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    Introduction to Evaluating Sources

    September 30, 2022 / Leave a comment

    close up on the fore edges of a stack of books

    Introduction to Evaluating Sources

    Bateman, Dayna. “Research.” Photograph. Uploaded on November 25, 2006. Flickr. https://www.flickr.com/photos/suttonhoo22/305806118/. Creative Commons licensing info.

    In this module we’ll be thinking about how to evaluate the sources we find. The first step in evaluating a source is to identify what type of source it is, which can often help you to decide whether the source matches your information need. In this module, we’ll be working with some types of sources that you might find in a library database, such as newspaper articles, encyclopedia articles, journal articles, and e-books.

    Here is the outline for this module. All parts of this module are due on [due date].

    1. Identifying Source Types Mini Quiz (2 points)
    2. Evaluating Source Types Padlet Post (1 point)
    3. Matching Sources to Scenarios Group Padlet Posts (3 points)
    4. Reflection on Source Types Blog Post (4 points)

    Part 1 – Identifying Source Types Mini Quiz (2 points)

    The first activity in this module asks you to identify types of sources based on their citations in MLA format. You may want to do these optional activities first.

    Optional activities: Guides to MLA citation

    If you’re not familiar with MLA citation style, or if you need a refresher, we recommend the following video from from Santiago Canyon College which breaks down how to format a citation for a journal article according to MLA style. [This video refers to the older 8th edition of MLA, but the rules in the current edition (9th) are the same for journal article citations.]

    We also recommend looking at the following citation examples from Valencia College Library. We find their color-coded guide very useful and clear!

    Click here for Valencia College Library’s full MLA citation guide

    Required activity: mini-quiz

    For 2 points, fill out the mini quiz in the embedded form below, or access the mini quiz at this link. Take note of the correct answers (=which citation corresponds to which source type). You will need that information for the next activities in this module.

    If you would like to work out your answers on a worksheet before submitting the mini-quiz, you can download a copy of a worksheet below (this is optional and you will not submit this worksheet to us).

    identifying-and-evaluting-source-types-worksheet-optionalDownload

    Note to instructors: You can copy our Microsoft Form template for this activity.

    Part 2 – Evaluating Source Types Padlet Post (1 points)

    After identifying each source type in activity 3.1, click on the links below to open and skim each source (you do not need to read them in full for this exercise). All of these sources cover the topic of caffeine, but in different ways. Think about what characteristics make each source type distinct. Below we list the citations and links to the sources and a list of aspects to consider.

    Tech note: Most of these sources are behind a paywall and are available through the Hunter College Libraries. To access them, you will need to log in with your Hunter NetID.

    Citations List

    [Make sure you’ve correctly identified which citation corresponds to each source type. Refer back to your answers and corrections from the mini quiz in 3.1]

    1) Brody, Jane E. “Scientists See Dangers in Energy Drinks.” The New York Times, 1 Feb. 2011, p. D7. Nexis Uni, https://advance-lexis-com.proxy.wexler.hunter.cuny.edu/api/document?collection=news&id=urn:contentItem:522Y-F9F1-JBG3-62BT-00000-00&context=1516831.

    2) “Caffeine.” Encyclopedia Britannica, 28 Jul. 2022, https://www.britannica.com/science/caffeine.

    3) Mednick, Sara C., et al. “Comparing the Benefits of Caffeine, Naps and Placebo on Verbal, Motor and Perceptual Memory.” Behavioural Brain Research, vol. 193, no. 1, 2008, pp. 79–86. Science Direct, https://doi.org/10.1016/j.bbr.2008.04.028. 

    4) Preedy, Victor R, editor. Caffeine: Chemistry, Analysis, Function and Effects. Royal Society of Chemistry, 2012. https://pubs-rsc-org.proxy.wexler.hunter.cuny.edu/en/content/ebook/978-1-84973-367-0.

    5) Rippe, James M. “Caffeine.” Encyclopedia of Lifestyle Medicine & Health, edited by James M. Rippe, vol. 1, SAGE Reference, 2012, pp. 169-171. Gale Virtual Reference Library, http://link.galegroup.com/apps/doc/CX1959000064/GVRL?u=cuny_hunter&sid=GVRL&xid=e00cae1a.

    6) Urwin, Rosamund. “Count Me Out of This Caffeine-Addled Nightmare.” London Evening Standard [London, England], 12 July 2010, p. 15. General OneFile, http://link.galegroup.com/apps/doc/A231329356/ITOF?u=cuny_hunter&sid=ITOF&xid=7b1d23cb. 

    Criteria to think about

    • Authorship: Who writes this kind of source?
    • Audience: Is this written for the general public? For students? For professionals in a given field? Someone else?
    • Scope: Does the source cover the topic broadly or does it narrow the focus to 1 or 2 specific aspects?
    • Depth: Does the source go into detail about the topic, or does it only give an overview?
    • Originality: Does the source include original findings by the author/s, or does it report on the findings of others? Or both?
    • Novelty: Does the source report new information or information that has already been established? 
    • Language & Tone: Formal or informal? Impersonal or personal? Plain & simple language or jargon? Is the text understandable to a non-expert?
    • Purpose: Was this written to educate? To share new information or a new argument? To entertain? To persuade? To make a political argument? As cultural commentary? Something else?

    Full-class Padlet exercise – make 1 post

    On the Padlet below, make 1 post, following these instructions:

    • Post underneath a source type listing one characteristic of that source type (refer back to the criteria listed above for ideas). For example, under newspaper article (report), I might post “Newspaper articles are written for a general audience.”
    • Discuss only one characteristic in each post. (For example, do not post “Newspaper articles are written for a general audience and usually present new information” in a single comment)
    • Do not repeat something already listed in another post, unless you are disagreeing with or modifying what’s written in that post

    Once everyone in class has contributed to the Padlet, we should have a full grid summing up the ways in which each source type might cover the same topic in different ways. As a researcher or information seeker, this is something that will factor into your decision when choosing an appropriate source for your information need.

    Link to Part 2 Padlet.

    Note to instructors: If you have a Padlet account, you can recreate this Padlet, and all the others we’ve made.

    Part 3 – Matching Sources to Scenarios Group Padlet Posts (3 points)

    Now that you’ve thought about how different source types might cover a topic in different ways, it’s time to match these sources to an imagined scenario or task. This activity will be done in your assigned groups.

    Next, open your group’s Padlet in a new window and make 3 posts, following this instructions:

    • Create a post under a scenario listing which source from this module you’d use in that scenario
    • Each post should list both the title of the source and the type of source it is. (For example, “In this scenario, I would use the newspaper article ‘Scientists See Dangers in Energy Drinks’ because…”)
    • Each post should say why you think that that source is the most appropriate one for the task
    • Make sure to take into account not only which kind of source is useful in each scenario, but also whether this particular source is a match for the scenario. Would the information in that source really help answer your question in that scenario?

    Link to Part 3 Padlet.

    Note to instructors: If you have a Padlet account, you can recreate this Padlet, and all the others we’ve made.

    The Research Process

    September 29, 2022 / Leave a comment

    The Research Process

    Ward, Sarah. Image of research process map, September 2018.

    Here is the outline for the Research Process module. Details for each element are posted below in the order we’d like them completed:

    1. Research Process Steps & Helpers
    2. Padlet discussion of steps & helpers (4 points)
    3. Research Process Map (2 points)
    4. Comment on each other’s maps (2 points)
    5. Reflection post (2 points)

    Part 1 – Research Process Steps and Helpers

    Please review the Research Process table below. We have outlined some possible steps you might take during the process, as well as some people who you may ask for help at any stage of the process. This is intended to get you thinking about your own research process. For this activity, we ask you to reflect on your own experiences with a recent research project or paper. The steps and helpers in this table are in no particular order, and we may have left things off. There is a spot called “your choice” for each section where you may add steps or helpers or anything else that is a part of your process that isn’t already on the worksheet.

    For each step, please think about:

    • how you define it or what it means to you
    • how long you might spend doing the given step
    • if you might engage in the step more than once, and if so, how often?

    For the people, please think about:

    • what they do and how they might help you
    • when you can/should ask them for help
    • how many times you might ask them for help

    Be prepared to discuss your own ideas for the next part of this module.

    STEPSHELPERS
    WritingWriting Tutor
    RevisingProfessor
    SearchingFriend
    ReadingLibrarian
    Research Question/Topic DevelopmentFamily Member
    Your choiceYour Choice

    We have also attached a worksheet for this step below in Microsoft Word format if you prefer to download it and take notes that way.

    Module-2.1-Research-Process-WorksheetDownload

    Part 2 – Discussion of Steps and Helpers (4 points)

    For Part 2 we ask that you comment on the steps and helpers based on the work you did in Part 1. You must make at least 2 posts on each of the Padlets linked on the Padlet below: 2 for STEPS and 2 for HELPERS.

    You must make a minimum of 4 comments to get credit for this portion, but feel free to make more! Be sure to include your name on your posts so you can get credit for them.

    https://huntercollege68.padlet.org/sarahward/3nwpx83z33abfnjc

    Part 3 – Research Process Maps (2 points)

    Now, given the steps and helpers we’ve discussed in the previous activities, draw out a map of your own research process incorporating as many or few of the steps/helpers you use. It can take any form or shape, be on any size or shape or color of paper – just make it your own. Once you’ve drawn a map of your research process, take a picture of your map and share it here on this Padlet.

    Click the + in the pink circle at the lower right to create a post. Be sure to label your post with your name so we know who shared what, and so you can get credit for it! You can also access the Padlet at this link.

    Note to instructors: Padlet is a proprietary tool that we use through an institutional subscription. You can make a free account which allows you to make a limited number of Padlet boards at one time. You could also adapt this activity to be used with the message board or blog post system in your institution’s Learning Management System, or with another digital tool like Google’s Jamboard.

    Part 4 – Comment on maps

    Please make a comment on your at least one of your classmates’ Research Process maps posted on the Padlet above.

    **Be sure to include your name on the comment if you are showing up as “anonymous” so you can get credit for your comments!**

    Part 5 – Reflection on the Research Process

    Please create a post, using your name in the title like this: “Sarah Ward – Research Process Reflection.” We need your name to give you credit for the work! Please also change the Category from “uncategorized” to “Research Process,” and add the Tags “research process” and “reflection” to your post.

    Then post a brief (maximum 2 paragraphs) write up responding to the following prompt: In what ways did this module’s activities make you think about your own research process? Is there one new thing you might try moving forward? If so, what?

    Here are instructions for creating a post on our site: https://help.commons.gc.cuny.edu/wp-content/blogs.dir/2935/files/2020/02/QG_-Creating-a-Post-4.pdf

    Feel free to comment on each other’s posts, although it is not required.

    Acknowledgements

    This module was adapted from an in-person lesson plan we co-developed with colleagues Mason Brown and Stephanie Margolin.

    Ward, S.K.L., Newman, J., Margolin, S., & Brown, M., “Navigating the mess: A collaborative approach to the research process,” presentation at Workshop for Instruction in Library Use (WILU), Winnipeg, Manitoba, Canada, May 23, 2019.