Writing Better Research Papers: The Library Perspective

1
Writing Better Research Papers The Library
Perspective

• Sue Cody
• CTE
• November 4, 2002

2
The Nature of Research Writing

• Fluid and organic, not simply sequential
• Alternate searching writing
• Read Write Reflect Discuss Read. . .
• Research is a social act
• Confer with scholars and other experts
• Through writing, we learn what we know what we
  want to know

3
Reality Check

• Students dont do research in the same manner as
  either scholars or librarians!
• Searching for information has never been easier
  nor as complex.
• We all do have one thing in common
  We procrastinate!

4
Scholars Research Model

• Connections and critical judgments are second
  nature
• Prefer footnotes and personal contacts to access
  literature (databases)
• Time for serendipitous discovery browsing
• Ideas spring from curiosity awareness

5
Librarians Search Strategy

• Systematic, Tool-based
• Start with general background information
• Overview, vocabulary, names, dates, key issues
• Monographic Sources
• Online Catalog
• WorldCat
• Periodical Articles
• Full-text databases
• Specialized abstracts indexes

6
Footnotes vs. Access Literature

• Citations in context
• Integrate disciplines
• Quality assessment by experts

• Filtered through arbitrary sets of descriptors
• May be limited by discipline
• Limited quality assessment

7
Scholar-Librarian Differences

• Scholar
• Quest for knowledge
• Context and methodology of the discipline is
  unique
• Complex personal
• Gather original data
• Library resources are just one aspect

• Librarian
• Search for information
• Basic search strategy applied to all disciplines
• More mechanistic
• Based upon gathering and synthesizing existing
  information

8
Student Characteristics

• Lack of knowledge theories, context,
  methodologies authorities in the discipline
• Filled with self-doubt and troubled by ambiguity
  and conflicting opinions
• Projects are time-limited
• Interest level may not be high

9
Student Challenges

• Understanding the purpose of the project
• Choosing and narrowing the topic
• Selecting terms for searching
• Evaluating sources

10
Students Topic Selection

• Finding a research focus is challenging and time
  consuming
• Build on existing interest/knowledge
• Confer with instructor, instructor referral
• Browse shelves and scan indexes
• Recognize this part takes time!

11
Students Searching Challenges

• Serendipity without context Haphazard,
  unplanned searching
• Translating topics into search terms
• Information excess Intellectual distress
• Unaware of information organization
• Deadline First out, all done

12
Students Issues in Evaluating

• Tempted to discard dissenting views
• Full text availability time cost effective,
  but are they the best?
• Popular vs. scholarly peer reviewed
• Choose most familiar sources

13
Synthesizing

• Traditional outline may be too linear discovery
  in progress
• Wheel or web may be a better arrangement
• Ask questions to organize the topic

14
What is needed?

• Partnership
• Instructor provides subject knowledge and
  direction
• Librarian demonstrates bibliographic skills

15
Library Services

• Assignment Assistance
• Collection Development
• Instructional Sessions
• Web-based Assignment Guides
• Subject Resource Web Pages
• Reference Assistance

16
Assignment Assistance

• Consult with library liaison or reference
  librarian to achieve learning objectives
• Consider advice at http//library.uncwil.edu/is/e
  ffective.html

17
Collection Development

• Library Rep and Library Liaison
• Plan ahead for special topics courses
• Projects fund
• Collaborate with librarian to identify items
• Bibliographies
• Books in some databases, e.g., PsycInfo, MLA
• Book reviews

18
Instructional sessions

• Hands-on in library classroom (20 PCs)
• Tailored to assignment
• Searching and evaluating sources
• Scheduling issues
• One room available
• Timing with assignment
• Session as dialog or team-teaching

19
Web-based assignment guides

• Accompany BI session or stand alone
• Include direct links to online resources
• Include call numbers for paper resources
• Current guides on Instruction Web page links to
  previous guides

20
Subject Resource Web Pages

• Correspond to academic departments
• Quick links to best databases
• Comprehensive list of databases
• Selected Internet Resources
• E-Journals
• Guides
• Citing Resources

21
Reference Assistance

• One-on-one on demand (Just Ask!)
• Ask a Librarian (e-mail, Web-based)
• Drop-In Clinics or Class Work Sessions
• Reference by appointment, e.g., STAR

22
Summary Advice

• Ask students to scan the literature before making
  their topic choice
• Provide a mechanism for early guidance
• Break project into sub-projects
• Preliminary bibliography
• Sections turned in over time
• Revisions

23
Summary Advice

• Be very clear about what you want tell students
  and librarians
• Confer with librarians about assignments
• Send a copy of the assignment to the Reference
  Desk (libref_at_uncw.edu)
• Consider scheduling at least one session of
  library instruction
• Refer students to drop-in clinics