qut airs 1: workshop presentation · airs 2 workshop. you will: 1. formulate effective search...

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Modules:

1. The research question

2. Preliminary search

3. Evaluating information

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The aim of AIRS is to develop your abilities to efficiently and effectively search for, retrieve, evaluate, manage and use the information required for your research.

AIRS will lay the foundations of independent research, critical evaluation of information and effective management of information and research data & facilitate the capacity for lifelong learning.

Rationale and aim

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To be able to:

• Demonstrate an understanding of the theory of advanced search and evaluative strategies to efficiently yield appropriate resources to create original research.

• Apply appropriate data management strategies to organise and utilise your information proficiently, ethically and legally.

• Identify strategies to ensure best practice in the use of information sources, information technologies, information access tools and investigative methods.

Unit learning outcomes

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Learning in AIRS

• 4 pt. unit• Blended learning - online content and workshops

Library Help

http://www.library.qut.edu.au/help/

• Chat or email

• Workshops and drop-in sessions

• Liaison Librarian

• AIRS Administration - airs@qut.edu.au

Other help

• Help for Research Students

• Drop in writing help

• Personal support and counselling

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Unit content

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Online resources

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Assessment:Resource Log(1,500-2,000 words) word limit guide only

Tasks:

1. Your research question

2. Your search strategy

3. Academic honesty

4. Your database searches

5. Search alerts

6. Cited reference search

7. Recording and organizing your information

8. Your data management strategy

9. Networking opportunities

10. Getting published

11. Publication metrics

AIRS 1

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To be able to:

1. design a research question that applies the 6 properties identified by Foss and Waters

2. relate to and recognise a systematic approach to searching the literature using a search methodology

3. apply evaluation criteria and use to assist in evaluating the quality and credibility of information

AIRS 1 Learning outcomes

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Activity: Introductions (10 mins)

Introduce yourself to your partner and explain the significance of your research (your elevator pitch)

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A good research question is clear, focused, concise,

It helps to:

• guide the research process

• construct a logical argument

• write a literature review

• plan thesis chapters

• devise efficient search strategies.

complex, arguable and doable.

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A good research question

Identifies the phenomenon/event you want to learn more about

Allows you to distinguish and identify the construct in the literature

Transcends the data used to conduct the research

Draws attention to the significance of the research

Has the capacity to surprise the researcher as they research

Encourages a complex answer (i.e. not a ‘yes’ or ‘no’ response)

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Activity: Your research question (15mins)

Draft your research question

Share with the person next to you

What is the nature of...What factors affect...How do ... respondHow do ... affectHow do ... perceiveHow are ... definedHow do ... differ

What are the mechanisms by which...What is the relationship between...What strategies are used...Under what conditions do...What are the effects of...What are the functions of...

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Your literature review will…

• Find information that exists in your field

• Identify gaps in the literature

• Find experts working in your field

• Identify major seminal works

• Identify main methodologies and research techniques

• Identify main ideas, theories and conclusions

• Provide a context for your own research

• Show relationships between previous studies and theories

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Search methods

1. Preliminary searching

2. Browsing journals

3. Comprehensive searching

4. Cited reference searching

5. Limiting

6. Sustaining - with alerts

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The search process

Consider your information needs:

• Subject area

• Types of information e.g. journal articles, annual reports, statistics, maps, newspaper articles etc.

• Tools to find the information

Your supervisory team

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Preliminary Searching

What are you looking for?

Language changes over time, and geographically – there are many ways of expressing single concepts.

How will you systematically find all relevant literature?

Subject dictionaries and encyclopaedias, textbooks, thesaurus, subject headings can help get you started.

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Synonyms

Brainstorm terms that have the same or related meaning to the concepts in your research question.

You will find more as you search, so make sure you keep track!

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Subject headings

Subject headings are a controlled vocabulary assigned to books and articles by cataloguers - thus allowing a standardised, consistent description of information.

Examples:

Library Search

ERIC

Medline

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Activity (5mins)

Use Library Search for keywords and related terms from your Research Question

Check for subject headings or other terminology

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Search tools overview

Library Search and Google Scholar

• Strengths: Search huge sets and multidisciplinary

• Weaknesses: Some types of information and search functions are NOT available

Databases• Strengths: subject specific content, advanced search features

• Weaknesses: Complexity, cost, lack of compatibility

For criteria to evaluate databases see -

https://airs.library.qut.edu.au/resources/4/1/

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Use the tool appropriate to your needs

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Other resources- Theses

Reviewing dissertations is important.

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Grey literatureSee the Grey Literature Tip Sheet

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Journals

Scan key journals to keep up with developments in your field.

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Evaluating information

Steps to gauge expertise & reliability:

1. Has the information been peer-reviewed?

2. How was the information gathered and analysed?

3. Are references high quality – can you find original sources?

4. Do the author and source have authority and high impact?

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Evaluating information

Steps to gauge expertise & reliability:

1. Has the information been peer-reviewed?

2. How was the information gathered and analysed?

3. Are references high quality – can you find original sources?

4. Do the author and source have authority and high impact?

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Academic honesty

…staff and students are expected to exhibit honesty, respect, fairness and trust, and act in a responsible manner when undertaking academic activities. Breaking the principles of academic honesty is interpreted as dishonesty.

Ensure that all assessment items are approached and completed with the highest standards of academic honesty. Any actions or practice which defeats the purpose of assessment is regarded as a failure to maintain academic honesty. This involves representing another person's ideas or work as your own (plagiarism).

Always cite the influence of other people’s work in your research.

https://www.citewrite.qut.edu.au/academichonesty/

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ReferencingThere are two components to academic referencing:

1. in-text citations

(Neal, 2005, p. 3) 'Like this'.1 (Chen 2017, 15)

2. reference list or bibliography

Author, A. A. (Year). Title (Edition). Place of publication: Publisher.Author. Year. "Title of article." Title of Journal Volume (Issue): Pages. http://www.xxxxxxx.

Donoghue v Stevenson [1932] AC 562Author A. Title [format]. Place of publication: Publisher; Year [cited Year Month Day]. Available from: https://www.xxxx.xxx.xx

More information on avoiding plagiarism in theses and dissertations using iThenticate. Investigate the style you will use.

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AIRS 2 workshop

You will:

1. Formulate effective search statements to answer your research question using appropriate databases using advanced search techniques.

2. Use cited reference searching to find other relevant resources.

3. Create effective table of content/search alert statements to keep you up to date.