s presented in class. She, like many upper level students, realized that she had reached a point where she had to be able to use the library. Probably my target audience of freshmen and sophomores were not anywhere close to this realization. Perhaps students at this level are not ready for, and do not yet really require, this type of information. Interestingly enough, an analysis that a colleague and I recently made of the periodicals cited in one semester’s Freshman English Composition research papers may bear this notion out. Our analysis showed that the periodicals that received the most citations were Time (38 citations), U.S. Navs and World Report (20), Newsweek (15), New Scientist (ll), National Review (lo), and Sports Illustrated (10). While we librarians were distressed at the high use of popular periodicals by these students, the director of the composition program was perfectly satisfied with the quality of their sources. Maybe we, as librarians, have expectations for student research at this level that do not match those of their instructors. This probably bears further investigation. Workshop Redesign Perhaps I was still trying to cover too much information in too little time. Can all the steps of the research process really be taught any more thoroughly in a one and one-half hour workshop than in a one-shot course related presentation? I had seriously underestimated the amount of time it would take to go through the workshop materials with the students. I had also underestimated their reluctance to actually complete the worksheets in the packet. When there was only one person attending the workshop, I think students were slightly embarrassed to fill out the worksheets while I looked over their shoulders. The problem was, I had developed a step-by-step approach for them to follow, and when they were unwilling to go through some of the steps, things sort of fell apart. The students were not very interested in the paper and pen exercises. They were, however, very willing to sit down at the computers and start right in searching the online catalog and periodical databases for materials. Perhaps a computerized tutorial that would take them through the research process, or let them skip parts that they already felt comfortable with, would be a more palatable way to present the information. Incorporating the capability to go directly from the tutorial to databases to begin searching for materials might

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also satisfy today’s results-oriented students’ desires to take immediate action rather than sitting around discussing the variety of actions that couldbe taken. Critical Thinking

Would there be a way to incorporate critical thinking into the body of the workshop rather than leaving it as a final step in the process? I have been experimenting with ways to do this in some of my course-related instruction sessions. One method that seems to work is to choose a somewhat controversial topic for all students to look up in the online catalog. I chose “downsizing.” I have students do a keyword search on this word, and then look at the full record for a title that I select from the results list. For example, in our online catalog I chose the title Corporate Executions:TheUgly Truth about Layofi-Hozu Corporate Greed is Shattering Lives, Companies, and Communities. I then ask the students if this title seems to be expressing a particular point of view about downsizing. Generally, there is laughter, and agreement that this book is probably taking a stand against the use of downsizing by corporations. We also talk about the use of “emotional” language in the title-words such as executions, ugly truth, greed, and shattering are all words that evoke negative emotions. Next, we look at the publisher-AMACOM. What do we know about this publisher? How could we find out? In this case, a look in Literary Market PIace: LMP13 shows that this publisher is a division of the American Management Association, and that it currently has 381 books in print, which is a pretty good track record. To go a step further, we could then look up the American Management Association in the Encyclopedia of Associations and find out that this is a very large multinational organization and that its focus is to provide “educational forums worldwide where members and their colleagues learn superior, practical business skills and explore best practices of worldclass organizations through interaction with each other and expert faculty practitioners.“14 We discuss the fact that this sounds like a pretty reputable organization! Finally, we go back to our list of titles and look for any that support an opposing or more objective point of view. A similar search could be done in a periodical index. This discussion still takes up a substantial amount of class time, but seems to fit in smoothly with the activity of using the computers. In a workshop situation, the librarian/teacher might not be able to have a pm-selected set of titles from which to draw examples, and would have to be alert to opportunities to point out evaluative or critical information from whatever lists of titles students bring up on their topics. CONCLUSION Given the small number of students who attended the Power Research Workshops, no formal evaluation of the workshop was undertaken. However, even though the workshops weren’t an overwhelming success in terms of attendance, each student who attended said that the workshop had been very

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helpful. This is not too surprising since most of the workshops turned out to be tutorials, and students got lots of individual attention. I still believe the workshop is a good idea, but am not sure I will continue to offer it in this format in the future. It seems likely that freshman and sophomore students will not choose to attend the workshop on their own, primarily because they will not yet have realized a “need to know.” Since the motivation to lean about the research process will probably not come from the students themselves, there may need to be some sort of intervention, perhaps from their professors, to ensure that students take advantage of opportunities to learn about library research. Librarians at WSU may be able to enlist the help of faculty in this effort in the fall of 1997, when the University will be offering a new three-hour credit class (University 101) specifically designed to orient freshman students to all aspects of student life at the University. Sections of the class will be offered through the School of Business, the College of Health Professions, the College of Engineering, the College of Fine Arts, and University College (for deciding majors). Perhaps these courses will offer the library a way to integrate the Power Research Workshop into a credit course for undergraduate students. I have made a proposal to the instructors of these classes that they devote at least four class sessions to library instruction. This would allow librarians more class time than has ever been available to present information about database searching, research strategy development and critical thinking to students at the beginning of their college careers. REFERENCES ‘The workshop was originally called “InfoTrek: Information-The Final Frontier.” Two Reference Librarian colleagues assisted me in designing and conducting the original three workshops. 2Carol Collier Kuhlthau, “Developing a Model of the Library Search Process: Cognitive and Affective Aspects,“ RQ 28 (Winter 1988): 234. 3Carol Collier Kuhlthau, Seeking Meaning: A Process Approach to Library and lnformation Services (Norwood, NJ: Ablex, 1993), pp. 41-53. 41bid., 46. %id. %id. 7Copies of the workshop packet have been sent to LOEX. Request copies from Linda Shirato, LOEX Clearinghouse for Library Instruction, Eastern Michigan University, Ypsilanti, MI 48197, (313) 487-0168. E-mail: [email protected]. ‘Deborah Fink, “Critical Thinking = Creative Problem Solving + Critical Evaluation,” in Judging the Validity of lnfkmation Sources: Teaching Critical Analysis in Bibliographic Instruction, ed. Linda Shirato (Ann Arbor, MI: Pierian Press, 19!X), p. 26. ‘Barbara K. Stripling and Judy M. Pitts, Brainstorms and Blueprints: Teaching Library Research as a Thinking Process (Englewood, CO: Libraries Unlimited, 1988), p. 130. “Bill Katz and Linda Stemberg Katz, eds., Magazinesfor Libraries, 8th ed. (New Providence, NJ: Bowker, 1995). “Mary M. Huston and Cerise Oberman, “Making Communication: A Theoretical Framework for Educating End-Users of Online Bibliographic Information Retrieval Systems,” Reference Librarian 24 (1989): pp. 199-211.

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“William G. Perry,Jr., Forms of Intellectual and Ethical Dewlopment in the College Years: A Scheme (New York: Holt, Rinehart and Winston, Inc., 1970), foldout “Chart of Development”at back of book

13Literay Market Place: Lh4P (New York: Bowker, 1997), 1:8-9. l$sxzak, Sandra,ed., Encycbpedia of Associations, 32nd ed., Vol. 1, pt. 1. (Detroit,MI:

Gale ResearchCo., 1997),p. 233.

Appendix 1 Steps for “Power Researching” 1. Select and Focus your Topic A. Write down your initial thoughts on the topic you have selected. A sentence or two will do for now. l Brainstorm about your topic, and write down any additional ideas you come up with. l What are some of the “keywords” associated with it? l What are synonyms for these keywords? l You might want to use a method called “clustering” to help you write down your keywords and related search terms. (A template for clustering is provided in this packet.) l Or, you may want to simply list possible search terms along with their synonyms. B. Using the search terms you have identified, get your feet wet by doing some preliminary searching on LUIS and MDAS to identify trends and “hot” or controversial aspects of your topic. These might help you decide how to focus your research. l Time for a reality check! Does it look like there is going to be enough information on your topic? If not, should you consider changing the focus of your research? . Write down any new ideas or search terms you come up with. 2. Develop your “Search Strategy” A. Using the worksheet GAME PLAN FOR LOCATING BOOKS AND PERIODICALS IN THE LIBRARY, compose a preliminary “search statement” by writing your topic idea out in sentence form. l Remember, your topic is still fluid, and can be modified as you learn more about it! B. Still using the worksheet, take your search statement and underlinethe main ideas or keywords. l List these words and their synonyms in the columns provided. C. Now you are ready to do more in-depth keyword searching on LUIS and MDAS using the search statements you developed on the worksheet.

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3. Explore a Variety of Information Sources A. There are many other sources of background and factual information, as well as additional indexes to periodicals, available in the Library. See the handout “POWER” TOOLS FOR RESEARCH for suggestions. Feel free to ask Reference Librarians for the names of other appropriate sources. B. Gather the information you’ve identified, and begin reading and evaluating. C. Using the bibliographies at the ends of the articles and books you have retrieved, identify additional sources of information to track down. See the handout HOW TO READ or WRITE A CITATION to help you learn how to identify references to books, government publications, periodical articles, newspaper articles, etc. NOTE: If you begin to see certain sources listed over and over, these are probably key sources to look at. Also, if you begin to find less and less new information in the additional sources you locate, this is an indication that you are nearing the end of your search. 4. Evaluate the Information You Have Located A. See the handout EVALUATING SOURCES OF INFORMATION. It provides criteria for you to use when evaluating or judging the validity of any source of information. 8. See the handout MAGAZINE or JOURNAL: HOW DO YOU TELL? to help you identify which characteristics of periodical articles indicate a scholarly and/or research orientation.

Appendix 2 Questions to Ask About Your Topic 1. What is your research idea or topic? 2. What do you already know about this topic? 3. What do you still need to find out about this topic? 4. What are the significant or controversial issues related to this topic? 5. Do you need to consider varying points of view, such as social, economic, historical, etc.? 6. Do you need very current information? Do you need historical information? 7. What are the names of people who are important to this topic? 8. Are there any special dates or time periods related to this topic? 9. Are there any geographical limitations to this topic?

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10. What types of information are you looking for-background information, facts, statistics, an overview, in-depth analysis, opposing viewpoints, expert witnesses? 11. What are possible sources for these types of information-encyclopedias, almanacs, books, periodical articles, newspaper articles, government publications, personal interviews? 12. What is the broad or general subject or discipline to which this topic belongs (Science, Social Science, Humanities)? 13. What is the more specific subject area to which this topic belongs? (For example, psychology, chemistry, political science, literature). 14. Can you use “popular” periodicals, or has your instructor specified that you must use “scholarly” journals? 15. How long does your paper need to be?

Appendix 3 How to Read or Write A Citation 1. A CITATION: l is made up of all the publishing details needed to identify a specific publication-author, title, publisher, date, pages, etc. l may refer to a book, periodical article, newspaper article, government publication, annual report, etc. l may also be called a re&ence or a bibliographic citation. 2. BOOK CITATIONS include: author(s) or editor(s) title edition (if other than 1st)

place of publication publisher date of publication

Single author book citation: Grisham, J. (1992). The pelican brief. New York: Doubleday. Corporate (or group) author book citation: National Geographic Society. (1990). National Geographic atlas ofthe world (6th ed.). Washington, DC: Author. Chapter within a book: Beckett, J. 0. (1991). Gender differences in the impact of a plant shutdown. ln M. L. Kendrigan (Ed.), Gender di&ences: Their impact on public policy (pp.67-88). New York: Greenwood Press. 3. PERIODICAL ARTICLE CITATIONS include: author(s) volume, part, issue no. title of article date

254 RESEARCH STRATEGIES 134)

l

title of periodical pages Periodical article citation: Colt, G. (1994, June).Thesecret lifeof atreeintherainforest.

I&58-62+.

4. OTHER TYPES OF CITATIONS Newspaper articles: Toner, R. (1994, March 20). All of the above: following the crowd on health care, and getting lost. New York Times, pp. l+. Government publications: United States. Congress. Office of Technology Assessment. (1994). Health care re$mn. Washington, DC: Author. Computer materials: Crane, G. (Ed.). (1992). Perseus2.0: interactive sourcesand studies on ancient Greece [Computer program]. New Haven: Yale University Press. 5. STYLE MANUALS A number of different “styles” exist for composing citations. Styles are established by a variety of organizations and professions. Differences in style are usually minor, and tend to occur in the order in which the information is presented and/or in the placement of punctuation and capitalization. Below is a list of style manuals commonly used at WSU. Copies of each are available in the library. Be sure to ask your instructors which “style” they want you to use for your research papers. They may refer you to manuals such as the ones below, or to the style used in a particular research journal. (NOTE: This handout uses the APA style.) American Psychological Association. (1994). Publication manual of the American Psychological Association (4th ed.). Washington, DC: Author. Gibaldi, Joseph. (1995). MLA handbook@ writers ofresearch pupers (4th ed.). New York: Modem Language Association of America. American Chemical Society. (1986). The ACS styleguide: u munuulfor authors and editors. Washington, DC: Author.

Appendix 4 Evaluating Sources of Information Researchers need to evaluate information sources for relevancy, reliability, and objectivity. Below are points to consider when judging the quality of information sources. 1. Author’s Qualifications or Credentials Is there an identified author? l

Brown 255

0 What is the author’s occupation, position or affiliation? l Is the author a professional working in the field? l What is his/her educational background? l Is he/she qualified to write the article or book? 2. Publishing Information l Who is the publisher? l What do you know about his reputation? l Who is the intended audience for the publication--the general public or a student or expert in the field? l Are periodical articles reviewed (or “refereed”) by experts in the field before publication? l Is the periodicalpublished by a professional association, or by a popular press? l Is the periodical authoritative? (Journal@Marriage and UzeFumdywould be more authoritative than Ladies’HomeJournal). 3. Bias or Objectivity l Does the author have a particular poin&of view-religious, political, cultural or professional-that might bias his/her findings or cause the information to be presented in a particular light? l Does the publisher represent any particular group or have a discernable bias? l Is the book or article intended to inform, or to persuade? 4. Timeliness l Is the date of publication a factor in your research? l If your topic is current, is the information presented recent enough ta be relevant, or is it too old? 5. Length l Is the length of the article or book chapter appropriate to the level of research? A 5-15 page article or chapter would, in many cases, present more in-depth coverage of a topic than one of only l-2 pages. 6. Methodology l

What methods were used to obtain data? Personal opinion, experience or observation? (not always reliable) Interviews? Original research? Questionnaires? Library research? Lab experiments?

256 RESEARCH STRATEGIES 1x4)

7. Presentation Is the purpose or need for the research clearly stated? Is the author’s methodology stated in sufficient detail to be replicated? Does the author provide supporting evidence to back up facts, hypotheses or arguments? Are charts, graphs, photos, maps, etc., included to illustrate important points? Are they supportive of the research? 8. Documentation l Is a bibliography provided which shows where the author obtained the information? l What types of sources are listed? Are they scholarly or popular? l Are they up-to-date? l Are they appropriate to the type of research performed? 9. Conclusions Are conclusions drawn? Are they logical and appropriate to the research? Is their significance clear? Are they justified by the research? Are they skewed by bias? Note: Please ask a Reference Librarian for assistance in locating additional information about authors and publishers.

Appendix 5 Recommended Reading 1. The Search Process-Models,

Theory and Discussion

Anderson, Duncan. “Seeking a Clearer Focus ... Further Considerations for Teaching a Research Process.” SchoolLibrariesin Canada 1425-28 (Summer 1994). Benson, James, and Ruth Kay Maloney. “Principles of Searching.” RQ 14 (4): 316-20 (1975). Fielder, Marie, and Mary H. Huston. “Access Ability: Harnessing Knowledge of ‘Thinking Like a Searcher.“’ Library Trends 39 (3): 299-315 (1991). Fister, Barbara. “The Research Processes of Undergraduate Students.” Journal ofAcademic Librarianship 18 (3): 163-69 (1992). Henri, James, and Ken Dillon. “Learning to Learn: Reflections upon Enquiry, Information Literacy and Critical Thinking.” Australian Library Journal 41: 103-17 (1992).

Bmn

257

Huston, Mary M., and Cerise Oberman. “Making Communication: A Theoretical Framework for Educating End-Users of OnIine BibIiographic Information Retrieval Systems.” R@rence Librarian 24: 199-211 (1989). KobeIski, Pamela, and Mary Reichel. “Conceptual Frameworks for Bibliographic Instruction.” Journal of Academic Librarianship 7 (2): 73-77 (1981). Kohl, David F., and Lizabeth A. Wilson. “Effectiveness of Course-Integrated Bibliographic Instruction in Improving Coursework.” RQ 26 (2): 206-11 (1986). Kuhhhau, Carol Collier. “Developing a Model of the Library Search Process: Cognitive and Affective Aspects.” RQ 28 (2): 232-42 (1988). -.

“An Emerging Theory of Library Instruction.” SchoolLibrary Media Quarterly 16 (1): 23-28 (1987).

-.

“Impact of the Information Search Process Model on Library Services.” RQ 34 (1): 21-26 (1994).

-.

“Information Search Process: A Summary of Research and ImpIications for School Library Media Programs.” School Library Media QuarterZy 18 (1): 19-25 (1989).

-.

“A Process Approach to Library SkiIIs Instruction.” School Library Media QuarferZy 13 (1): 35-40 (1985).

-.

Seeking Meaning: A Process Approach to Library and Znfbrmation Seroices. Norwood, NJ: Ablex Publishing, 1993.

-.

Teaching the Library Research Process. 2d ed. Metuchen, NJ: Scarecrow Press, 1994.

KuIhthau, Carol C., Betty J. Turock, Mary W. George, and Robert J. Belvin. “Validating a Model of the Search Process: A Comparison of Academic, Public and School Library Users.” Libra y and Zn$mnafion Science Research 12 (1): 5-31 (1990). McGregor, Joy H. “An Analysis of Thinking in the Research Process.” School Libraries in Canada 14: 4-7 (Spring 1994). -.

“Cognitive Processes and the Use of Information: A Qualitative Study of Higher-Order Thinking Skills Used in the Research Process by Students in a Gifted Program.” In SchoolLibra y Media Annual, vol. 12, edited by Carol Collier Kuhhhau, 124-133. Englewood, CO: Libraries Unlimited, Inc., 1994.

Mellon, Constance A. “Process Not Product in Course-Integrated Instruction: A Generic Model of Library Research.” College6 Research Libraries 45 (6): 471-78 (1984). Oberman, Cerise, and Rebecca A. Linton. “Guided Design: Teaching Library Research as Problem-Solving.” In Theories of Bibliographic Educa-

258 RESEARCH STRATEGIES 15(4)

tion: Desigrrsfir Teaching, edited by Cerise Oberman and Katina Strauch, 111-134. New York: R. R. Bowker, 1982. Pappas, Marjorie L. “Organizing and Filtering Strategies for Information Overload.” SchoolLibrary Media ActivitiesMonthly 12 (8): 40-42 (1996). Petrowski, Mary Jane, and Betsy Wilson. Research Guide: Introduction to Library and Information Skills. Champaign, IL: Stipes Publishing, 1992. Ragains, Patrick. “Four Variations of Drueke’s Active Learning Paradigm.” Research Strategies 13 (1): 40-50 (1995). Rubens, Donna. “Formulation Rules for Posing Good Subject Questions: Empowerment for the End-User.” Library Trends 39 (3): 271-98 (1991). 2. Topic Analysis and Focus List, Carla. Introduction to Library Research. 2d ed. New York: McGraw-Hill, 1993. Mellon, Constance A. “Information Problem-Solving: A Developmental Approach to Library Instruction.” In Theories ofBibZiographic Education: Designs fir Teaching, edited by Cerise Oberman and Katina Strauch, 75-89. New York: R. R. Bowker, 1982. Oberman, Cerise. “Patterns for Research.” In increasing the Teaching RoZeof Academic Libraries, edited by Thomas G. Kirk, 35-43. San Francisco: Jossey-Bass, 1984. Oberman-Soroka, Cerise. Petals around a Rose: Abstract Reasoning and Bibliographic Instruction. Chicago: Association of College and Research Libraries, 1980. Stripling, Barbara K., and Judy M. Pitts. Brainstorms and Blueprints: Teaching Library Research as a Thinking Process. Englewood, CO: Libraries Unlimited, 1988. Weiss, Stephen C. “The Impact of Electronic Tools on the Four-Step Approach to Library Research.” Research Strategies 12 (4): 243-46 (1994). Wesley, Threasa. “Teaching Library Research: Are We Preparing Students for Effective Information Use?” Emergency Librarian 18 (3): 23-30 (1991). 3. Research Strategy Dmelopment Humeston, Helen. “Diagramming the Search Strategy: The Clock Face Technique.” ResearchStrategies 12 (3): 145-56 (1994). Joyce, Marilyn Z. “The I-SearchPaper: A Vehicle for Teaching the Research Process.” SchoolLibrary Media Activities Monthly ll(6): 31-3537 (1995). Macrorie, Ken. The I-Search Paper. Portsmouth, NH: Heinemann, 1988. Reich, Phyllis. “Choosing a Topic in a Research Methods-Oriented Library instructional Program.” Research Strategies 4 (4): W5-89 (1986).

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Widman, Rudy, and Jimmie Anne Nourse. Electronic Access to Zn@m~fion: A Guidebook@ High-Technology Library Instruction. 2d ed. Dubuque, IA: Kendall/Hunt Publishing, 1993. 4. Evaluating Sources of Information-Critical

Thinking

Atton, Chris. “Using Critical Thinking as a Basis for Library User Education.” Journal of Academic Librarianship 20: 310-13 (1994). Bodi, Sonia. “Collaborating with Faculty in Teaching Critical Thinking: The Role of Librarians.” Research Strategies 10 (2): 69-76 (1992). -.

“Critical Thinking and Bibliographic Instruction: The Relationship.” Journal of Academic Librarianship 14 (3): 150-53 (1988).

-.

“Scholarship or Propaganda: How Can Librarians Help Undergraduates TeII the Difference ?” Journal of Academic Librarianship 21: 21-25 (1995).

-.

“Through a Glass Darkly: Critical Thinking and Bibliographic Instruction.” Catholic Library World 61: 252-56 (1990).

Brooks, Libbie. “Active Learning for Political Science Students: Several In-Class Exercises.“ In Coping with Injimnation Illiteracy: Bibliographic Instruction for the Injmnation Age, edited by Glenn E. Mensching, Jr. and Teresa B. Mensching, 124-28. Ann Arbor, MI: Pierian Press, 1989. Diaz, Bob, and Darlene Nichols. “Starting out Right: Teaching Information Literacy SkiBs to New College Students.” In Coping with Znjbrnzation Illiteracy: Bibliographic Instruction j%r the Injmnation Age, edited by Glenn E. Mensching, Jr. and Teresa B. Mensching, 13049. Ann Arbor, MI: Pierian Press, 1989. Engeldinger, Eugene A. “Bibliographic Instruction and Critical Thinking: The Contribution of the Annotated Bibliography.” RQ 28 (2): 195-202 (1988). -.

“Bibliographic Instruction and the Teaching of Critical Thinking.” In Judging the Validity of Infvrmation Sources: Teaching Critical Analysis in Bibliographic Instruction, edited by Linda Shirato, 29-46. Ann Arbor, MI: Pierian Press, 1991.

Fink, Deborah. “Critical Thinking = Creative Problem Solving + Critical Evaluation.” In Judging the Validity of In@mation Sources: Teaching Critical Analysis in Bibliographic Instruction, edited by Linda Shirato, 15-27. Ann Arbor, ML Pierian Press, 1991. Frank, PoIIy. “Information Literacy through Interactive Instruction: Using the OnIine Catalog to Teach Basic Concepts of Information Organization and Access.” In Coping with Information Illiteracy: Bibliographic Instruction fir the Injimnation Age, edited by Glenn E. Mensching, Jr. and Teresa B. Mensching, 96-111. Ann Arbor, MI. Pierian Press, 1989.

260 RESEARCH STRATEGIES 2~74)

Gibson, Craig, and Marjorie MacKenzie. “Critical Thinking in a Researchand-Writing Course: Building on the Basics through Evaluation of Sources.” ALA Poster Session, 1993. Isbell, Dennis. “Teaching Writing and Research as Inseparable: A FacultyLibrarian Teaching Team.” Ref&nce Setices Revieu, 23 (4): 51-62 (1995). Jacobson, Trudi E, and Lynne M. Martin. “Merging Critical Thinking and the Electronic Library: A Visionary Perspective of SuperPAC, an Enhanced OPAC.” ResearchStrategies11 (3): 138-49 (1993). Learning to Teach: Workshops on Instruction-A Project of the Learning to Teach Task Force. Chicago: Bibliographic Instruction Section, Association of College and Research Libraries, American Library Association, 1993. Loomis, Abigail, and Patricia HerrIing. “Course-Integrated Honors Instruction-Pros and Cons.” In What Is Good Instruction Now? Library Instructionfir the 90’s, edited by Linda Shirato, 83-102. Ann Arbor, MI: Pierian Press, 1993. McCormick, MOM. “Critical Thinking and Library Instruction.” RQ 22 (4): 339-42 (1933). Poirier, Gayle, and Susan Hacker. “Teaching Critical Thinking in a Library Credit Course.” Research Strategies 11 (4): 233-41(1993). Ream, Dan. “Using Tabloid Literature to Teach Critical Reading Skills.” In Coping with Inf&tnation Illiteracy: Bibliographic Instruction for the lnfirmation Age, edited by Glenn E. Mensching, Jr. and Teresa B. Mensching, 112-13. Ann Arbor, MI: Pierian Press, 1989. Ruggiero, Vincent. Teaching Thinking Across the CurricuZum. New York: Harper & Row, 1988. Totten, Nancy Thomas. “Teaching Students to Evaluate Information: A Justification.” RQ 29 (3): 348-54 (1990). Ware, Susan. “Business Information Skills.” In Judging the Validity of Infbrmation Sources: Teaching Critical Analysis in Bibliographic Instruction, edited by Linda Shirato, 95-97. Ann Arbor, MI: Pierian Press, 1991. Wesley, Threasa L., and Emily Werrell. “Making the Most of a Limited Opportunity: Instruction for Periodical Assignments.” Research Strategies 3 (3): 108-115 (1985).