Scott Lanning Concise Guide To Information Literacy

Concise Guide to
Information Literacy
Obviously, a mans judgment cannot be better than the information
on which he has based it.
Arthur Hays Sulzberger, publisher of the
New York Times from 1935 to 1961
Concise Guide
to Information
Literacy
Scott Lanning
Copyright 2012 by ABC-CLIO, LLC
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording,
or otherwise, except for the inclusion of brief quotations in a review, or reproducibles, which
may be copied for classroom and educational programs only, without prior permission
in writing from the publisher.
Library of Congress Cataloging-in-Publication Data
Lanning, Scott.
Concise guide to information literacy / Scott Lanning.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-59884-949-3 (pbk.) ISBN (invalid) 978-1-61069-191-8 (ebook)
1. Information literacy. I. Title.
ZA3075.L36 2012
020dc23 2011049229
ISBN: 978-1-59884-949-3
EISBN: 978-1-61069-191-8
16 15 14 13 12 1 2 3 4 5
This book is also available on the World Wide Web as an eBook.
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To my wife for her invaluable support and encouragement.
This page intentionally left blank
Contents
List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
CHAPTER 1: Information and Information Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . .1

What Is Information? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
What Is Information Literacy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Why Is Information Literacy Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
CHAPTER 2: The Information Need and Types of Information. . . . . . . . . . . . . . . . . . .7

The Information Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Refining the Research Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Knowing Where to Look . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Categories of Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Primary versus Secondary Information Sources . . . . . . . . . . . . . . . . . . . . . . . . .10
Scholarly versus Popular Information Sources . . . . . . . . . . . . . . . . . . . . . . . . . .11
Current versus Historical Information Sources . . . . . . . . . . . . . . . . . . . . . . . . . .12
Formats of Information Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Print . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Electronic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Types of Information Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Reference/Background Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
News Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Magazines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Journals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Indexes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Contents vii
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
CHAPTER 3: Finding Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

What Is a Database? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Free Databases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Fee Databases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Searching Databases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Basic Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Advanced Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Language of the Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Keyword Searching and Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Subject Searching and Field Searching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Mechanics of the Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Boolean Operators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Proximity and Phrase Searching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Nesting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Truncation and Wildcards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Using Help Screens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Refining the Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
CHAPTER 4: Utilizing the Library Catalog and Resources . . . . . . . . . . . . . . . . . . . . .39

Searching the Library Catalog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Retrieving Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Utilizing Print Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Utilizing Electronic Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
CHAPTER 5: Utilizing Library Databases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Choosing a Database . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Citation, Abstract, and Full-Text Databases . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Utilizing Electronic Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
CHAPTER 6: Utilizing the Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

Web Search Engines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
viii Contents
Basic Searching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Advanced Searching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Metasearch Engines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Utilizing Web Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
CHAPTER 7: Librarians and Library Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

The Librarian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Research Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Library Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Interlibrary Loan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
CHAPTER 8: Evaluation and the Research Process . . . . . . . . . . . . . . . . . . . . . . . . . . .61

What Is Evaluation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Evaluating Your Research Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Search Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Keywords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Database Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Research Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
CHAPTER 9: Evaluating Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

Relevance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
Scope and Depth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Validity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Timeliness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Accuracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Authority . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
CHAPTER 10: Evaluating Your Product . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77

Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
Logic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Contents ix
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
CHAPTER 11: Using Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81

Communicating Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Using Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Intellectual Property, Copyright, and Fair Use . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Plagiarism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
Quoting, Paraphrasing, and Summarizing Information . . . . . . . . . . . . . . . . . . . .84
Citing Your Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Learning from the Experience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Works Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
x Contents
List of Figures
FIGURE 1.1. Topic Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

FIGURE 2.1. Information Creation and Access. . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
FIGURE 2.2. Time to Publication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
FIGURE 2.3. Topic and Aspects Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
FIGURE 3.1. Record from a Database. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
FIGURE 3.2. Basic Search Screen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
FIGURE 3.3. Advanced Search Screen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
FIGURE 3.4. Keyword Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
FIGURE 3.5. Synonym Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
FIGURE 3.6. And Operator. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
FIGURE 3.7. Earthquakes and Tsunamis and Models. . . . . . . . . . . . . . . . . . . . . . . .29
FIGURE 3.8. Or Operator. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
FIGURE 3.9. Not Operator. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
FIGURE 3.10. Search Worksheet with Search Strategy. . . . . . . . . . . . . . . . . . . . . . . .34
FIGURE 3.11. Search Worksheet with Broadened Search Strategy. . . . . . . . . . . . . . .34
FIGURE 3.12. Search Worksheet with Narrowed Search Strategy. . . . . . . . . . . . . . . .35
FIGURE 3.13. Search Statement Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
FIGURE 4.1. Dewey Decimal and Library of Congress
Call Number for The Planets.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
FIGURE 4.2. Library Catalog Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
FIGURE 5.1. Database Search Worksheet.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
FIGURE 6.1. Internet Search Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
FIGURE 9.1. Information Evaluation Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . .75
FIGURE 10.1. Paper Evaluation Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
List of Figures xi
FIGURE 11.1. Book Citation in Two Formats. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
FIGURE 11.2. Journal Citation in Two Formats. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
FIGURE 11.3. Citation Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
xii List of Figures

C H A P T E R 1
Information and
Information Literacy
What Is Information?
This book is about information literacy. What it is, why it is impor-
tant, and how you can become information literate. So what is informa-
tion literacy? We will start by taking a look at information. Information
is defined as: Data which has been recorded, classified, organized,
related, or interpreted within a framework so that meaning emerges
(Information 2003).
Is the following information?

16895
No. By our definition, it is data. We have no context in which to
understand this number. It could refer to many things. If you saw this
number on the windshield of a car in the lot of an auto dealership, is it
still data? No, not any more. Now it is information. We know that the
number is the price of that car. It has a framework that gives it mean-
ing. The car is a specific make, model, and year with a certain set of
options and dealer profit that determine the price. If it is a used car,
then that price also reflects mileage and condition.
Information comes from many sources. We are surrounded by it.

Television, the Internet, and billboards are all sources of information.
Your friend telling you what happened at a party the other night is giv-
ing you information. That information may be given to you in person,
over the phone, via Twitter, or on Facebook.
Chapter 1: Information and Information Literacy 1

Information is more than just reporting what has happened. Informa-
tion can also be discovered and created. A researcher who develops a
new metal alloy or a scientist who finds a medicinal property of a plant
has created information. It is also created by you when you write a
paper and support your arguments with the research of others.
We all have some understanding of what it means to be literate. It

means we can read and write. Literate also means having knowledge
or skill in a specified field (Literate 2011). So being information lit-
erate means having knowledge about information. We can check the
price of that car on a site like Edmunds (http://www.edmunds.com) and
determine whether it is a good deal or overpriced. This is an example
of information literacy.
What Is Information Literacy?

Information literacy is the ability to find, evaluate, and use infor-
mation efficiently, effectively, and ethically to answer an information
need. An information need can be anything from determining a fair
price for a good used car to developing a new product. Writing a re-
search paper is an information literacy process. It involves finding and
applying information to answer your research questions to either sup-
port or disprove your hypothesis. To do this well, you want to evaluate
the information you use to ensure its quality while recording the pub-
lication information you need to give credit to the people whose ideas
you use.
The Association of College and Research Libraries (ACRL) has

their own criteria of what information literacy is all about, and they are
collected in a document called Information Literacy Competency Stan-
dards for Higher Education. It lists the skills you should have and what
you should be able to do when you learn about information literacy:
Determine the extent of information needed. If you need only a
quick fact or definition, then you do not have to consult multiple
sources and find 10 research articles. You only need to consult an
encyclopedia or dictionary. If you have to write a paper, then using
an encyclopedia will not give you enough information to answer
your research question.
Access the needed information effectively and efficiently. You know
where to look and how to look for the information you need, and
you can find it quickly.
Evaluate information and its sources critically, and incorporate
selected information into ones knowledge base. You can determine
2 Concise Guide to Information Literacy

if the information you found is appropriate to your research and
whether the information, or its source, is good or bad, and you learn
from all that information you gathered.
Use information effectively to accomplish a specific purpose. You
write your research paper, develop your new process or market a
product, and accomplish your task well.
Understand the economic, legal, and social issues surrounding the
use of information, and access and use information ethically and
legally (Association of College and Research Libraries 2000). You
understand the concept of intellectual property and know the conse-
quences of plagiarizing someone elses ideas. You know how to cite
your sources.
Excerpted from Information Literacy Competency Stan-
dards for Higher Education by the Association of Col-
lege and Research Libraries, a division of the American
Library Association, copyright 2000 American Library
Association. Available for download at http://www.acrl.
org/ala/mgrps/divs/acrl/standards/informationliteracy
competency.cfm. Used with permission.
In this book, we focus on these ideas to help you become informa-

tion literate. Right now, however, we need to answer the big question.
Why Is Information Literacy Important?

Librarians have a vested interest in the importance of informa-
tion literacy. We believe it is a vital skill, and because it relates to our
jobs, that is not a surprise. However, there are other people who also
believe information literacy is important. For example, colleges and
universities are accredited. They are given a stamp of approval from
an accrediting agency. These agencies have long lists of standards that
the colleges have to meet before they are accredited. This process is de-
signed to ensure that you are or will be getting a quality education.
The Middle States Association of Colleges and Schools, a col-

lege accrediting agency, says that a colleges course of study should
be designed so that students acquire and demonstrate college-level
proficiency in general education, scientific and quantitative reason-
ing, critical analysis and reasoning, technological competency, and
information literacy (Accreditation 2011). The New England Asso-
ciation of Schools and Colleges states that your college should ensure
that students use information resources and information technology
as an integral part of their education because when you graduate you

should be able to demonstrate competency in the ability for scientific
and quantitative reasoning, for critical analysis and logical thinking;
and the capability for continuing learning, including the skills of infor-
mation literacy (Accreditation 2011).
Accrediting agencies are not the only ones concerned with informa-
tion literacy. The Prague Declaration came from a United Nations Ed-
ucational, Scientific, and Cultural Organization (UNESCO) supported
conference with the National Forum on Information Literacy (http://
infolit.org), a not-for-profit organization with an international mem-
bership dedicated to promoting information literacy, and the National
Commission on Libraries and Information Science, which is a U.S.
government agency now called the Institute of Museum and Library
Services (http://www.imls.gov). The conference had representatives
from 23 countries who agreed on the following:
The creation of an information society is key to social, cultural, and

economic development of nations and communities, institutions,
and individuals in the 21st century and beyond.
Information literacy encompasses knowledge of ones information
concerns and needs and the ability to identify, locate, evaluate, or-
ganize, and effectively create, use, and communicate information to
address issues or problems at hand; it is a prerequisite for partici-
pating effectively in the information society and is part of the basic
human right of lifelong learning.
Information literacy, in conjunction with access to essential in-
formation and effective use of information and communication
technologies, plays a leading role in reducing the inequities within
and among countries and peoples and in promoting tolerance and
mutual understanding through information use in multicultural and
multilingual contexts.
Governments should develop strong interdisciplinary programs to
promote information literacy nationwide as a necessary step in clos-
ing the digital divide through the creation of an information literate
citizenry, an effective civil society, and a competitive workforce
(UNESCO 2003).
We end this section with a list from a group of librarians. This list
nicely and succinctly summarizes what others have said about why
information literacy is important. The American Association of School
Librarians (AASL) developed Standards for the 21st-Century Learner,
which is their list of things you should be able to do by the time you
graduate from high school.

Learners Use Skills, Resources, and Tools To Do the Following:
Inquire, think critically, and gain knowledge.
Draw conclusions, make informed decisions, apply knowledge to
new situations, and create new knowledge.
Share knowledge and participate ethically and productively as
members of our democratic society.
Pursue personal and aesthetic growth (American Association of
School Librarians 2007).
Excerpted from Standards for the 21st-Century Learner
by the American Association of School Librarians, a
division of the American Library Association, copy-
right 2007 American Library Association. Available
for download at www.ala.org/aasl/standards. Used with
permission.
These are the outcomes of information literacy. This is what you

should be able to do. Information literacy is important for your educa-
tion. It will enable you to be a better student and get better grades. It is
important to your career as you will be a better employee and help your
company be more competitive and productive.
It is important to your life as you will be able to make better deci-

sions informed by facts that will help you with everything from pur-
chases to personal finances. It will help you become a lifelong learner
as you will be able to learn new skills and adapt to changes in your
workplace and society. It will make you a better global citizen as you
will be able to participate in an informed and engaged manner in our
democratic society, and you will have a greater understanding of the
world at large.
If these reasons still are not enough to explain why information

literacy is important, then consider the following two quotes. Richard
Dawkins, a prominent evolutionary biologist said, What lies at the
heart of every living thing is not a fire, not warm breath, not a spark of
life. It is information, words, instructions (1986, 112). James Gleick,
a Pulitzer Prize nominated author stated in his book The Information:
A History, a Theory, a Flood, Information is what our world runs on:
the blood and the fuel, the vital principle (2011, 8). We are creatures
of information, built by information, powered by information and con-
suming information. Shouldnt we know what information is and how
to sift through the billions of bits of information to find the pieces we
need?

Vocabulary
creation of information
data
information
information literacy
information need
lifelong learning
sources of information
Questions
Where does information come from?
Who creates information?
What does it mean to participate in our democratic society?
What is a global citizen?
Why is lifelong learning important?
Assignment
Pick three broad topics that can be expressed in a few words. See the
example in Figure 1.1. Later you will pick one of these three topics and
explore specific concepts within it.
TOPIC IDEAS
1. Climate change
2. Illegal drugs
3. Eating disorders
Figure 1.1: Topic Worksheet.

C H A P T E R 2
The Information
Need and Types
of Information
In this chapter and the following chapters, we use the ACRL Compe-
tency Standards (Association of College and Research Libraries 2000)
as our outline of material to be covered. We start with determining the
extent of the information needed and how to access the information ef-
fectively and efficiently.
The Information Need

As stated earlier, this is the question that needs an answer. In the
context of school, this is the research question that you need to answer
in your paper or project. It is the hypothesis that you will seek to prove
or disprove, or the thesis you will explore. In your personal life, it
could be finding the best cell phone deal for your intended use or the
cheapest price on the best HD TV. For your professional life, it could
be finding how much money the average consumer spends on premium
chocolates, which are the top brands, and whether the market is big
enough for another competitor.
The information need may not be big. You may need to know only
a fact like the magnitude of the largest earthquake every recorded. You
may need a little background like knowing what the Richter scale is
and what the difference is between a 4 and a 5 on that scale. Both of
Chapter 2: The Information Need and Types of Information 7

these questions can be answered quickly and from one source. You may
even find the answer to both questions in the same source. When you
read your background source, you will discover that the Richter scale
has been replaced with the moment magnitude scale (Richter Magni-
tude Scale 2011).
But if you need information on the state of the art in the prediction
of earthquakes, you may need additional facts and background infor-
mation, plus the latest research articles so you can understand what an
earthquake is, how the magnitude is measured, animals sensitivity to
earthquakes, how science is trying to predict them, and what kind of
success they are having. This is no longer a simple information need. It
is a complex question that requires a lot of information from different
sources, and the answer may not be definitive.
You have your research question: What is the state of the art in the
prediction of earthquakes? Recognizing that your question is big, that
it cannot be answered by a single source, that it has multiple facets,
and that it requires background information in order to understand all
aspects of it is a very good beginning.
Refining the Research Question

As you begin to explore your topic, you may want or need to modify
your research question or hypothesis based on the amount and type
of information you find. If you are finding too much information, you
may need to narrow your focus and look at a specific aspect of your
original thesis. If there is too little information, then you will need to
broaden your topic. There are no hard and fast numbers that describe
too much or too little information, but it is safe to say that if you find
so many items that you do not know where to begin or so few that you
do not have enough to even start, then you may need to reexamine your
thesis. In addition, if the information you are finding is of poor qual-
ity and unreliable, then you may also need to reexamine your research
question. Maybe changing the wording will lead to good quality, reli-
able sources. Maybe there just is not enough information available on
your topic to write a well-reasoned and supported paper. If that is the
case, then you simply need to change your question altogether. Your
question is not set in stone from the moment you think of it. It is flex-
ible and can change as you explore your topic. We will talk more spe-
cifically about narrowing and broadening your search, evaluating your
research process, and evaluating the information you found later on in
this book. First, we will examine where to look.

Knowing Where to Look
Knowledge is organized into three broad categories: humanities,
social science, and science. According to the Merriam-Webster diction-
ary, the humanities are, the branches of learning . . . that investigate
human constructs and concerns as opposed to natural processes . . . and
social relations (Humanities 2011). This definition does triple duty.
It mentions the sciences as natural processes and the social sciences
as social relations. The humanities include philosophy, language, lit-
erature, art, and theater. The social sciences include anthropology, psy-
chology, sociology, and business, while the sciences include chemistry,
physics, biology, astronomy, and geology.
Using your previous research question on earthquake prediction, you

can see that it falls into the sciences. This will help you determine the
information sources you need to use when you begin your research. If
you were instead writing a paper about Ancestral Puebloans or Shake-
speare, you would want to consult sources in anthropology and litera-
ture, respectively.
Knowing the broad discipline of your topic also helps you to know
where to look for information. For example, while journals are impor-
tant in all disciplines, they are especially important to the sciences.
The latest discoveries are documented in the journal literature first. In
the humanities, the newest idea might be too big to be expressed in a
journals article, so it is published in a book. Within the humanities, for
example in the arts, the new idea may be expressed as a series of paint-
ings or a dance.
Figure 2.1 illustrates the information process from its creation to

its publication. We talked a little about where information comes from
in chapter 1. Now we are going to look specifically at a researcher
as a creator of information. It starts with ideas. The researcher then
develops their ideas by gathering information, running experiments,
and informally discussing their ideas with colleagues. They may pres-
ent those ideas at a conference, then refine and develop them further.
At this point, unless we know the person or attended the conference,
we do not have access to their ideas or their research. The informa-
tion that has been generated has only been informally shared. When
the researchers publish their ideas, that is to say produce a DVD of the
recital, post a video of the ballet to YouTube, or have a journal article
published, then the information that they created has been shared with
the world, and we can gain access to their ideas through those publica-
tions and through sources that lead us to them, called indexes.

Figure 2.1: Information Creation and Access.
Categories of Information
Information comes in many varieties. We have broken it down into
six broad categories of information that can be discussed as pairs that
contrast with each other. This makes it easier to understand what each
of them entails.
Primary versus Secondary Information Sources

Primary means direct or firsthand (Primary 2011). Primary infor-
mation, therefore, is firsthand information. It can mean a firsthand
account of an event or the results of a research project that is pub-
lished by the researcher. Secondary information is information that is
reported secondhand. For example, when a reporter visits the site of

an earthquake and tells you about the event, it is a secondhand report.
When that reporter asks a person who experienced the earthquake what
it was like, that persons answer is a firsthand or primary account of
the event. Diaries and letters are primary sources of information about
the person who wrote them. An autobiography is a primary document
because it was written by the person in question. A biography is a sec-
ondary information source about the person because it was written by
somebody else.
A research article is a good example of a primary information

source. It is written by the persons who conducted the research project.
A secondary information source would be a source that talks about,
uses, or summarizes the research done by others. An article about
earthquake prediction written by the persons who conducted the re-
search is a primary source. A book that pulls together many primary
and secondary sources of information to present an overview of earth-
quake predictions is presenting information secondhand, making it a
secondary source.
Scholarly versus Popular Information Sources

Scholarly information is a research article. It is information that is
cited and verified. It is information intended for an academic or spe-
cialized audience. It is information that has been peer reviewed and
published in a scholarly journal. The peer review process is an impor-
tant aspect in the publication of a scholarly article. Journals that pub-
lish research articles have scholars, or experts in their field, who review
the articles that have been submitted for possible publication. This
group of scholars or peers will read the submissions and decide which
ones are good enough to be published in their journal. This peer review
process is designed to ensure that only quality articles get published.
It is important to know that while scholarly journals publish schol-

arly articles that are the results of primary research and primary
thinking, not all primary information is scholarly information. An auto-
biography is primary information, but it is not scholarly. It is popular.
Popular information is information intended for a broad, general

audience. It may contain facts that have been verified, and it may
have been approved for publication by an editor, but it has not been
peer reviewed. For example, an article in Time magazine will contain
facts that should have been checked. It will be edited and approved
for publication, but it is an article that reports on a current event like a
demonstration, and it does not require expertise in a field of study to

understand. Popular information may have pictures and videos. Schol-
arly information may have tables and graphs.
Current versus Historical Information Sources

Current and historical are the last two categories of information.
Current is easy to understand. It means new, up to date, or the current
conditions. Current information varies by discipline. There are excit-
ing astronomical discoveries made all the time. Current information in
astronomy needs to have been created very recently to reflect the most
up-to-date thinking in the field. In contrast, fields like psychology and
sociology move a little slower, and English literature moves even more
slowly. An article about human behavior that is 3 years old may have
some of the most up-to-date thinking. An article about Shakespeare
that is 10 years old may reflect the best modern thought on the bard.
Historical information does not mean old information. It means

information about the past, as opposed to the current state of affairs.
That information could have been gathered, analyzed, and published
yesterday. It is the focus on the history and development of an idea or
subject that makes it historical information. You can put together your
own historical information by finding information that was current 10,
20, and 50 years ago and comparing it to today to see the changes that
have occurred over time. Remember that just because something hap-
pened in the past does not mean that there is not current thinking and
analysis of it. History, as a field of study, has both current and histori-
cal information.
The categories of information can overlap. While it is difficult for

something to be both popular and scholarly at the same time, a popular
information source could also be primary in nature, while a scholarly
source could be secondary and historical. Knowing which categories of
information you will need, and how much information you need from
each category, will help you with your research. You may want some
popular and historical information to help you better understand your
topic and to use as the introduction or groundwork for your project,
while the bulk of your project will consist of information you gathered
from scholarly sources.
Formats of Information Sources

Information comes in different formats. It can be in a physical for-
mat or an electronic format. The format of the information is not as
important as the quality of the information.

Print
Print is a physical, tangible format for recording information that
does not require the use of an electrical device to read or extract the
information. We read a book, look at a photograph, or flip through a
magazine. Information has been coming in print formats ever since
man learned how to draw on cave walls. Print sources take up a lot of
space. They cost more to publish because of the resources consumed
to create the object. They cost more to distribute because of their size
and weight. The printing and distribution process all add time to the
publication of the information. The advent of electronic formats for in-
formation has made print formats less and less popular.
Electronic
Electronic formats include DVDs, MP3s, videocassettes, data-
bases, and the Internet. We need some kind of device to read elec-
tronic sources. Electronic sources take up very little physical space.
One DVD-ROM can hold thousands of books. Tangible versions of
electronic sources like DVDs and CDs are subject to the same print-
ing and distribution process as print sources. However, the Internet
allows for instantaneous publication and distribution of electronic
sources. A publisher may print 1,000 copies of a book and discover
that was not enough to meet demand. Then they will have to print ad-
ditional physical copies of the book. An electronic version of the print
book can be accessed by one person or one million people and meet
any level of demand without taking up any more space or consuming
any more resources. Electronic sources are easily copied and shared
with others.
Types of Information Sources

Information is packaged into different types of information sources,
and each source influences how much and which categories of infor-
mation you get. Scope is how broad the subject or topics are. An infor-
mation source with a broad scope covers a very broad topic or lots of
topics, and one with a narrow scope may cover only one specific aspect
of a topic. Depth is how much information on a topic is given in the in-
formation source. Sources that lack depth give only a little information,
while sources with depth give a lot of information. A dictionary is an
example of an information source that has a very broad scope, all the
words in a language or field of study, and a very shallow depth, just a
brief entry defining a word.

Reference/Background Sources
Background information sources, or reference sources as they are
called in a library, are designed to bring you quick facts or provide a
short overview of a topic. These sources can be very helpful in your re-
search. They can provide you with a basic understanding of your topic,
which will help you focus your question, and provide you with the
terminology of your subject, which will help you search and find more
information. For these reasons, reference sources are a great place to
begin your research. You may not use the information you find in them
in your project, and your instructor may not let you, but the start they
give you on your research may be invaluable.
Wikipedia and The New Encyclopdia Britannica are examples of

general reference sources. Their scope is very broad, the whole realm
of knowledge. They contain tens of thousands or even millions of arti-
cles, but their depth is usually limited. There are reference sources that
focus on specific topics like the McGraw-Hill Encyclopedia of Science
and Technology or the Routledge Encyclopedia of Philosophy, or even
more specifically, sources such as Cambridge Illustrated Dictionary of
Astronomy or The Oxford Handbook of Philosophy of Emotion. These
reference sources have a narrower scope than general encyclopedias,
but they have more depth. Still, they do not have as much depth as a
book on one of their entries would.
Reference sources are always secondary in nature. They can be

popular or scholarly. They usually focus on either current or historical
information but may try to do both. There are often many people in-
volved in the writing and editing of reference sources. The very broad
scope of reference sources means that they have the greatest length
among the different types of information sources. This length and com-
plexity also means that it takes a long time to write and compile the in-
formation before it can be published. Reference sources take longer to
create in general than any other type of information source. It can take
years to produce a reference source. Figure 2.2 illustrates the relative
time to publication for each information source.
Books
Books have greater depth and narrower scope than background or
reference sources. Their length allows them to cover their topic in great
detail. Their scope can be fairly broad, such as the Civil War, or it can
be more narrowly focused and cover only General Shermans battles
during the war. Books will give you more information on your topic
than any other source of information. It may be too much information,

Figure 2.2: Time to Publication.
but you still may need to find specific information within a book for
your project.
Books can fall into any category of information. They can be pri-
mary or secondary, historical or current, popular or scholarly informa-
tion sources. Books take the second longest time to reach publication
due to their depth and scope.
News Sources
There are many places to get news: the Internet, television, radio,
and newspapers. News sources tend to have broad but shallow cover-
age, similar to background or reference sources. However, they focus
on current information, specifically current events, for a broad, popu-
lar audience. Articles and reports are usually short and secondary in
nature. News sources will help you find current information about the
latest discoveries for your topic of research, but it will usually not be
enough information, and you may need to find the primary information
on which their report was based.
News sources have the shortest time to publication. It can be instan-

taneous. You can be watching events as they happen on the Internet
and on television. Television newscasts report on the events of the day,

whereas newspapers report on what happened the day before; both may
follow developing stories.
Magazines
Magazines are also geared for a popular audience. They can have
a broad scope like Time, or they can be narrowly focused like Roll-
ing Stone or Marie Claire. They usually have more length than a news
source, which allows them to cover a topic with more depth. They can
feature interviews with important figures within their scope, such as a
musician or a fashion designer, and provide primary information. They
do not have scholarly articles, so there is no primary research, but sec-
ondary reporting. They can have articles on current or historical topics.
Their broad coverage and depth may be another good starting point
for your research project, and their relatively short time to publication
means you can get up-to-date information about events and discover-
ies. However, their popular nature may preclude their use in a research
project.
Journals
Journals publish scholarly articles that have been peer reviewed.
Scholarly articles are written by experts and are intended for students
and other experts in that field of study. They detail experiments and cite
the sources used in the research. Journals have a narrow scope, a spe-
cific field or sub-field of study, and they often have great depth because
articles can be long and very narrowly focused. You may find a number
of journal articles that have a similar thesis to yours. They may serve to
support or disprove your hypothesis and be great sources of informa-
tion for your project. A journal article might be too narrowly focused
and too detailed for your project. However, you might find some useful
information within that article that you will need to extract. Journal ar-
ticles will help you think about your thesis, and as they help to support
or disprove it, they will help you develop your own thoughts and come
to your own unique conclusions about your topic.
Besides publishing primary research, journals publish editorials,

news items, and reviews. When using a journal to find a scholarly, pri-
mary source, be sure you are not using these items. It takes time to pro-
duce a research article, gathering information, running an experiment,
analyzing the results, and writing the report. The publication process
takes more time than a magazine article because each submission must
be read and evaluated by a group of peers who need to agree that the
article is worthy of publication.

Indexes
Indexes are unique publications. They make it easier to find infor-
mation. This book has an index that helps you find specific pieces
of information within it. Google (http://www.google.com) and Bing
(http://www.bing.com) index the Internet to help you find the websites
you want. Without indexes, accessing information would be very dif-
ficult and time consuming.
Bibliographies are a unique form of index and the first indexes that
were developed to help researchers find information across multiple
sources. A bibliography is a list of information resources related by
topic. The first bibliographies were lists of books because books were
the primary method of communicating information. Bibliographies are
still around. Your library, no doubt, has a number of bibliographies in
its collection. As publishing developed and magazines, journals, and
newspapers were published, indexes were developed to help people
find information within those publications. Print indexes often indexed
the contents of many magazines and journals, and they took up a lot of
space in libraries. Finding citations to appropriate information sources
in bibliographies and print indexes took a lot of time. With the develop-
ment of computers came the development of electronic indexes and our
databases of today. Databases allow us to search in minutes what used
to take many hours to do.
Databases have a very broad scope; even databases that are narrowly
focused try to index the entire contents of many information resources,
although their depth varies. Print indexes and bibliographies are shal-
low. They give you enough information to find the original source, the
citation information, and sometimes they give you a short summary,
called an abstract and/or a critical comment about the information
source, called an annotation. Databases have these same features, and
they can also have the full text of the information source, which gives
them tremendous depth as well. These are full-text databases. Some da-
tabases contain citation and abstract information only, while other da-
tabases are a hybrid, containing full-text information for some of their
sources and citation/abstract information only from other information
sources.
Indexes have to be published after the sources they index are

published. For databases, that publication happens shortly after the
sources publication. For example, ProQuest Newspapers, which is a
database of newspapers, will update or publish new entries for the arti-
cles within the Chicago Tribune just hours after the paper is published!

Not every database is updated this quickly, but they generally have a
short time to publication. We talk more about databases in chapter 3.
Vocabulary
books news sources
current information popular information
historical information primary information
indexes publishing
information access reference sources
information need research question
information process scholarly information
journals secondary information
magazines time to publication
Questions
What is an information need?
How do you refine your research question?
What are the three broad categories of knowledge?
What is the information process?
What are the differences between primary and secondary information?
What are the definitions of the different types of information sources?
What is time to publication, and how does it impact the information

you find?
Assignment
Take your three topics from chapter 1, assign them to their category
of knowledge, then pick one of the three topics and list at least five dif-
ferent concepts or aspects of your topic. Finally, use your topic and key
concepts to help you generate a research question. See the example in
Figure 2.3.

TOPIC IDEAS BRANCH OF TOPIC ASPECTS OF TOPIC
KNOWLEDGE
1. Climate change 1. Science Climate change 1. Ocean temperatures
2. Illegal drugs 2. Social Science 2. Marine mammals
3. Eating disorders 3. Science 3. Rising sea levels
4. Climate refuges
5. Economic impact
Research Question
What impact has climate change had on marine mammal populations?
Figure 2.3: Topic and Aspects Worksheet.

C H A P T E R 3
Finding Information
You will be searching databases to find the information you need to

answer your research question. In this chapter, we will talk about data-
bases and how to find the information you need quickly and effectively.
Your library has access to a number of different databases. First, we
need to establish what a database is.
What Is a Database?
A database is a collection of records. A record is a collection of
fields. A field is a container for specific information. That definition,
while technically accurate, may not be the most helpful. Figure 3.1 is
an illustration of a single record taken from the NLM Gateway data-
base (http://gateway.nlm.nih.gov).
The first field in the record is the title of the article, Effect of sugar-
free Red Bull . . . Every record in the database has an article title field
that specifically and only contains the title of the article. The names of
the authors are put in the author field, the abstract goes in the abstract
field, and so forth. This database does not contain the full text of the
article. If it did, there would be another field, a very big one, that con-
tained the whole text of the article. Every record in the database has all
of these fields. A database can have only a few records or millions of
records.
Some words in a database are not searchable. These words are called
stop words. Stop words are usually short and very common words like
the, a, an, was, and to. Other stop words are words that have
a special meaning to the database and are used in searching like the
Boolean operators, And, Or, and Not. You do not need to capitalize the
Chapter 3: Finding Information 21

Figure 3.1: Record from a Database.
operators when using them in your searches. They are capitalized here
for illustrative purposes.
Databases allow you to search quickly through large amounts of in-

formation for multiple terms, and the database will retrieve only those
articles with the combination of words that you specified. Additionally,
each field in a database can be searched individually or in combina-
tion with other fields. This makes it easy to find articles written by a
specific author or that use a specific subject term. Knowing how a data-
base is structured and searched will help you find the information you
need quickly.
Free Databases
Databases fall into two broad categories: free and fee. Google and
Bing are examples of free databases. You do not pay to use them, and
most importantly, they try to index the entire visible Web. When you
do a Google search, you can find information on websites that are open
for everyone to access. This is the visible Web. The information you
find on the visible Web can be great or horrible. Because anyone can
create and post information to the Web, it is important to evaluate the
information you find. We will talk about how to do that in chapter 4.

A more scholarly example of a free database is Directory of Open
Access Journals (DOAJ) (http://www.doaj.org/doaj). The DOAJ in-
dexes free or open access journals. These are scholarly, peer reviewed
publications that are made available free of charge on the Internet. By
using DOAJ, you are limiting the amount of information you will find
versus a Bing or Google search, but you are getting an assurance of
quality.
Fee Databases
Fee databases or commercial databases charge you to use their re-
sources. Fee databases are part of the invisible Web. They cannot be
accessed by everyone, and the information they contain may not be
found with a Web search. This is what makes them invisible on the
Web. The information they contain comes from news sources, maga-
zines, journals, books, and reference sources. Most of the resources in
fee databases come from commercial publishers and are collected by
commercial database vendors. Both of these entities have a profit mo-
tive. They want to make money off of the information they have pro-
duced and packaged. Publishers charge database vendors to use their
materials. Database vendors charge users for aggregating information
from many sources and for providing a search mechanism to find the
information. For example, you can buy a copy of Rolling Stone at the
store, or you can read it on Academic Search Premier, a database that
includes the full text of many magazines and journals put together by
the company EBSCOhost. But no matter how you want to use it, you
will have to pay for it. Fortunately, libraries buy these resources and
make them available to you at no cost. Even though these resources
come from commercial publishers and cost somebody money, you still
need to evaluate the information you get from them.
Searching Databases
It is easy to search a database. Type something in the search box,
hit Enter, and you should find some information. Searching a database
well takes more skill. When you search a database, the records it finds
are your search results, and these records, often displayed in a short-
ened form, are called the results list.
When you search a database for a broad topic, such as climate

change, the database will retrieve many records. Your results list will
be very long, and your retrieval will be high. However, the relevance
of the material to your research question could be low. Even though
you found many items, they are not all what you are looking for, and
you will have to look through lots of records to find the good ones.

Retrieval is simply how many items you find, and relevance is how ap-
propriate those items are for your research. If you do a very specific
search and find only a few articles, the retrieval is low, but all the in-
formation could be appropriate for your topic, so the relevance is high,
but you may not have enough information. You want to find a balance
between retrieval and relevance. Knowing how to search databases
will help you strike this balance and find the information you need ef-
ficiently and effectively.
Basic Search
The Google/Bing search box is an example of a basic search. Com-
mercial databases and library catalogs have basic search screens as
well. You type words into the search box, and the database searches
multiple fields to find matches. The words you entered are your search
terms. It is a very simple way to conduct a search, but not necessarily
the best. It is a quick way to get an idea about how much information is
available on your topic, but the basic search is making the decisions for
you about where it looks for your search terms and how they are com-
bined (see Figure 3.2).
Advanced Search
The advanced search screens give you control over how your search
is carried out. You can pick the specific fields you want to search and
easily specify how you want to combine your search terms. When you
use the advanced search screen, it is easier to understand what the
search is doing, which also makes it easier to modify your search to
change the number of results you receive (see Figure 3.3).
Figure 3.2: Basic Search Screen.
Figure 3.3: Advanced Search Screen.

Language of the Search
You can search databases with either keywords or specific subject
terms. This is the language of the search.
Keyword Searching and Synonyms

Keywords are the words and phrases that best describe your topic.
Keywords are your own words. They are the words that you thought of
when you developed your topic and research question. Take your key-
words from your research question. These are the words you want to
search to find information that matches your research question.
Not all words in your research question make good keywords. See
the example in Figure 3.4. Why is impact not a keyword? It is not
an essential descriptor of your topic. You cannot search for your topic
without ocean temperatures, whales, and population, but you can
search for it without impact. If you use impact in your search, you
will miss all the article that use the words influence, effect, and
bearing instead. So using the word impact limits your search, but
not to an aspect of your topic, just to that word. Impact is a verb in
our research question. Nouns make better search terms than verbs.
Keyword is the default search. The search will look for your term
in any field in the database and return only the records that have your
keyword in one or more of the fields. It is important to choose good
keywords. If your keyword is not a good way to describe your topic,
you will not find the information you need. Thinking of synonyms for
your keywords will help your search.
Synonyms are words that mean the same thing. When it comes
to database searching, that definition is a little narrow. For database
searching, a synonym may be a similar or related topic. You need
to think of synonyms when you are preparing to search databases.
TOPIC ASPECTS OF TOPIC RESEARCH QUESTION KEYWORDS

Climate change Rising sea levels. How will rising ocean ocean
Climate refugees. temperatures impact temperatures
Marine life. whale habitats and habitat
Food production. populations?
Rising ocean population
temperatures. whales
Erratic weather.
Figure 3.4: Keyword Worksheet.

TOPIC ASPECTS OF TOPIC RESEARCH KEYWORDS AND
QUESTION SYNONYMS
Climate change Rising sea levels. How will ris- ocean temperatures
Climate refugees. ing ocean tem- water temperatures
Marine life. peratures impact sea temperatures
Food production. whale habitats and habitat
Rising ocean populations? behavior
temperatures. range
Erratic weather.
population
reproduction
numbers
whales
marine mammals
dolphins
cetaceans
seals
Figure 3.5: Synonym Worksheet.
Synonyms will help you broaden your search and increase the amount
of material you find. Synonyms might turn out to be better search terms
than your original keywords (see Figure 3.5).
Subject Searching and Field Searching

Subject searching is using specific language to search the subject
field of a database. That language is called controlled vocabulary
because a specific subject term is assigned to all articles on the same
topic. For example, if you want to find all the articles in a database
that mention teens in association with the rest of your topic, you
would need to use your synonyms and search for teens, teenagers,
youths, minors, and adolescents. However, if you knew that the
database assigned the term adolescents to every article that mentions
teens, teenagers, or any of the other variations, you could search only
one term and search it in the subject field to find all the articles.
The vocabulary is controlled by the company that puts together the

database. They have employees examine the articles they are going to
include in their database and assign subject headings to each article
from a list of approved terms. The list is called a thesaurus. This step
ensures that all articles on the same topic are described in the same
way, and that makes subject searching a very effective way to find
information.

When you limit your search to a specific field within a database,
you are performing a field search. Subject searching is a specific type
of field searching. You can also limit your search to any other field in a
database. For example, if you know the author of an article or book you
want to find, you can search for their name in the author field. This nar-
rows the focus of your search. The name is only searched in the author
field, not in the rest of the fields. This means that even if you search a
common name like Williams, you are only finding Williams as an au-
thor, not as a subject or as a word in the title.
Another useful field search is the title search. If you know the title,
using a title search will often find exactly the information you want.
Limiting your keywords to the title field is a way to narrow your search
and find fewer results. It can be a very helpful way to retrieve more
relevant items. Then you can examine those records to find official
subject terms, and if you need to find more items, search those subject
terms to find additional relevant items.
Mechanics of the Search

Databases use commands to combine your search terms and execute
a search. These commands are the search language of the database, as
opposed to keywords, which are the language used in the search. When
you put together these commands with your keywords, you create a
search statement. Using keywords from our example in Figure 3.4, if
you search for whales, then you have a very simple search statement
that does not need any command, but you get too much information. If
you want to search for whales, ocean temperatures, and popula-
tion, you need to combine these terms using the proper commands to
get the information you want. Understanding search mechanics and
commands will enable you to get it right.
Boolean Operators
One very important set of commands are the Boolean operators.
Boolean operators were developed by George Boole, an English math-
ematician in the 19th century (Gillispie 1970). The operators are
And
Or
Not
Boolean operators are used to control how your keywords and
subject terms are combined in a search statement. Boolean opera-

Figure 3.6: And Operator.
tors are used in all commercial databases. The And operator finds the
intersection of your ideas. It narrows your search, giving you fewer,
more relevant results. In other words, it increases your relevance while
decreasing your retrieval. We use Venn diagrams to illustrate how
Boolean operators work. Figure 3.6 is a Venn diagram that illustrates
how the And operator works with two keywords. The gray area in the
middle is where our two ideas overlap or intersect. This area represents
the records in the database that mention both of our search terms, and
these are the only records that will be retrieved.
In the previous example, assume we searched for earthquakes and

tsunamis. There are 100 articles in our database on earthquakes. There
are 100 articles on tsunamis. However, there are only 20 articles that
mention both earthquakes and tsunamis. Our search finds only those 20
articles. Where the two circles overlap in the Venn diagram represents
those 20 articles that mention both of our keywords.
If we want the intersection of three terms, earthquakes, tsuna-

mis, and models, our search statement should look like this:
earthquakes and tsunamis and models
The Venn diagram for this search is illustrated in Figure 3.7.
The And operator is very powerful because it brings your ideas to-
gether, which is exactly what you want to do to find information that
addresses your research question. You can construct excellent searches
using only And.
The Boolean operator Or finds the union of ideas. When you join
keywords with Or, you find every instance of each of those concepts.
The Or operator broadens your search, retrieving more results while

Figure 3.7: Earthquakes and Tsunamis and Models.
Figure 3.8: Or Operator.
decreasing relevance. Using the terms earthquakes and tsunami

used previously, our search is
earthquakes or tsunamis
There are 100 articles about earthquakes and 100 articles about tsu-
namis in our database and just like the example for And, 20 of those
articles mention both. How many total articles did we find? We found
100 + 10020 or 180 articles that mention either earthquakes or tsuna-
mis. The Venn diagram in Figure 3.8 illustrates how Or works.
The Or operator should be used to group your synonyms together.

For example, the synonyms for earthquakes are tremors, seismic
activity, and temblors. You can combine all of these synonyms into a
set with the search statement

Figure 3.9: Not Operator.
earthquakes or tremors or seismic activity or temblors
The following section on nesting will explain how to do this and

why it is important.
The last Boolean operator is Not. Use the Not operator to exclude
ideas from your search, narrowing your results and increasing rele-
vance. For example, if you want to find articles on tsunamis that do not
mention earthquakes, your search would be
tsunamis not earthquakes
With 100 articles about tsunamis and 100 articles about earthquakes
and 20 articles that mention both, our search would find the 80 articles
that mention only tsunamis, 10020. Figure 3.9 is the Venn diagram for
Not.
The Not operator is the most difficult of the Boolean operators to

use, and it has less application than the others as well. You may never
need to use the Not operator. It can be useful to exclude ideas that
are not the focus of your research or ideas that add ambiguity to your
search, although you also run the risk of losing relevant results.
Proximity and Phrase Searching

Proximity searching is a very specific type of And searching that re-
quires your search terms to be close to each other. Unlike the Boolean
operators, proximity operators are not standardized and will be differ-
ent in different databases. You will need to consult the help screens of
the database you are searching to find out what the proximity operators
are. We will use N/# and W/# as examples of proximity operators. In

our example, N/# means that your terms need to be within the specified
number of words of each other and in no particular order. Here is a
sample search statement:
methane n/5 cattle
This search means that the word methane must be within five
words of cattle. There is no order implied, so methane can come be-
fore or after cattle. W/# has the same meaning with one addition. The
words must be in the order specified by the search statement.
legalization w/2 drugs
In this example, legalization needs to be within two words of drugs,

but legalization must come first.
The double quotation marks are another form of proximity opera-

tor. They mean that the words within the quotation marks should be
matched in order with the words appearing right next to each other
or more simply put, an exact match. This is called phrase searching.
The double quotation marks as the phrase search operator are sup-
ported by most database search engines and even Web search engines
like Google. Climate change, income tax, Shakespearian sonnet,
and special interest groups are all examples of phrases. Enclosing
them in quotes ensures that they will be searched for as a phrase and
matched exactly. Phrase searching is the most useful and easiest to use
of the proximity search, but also the most limiting.
Using proximity in your search statement will result in lower re-

trieval and higher relevance than even an And search will yield. You
should use phrase searching whenever you have two or more words
that represent one concept or idea. This will focus your search on that
concept and not on the words that make up that concept. It is much bet-
ter to search for special interest groups than to search for special and
interest and groups.
Nesting
Nesting is used to group synonyms and control the order of execu-
tion in your search statement. The search engines of databases follow
rules that define the order of execution of their commands. Typically,
And is executed first, then Not, and finally Or. Order of execution
impacts your search results, and you need to know how this works in
order to get the results you want. For example, your research topic
is the impact of climate change on whales. You developed a Boolean
search statement complete with synonyms that looks like this:

climate change or global warming and whales or cetaceans
You know exactly what you want the database search to find, but the
search engine sees your search statement very differently than you do.
This is what it sees:
(global warming and whales) or climate change or cetaceans
In other words, your search is going to find all the articles that men-
tion both global warming and whales, then it will add those articles
to all the articles that mention climate change, then add that to all the
articles that mention cetaceans. That is not what you want. The search
you want looks like this:
(climate change or global warming) and (whales or cetaceans)
The parentheses control the order of execution. They tell the data-
base that their portion of the search needs to be done first. In this case,
the search engine would execute the search for climate change or
global warming first. It will hold these results as a set, then look for
whales or cetaceans and create a set from that information. Finally it
will And those two sets of information together to achieve the results
you want.
Truncation and Wildcards

Web search engines are powerful pieces of software that automati-
cally search for other forms of the words you enter in your search. If
you search for computer, you will also get results for computers.
Commercial databases are not as sophisticated, yet. They search for
exactly what you enter. To find forms of a word, you need to include
them all in your search. For example, if you are looking for articles on
computers, you would want to search for
(computer or computers)
This would find both the singular and plural forms of the word.
Commercial databases do make it a little easier by supporting

truncation. Truncation allows you to find various word endings with
a single search term. Truncation broadens your search results, in-
creases your retrieval, and decreases your relevance because trunca-
tion is an Or operator. With truncation, our previous example would
simply be

computer*
This will find both computer and computers and any other
words you can make by adding letters to computer like computer-
ized. If our truncation was like this
comput*
Then the search would find these words: computation, computa-
tions, compute, computed, computes, computer, computers, computing,
and so forth.
The rest of your search statement will give the truncation context,
which will help eliminate the forms of the word that you do not want.
However, you need to be careful with truncation. If you shorten a word
dramatically, it will find too many other words and hurt your search.
In some cases, it is best not to truncate. For example, if you are

looking for articles on cats, it is best to search for (cat or cats) and not
cat*. There are too many possible word endings that can be attached to
cat, and your search results will not be what you expected.
The asterisk is often the symbol used for the truncation operator.
However, there are some databases that use different symbols. If your
search does not seem to be giving you the results you expect when you
truncate, then you may need to consult the help screens to see what the
truncation symbol is.
Wildcards are used to find variant spellings within a word. If you

are searching for articles on the use of color by the Navajo, your search
may look like this:
colo?r and Nava?o
This search statement will find both the English and British spelling
of color and the variant spelling of Navajo. Here is the search using the
Or operator instead of wildcards:
(color or colour) and (Navajo or Navaho)
The wildcard operator varies from database to database. Some data-
bases may even have a number of wildcard operators that have slightly
different functions. You will need to consult the help screens to find out
what the operators are for the database you are searching. Wildcards
are not needed nearly as often as truncation, but they can save you
some time and complexity in your search when you do need them.

Using Help Screens
Help screens are available in most databases. Often, there is a link
to Help in the upper right corner of the page, but you may have to
look around to find the link. Help screens provide information on how
to search the database, fields, and operators that are available; any spe-
cial features or searches that you can use; and viewing and saving your
results. If you are unsure about a search you are performing, a quick
look at the help screens may answer your questions.
Refining the Search

When you search a database, chances are your first search will not be
perfect. It will retrieve either too many or too few items. Knowing how
a search works allows you to quickly refine your search. In the sample
worksheet in Figure 3.10 we have entered a search that found too few
items. To use the worksheet, you Or together all the words in one row,
then you And together each of the rows. This worksheet is based on the
advanced search screens you will see in a number of databases and rep-
resents the way you should use the advanced search screen.
KEYWORD OR SYNONYM 1 OR SYNONYM 2
1st concept climate change

And 2nd concept whale*
And 3rd concept population*
Search Statement
climate change and whale* and population*
Figure 3.10: Search Worksheet with Search Strategy.
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Figure 3.11: Search Worksheet with Broadened Search Strategy.

The search in this worksheet would look like this:
climate change and whale* and population* and habitat*
Here are the changes you can make to broaden this search. First,
you can delete a row, which removes one of the And operators. With
one less intersection of ideas, the search will return more items. Sec-
ond, you can use Or operators to add synonyms to your search, which
will also retrieve more items. Finally, you can do both. In the example
in Figure 3.11 the possible additions you can make to broaden your
search have a gray background. The possible deletion you can make to
broaden your search has a strikethrough.
If your search finds too many items, then you will want to narrow
your search. Narrowing your search gives you a chance to focus on
a more specific aspect of your topic or add another concept to your
search. To narrow your search, you can add a row to the search
worksheet with an And operator. This will narrow your results by
requiring another intersection of ideas. You can also remove your
synonyms and Or operators, or you can use a combination of both
techniques. In the example in Figure 3.12 the possible additions have
a gray background, and the possible deletions have a strikethrough.
Refining your search to get better results is quick and easy to do

when you know how databases work. Refining your search may also
help you focus in on a specific aspect of your topic or even change
your research question altogether as you find articles that hold more
interest for you.
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Vocabulary
or operator
() phrase
advanced search proximity
and operator records in a database
basic search relevance
Boolean operators retrieval
controlled vocabulary search statement
database search terms
field searching stop words
fields in a database subject searching
index in a database synonyms
invisible Web truncation
keywords Venn diagrams
nesting visible Web
not operator
Questions
What is the difference between free and fee databases?
What is the difference between a basic search and an advanced search?
What do each of the Boolean operators do?
What is a search statement?
How do double quotation marks work in a search?
What is truncation?
What do parentheses do in a search?
Assignment
Take your research question from chapter 2, pull out the keywords,
and enter them on a search worksheet. Then think of synonyms for
each of your keywords. Finally, write a Boolean search statement using

truncation where appropriate with the information entered into your
search worksheet. See the example in Figure 3.13.
Research Question
What impact has climate change had on marine mammal populations and behaviors?
1st concept climate or global warming
change
And 2nd concept whale* or cetacean* or marine
mammal*
And 3rd concept population or reproduction
Search Statement
(climate change or global warming) and (whale* or cetacean* or marine mam-
mal*) and (population or reproduction)
Figure 3.13: Search Statement Worksheet.

C H A P T E R 4
Utilizing the Library

Catalog and
Resources
Your librarys home page will guide you to all the resources the
library owns and can access. Somewhere on your librarys home page
you will find access to the library catalog. The catalog lists all the ma-
terials that the library owns in print and electronic formats. Through
the catalog, you will find books that your library has shelved in the
stacks, eBooks, and eReference books that you can access directly
from their catalog records. Catalogs also list the titles of journals that
your library owns in print. However to access the contents of the jour-
nals in order to find articles on a particular topic, you will need to use
the other databases that your library provides. We will look at those
databases in chapter 5.
Searching the Library Catalog

It is likely that your librarys catalog is the smallest database that
your library has access to. It may consist of only 10,000 or 100,000
items. While that does not sound very small, compared to the commer-
cial databases and the Web, it is small. When you search a small data-
base, you will need to broaden your search to find relevant material. If
you want to find reference material in the library catalog, you will have
to think in very broad terms about your topic and craft a search state-
ment accordingly.
Chapter 4: Utilizing the Library Catalog and Resources 39

There are many different software options for library catalogs. Your
public library catalog may be very different from the catalog you use
at school. However, all catalogs support keyword Boolean searches.
Library catalogs make it easy to do field searching because searching
for a title, an author or a subject is common in a library catalog. If you
want to see if your library owns a specific book, then a title search is
fast and efficient. If you are looking for books by a certain author, then
the author search is a better search than a keyword search.
Subject searching, as discussed in chapter 3, is a little more difficult.

You will not know the official subject terms until you try a keyword
search and find relevant records whose subject terms you can check.
However, there is a specific subset of subject searching that comes up
often when searching the catalog. For example, if you want to find
books about Ansel Adams as opposed to books by Ansel Adams, then
a subject search is the best approach because it will focus only on the
books about him and not include the books by him.
Library catalogs often have special searches that let you browse
through records. You can browse by author, title, subject, and call num-
ber. These searches will show you a list of results based on your search.
If you do a browse search of Adams as an author, you will get a list
of all the Adamses who have written a book that your library has pur-
chased. Often, this results list will show how many books your library
has for each author. If you are unsure of the spelling of an authors
name or do not know their first name, if you want to see how many
items your library has in a given subject, or if you want to see what is
on the shelf in a specific area, these searches are very helpful.
Your librarys catalog may have other features that are designed to
make using the library easier for you. The catalog may allow you to see
what you have checked out and allow you to renew those items with a
click of the mouse. It may allow you to place holds on items that are
checked out so that you will be contacted as soon as that item is re-
turned. It may let you keep lists of items you want to read. Be sure to
explore your catalog and see what features it has to offer.
Retrieving Materials
If the material you find is print, then you will need to copy down the
call number, which is a unique identifying number, and find the item
on the shelf. The catalog should also tell you what collection the item
is in. It could be in the circulating collection, the collection of books
that you can check out, or it could be in the DVD collection, or it could
be in the reference collection. Books in the reference collection cannot

be checked out. However, they are often designed for quick use, which
you can do in the library.
Your library will have the books shelved by either Dewey Decimal
Classification call numbers or Library of Congress Classification call
numbers. Both systems are designed to place items on the shelf by sub-
ject so that items on the same subject are filed next to each other. This
makes it easy to browse the shelves and find other items on your topic.
The Dewey Decimal Classification is often used in smaller libraries,
public libraries, and schools libraries. The Library of Congress Classi-
fication system is designed for larger libraries. You will find it in use at
most large public and academic libraries.
The Dewey Decimal Classification divides knowledge into 10 broad

areas from 000 to 900. For example, the 100s are philosophy and psy-
chology, the 300s are social sciences, and the 700s are arts and rec-
reation. Within each area there are many subcategories. For example,
770 is the number for photography. 778.9 is the number for nature
photography.
Items are arranged on the shelves from low numbers to high num-
bers. Dewey makes that easy to understand. It is a decimal system,
however, and confusion can arise from the numbers following the deci-
mal point. The following sequence of decimal numbers is in order from
smallest to largest.
.1, .11, .12, .125, .13, .17, .2
For example, if your library had books with the numbers 800.125
and 800.2, the book numbered 800.125 would come first because it is
the smaller number.
Library of Congress call numbers use letters and numbers to desig-

nate subjects. The broad categories include A for general works,
B for philosophy, psychology, and religion, then skipping ahead, H is
for social science and business, L is for education, P is language and
literature, T is science, and so on. For a complete list of the Library of
Congress classification you can look at the Wikipedia article (Library
of Congress Classification 2011).
A second letter is used to divide the topics into smaller categories,

and then numbers on a second line divide those categories into even
smaller subject categories. For example, B is the broad category for
philosophy, psychology, and religion. BF 1 to BF 990 is the category
for psychology, with BF 173175.5 for psychoanalysis, BF176176.5

DEWEY DECIMAL LIBRARY OF CONGRESS
NUMBER CALL NUMBER
523.2 QB
.S63 601
2005 .S63
2005
Figure 4.1: Dewey Decimal and Library of Congress Call Number for The Planets.
for psychological tests and testing, BF180198.7 for experimental psy-

chology, and so forth. Library of Congress call numbers usually have
the letters on one line and the numbers on the second line. Those num-
bers are decimal numbers, just like in the Dewey system, which means
a book with the call number BF 181.41 would come before a book with
the call number BF 181.5.
Both Dewey and Library of Congress use Cutter numbers and year of
publication to further identify a specific book. A Cutter number is fre-
quently based on the authors name. If there is no author, then the Cutter
number is based on the title of the book. The first element of a Cutter
number is the first letter of the authors last name, then numbers are
assigned to the second, third, and maybe fourth letters of the authors
name. Cutter numbers are decimal numbers, so a book with a Cutter
number of .C583 would come before a book with a Cutter number of
.C59, if the rest of the call number was the same. The year of publica-
tion will distinguish different editions of a book from each other. A
book with a year of publication of 2005 would be shelved before a book
with a year of publication of 2011, if the rest of the call number was
the same. Figure 4.1 is an example of a Dewey Decimal number and a
Library of Congress number for the same book, The Planets by Dava
Sobel, which includes both a Cutter number and the year of publication.
Utilizing Print Sources

Once you have found the items you need on the shelf, you need to
find the information you want within the source. Just as you are not
going to read an entire reference book to find the few pieces of infor-
mation that you need, you also may not need to read a whole circulat-
ing book, but only the chapter that relates to your research question. To
get at the information contained within these sources quickly, you need
to take advantage of the options they give you.
Reference sources are designed for the quick look up of information

and are most frequently arranged alphabetically, making them easy to

use. If you cannot find the information you need, be sure to check the
index located at the back of the book. What you are looking for may
not have its own entry, but it may be part of another entry. The index of
any book will guide you to the entry or chapter where that term is men-
tioned. Use the table of contents to find a chapter or section of a book
that relates to your research question.
When you are reading from a source be sure to take notes and sum-
marize the information you find. If you come across a particular sen-
tence or phrase that you really like, copy it verbatim so you can quote
it in your research paper. You should note the page number where you
found the quote, and always copy the citation information for your
source. You will need this information for your in-text citations and
your bibliography.
How you take your notes and record citation information is up to

you. You can use pen and paper or programs like OneNote, Evernote
(http://www.evernote.com), Microsoft Word, or OpenOffice.org Writer
(http://www.openoffice.org) for your note taking and programs like
EasyBib (http://www.easybib.com), EndNote (http://www.endnote.
com), or Zotero (http://www.zotero.org) for your bibliography. What is
important is that you record your quotes and citation information accu-
rately. We discuss this subject more in chapter 11.
Utilizing Electronic Sources

You may find eBooks and eReference books on your results list
when you search your librarys catalog. These sources have the same
features of their print counterparts. You can use the index or table of
contents to find the information you are looking for or browse through
their contents. Unlike their print counterparts, these are electronic da-
tabases that also support the search functions we talked about in chap-
ter 3. Searching these resources takes you directly to the information
you want.
Because these are electronic resources, they have special features

that make them easier to use than their print counterparts. We look at
these features when we talk about using databases in chapter 5.
Vocabulary
author search Cutter number
browse search Dewey Decimal Classification
call number index

library catalog subject search
Library of Congress call table of contents
numbers title search
Questions
How is the library catalog different from other databases?
What unique searches can be performed in the library catalog?
How do call numbers work?
How do you find information within a book?
Assignment
Find four books and one reference book that you would consider
using in your research on your topic in your library catalog. Sources
can be print or electronic. Record the search you used to find the items
and the call number, author, and title of each item. See Figure 4.2.
Library Catalog Search Worksheet

Search Statement for Books
global warming and ocean*
CALL NUMBER TITLE AUTHOR
1. QC903 .A73 The climate crisis: an introductory Archer, David
2010 guide to climate change
2. QC981.8 .C5 Global climate change and the road Kushner, James A.
K875 2009 to extinction: the legal and planning
response
3. GB5014 .S58 Global catastrophes and trends: the Smil, Vaclav
2008 next 50 years
4. QE721.2 .E97 Under a green sky: global warming, Ward, Peter Douglas,
W384 2007 the mass extinctions of the past, and
what they mean for our future
Search Statement for Reference Book
global warming
1. Online Encyclopedia of global warming and Philander, S. George
climate change [electronic resource]
Figure 4.2: Library Catalog Worksheet.

C H A P T E R 5
Utilizing Library
Databases
Your librarys home page will direct you to the databases that you
can search. While the library catalog list the names of journals that the
library subscribes to, these databases give you access to the articles
contained within the journals. Your library may have only a handful
of databases, or it may have hundreds of databases, and each database
may contain tens of thousands or even millions of records. Knowing
which one of those databases you should use for your research can be
intimidating.
Choosing a Database
Your library will have a general database, one that has informa-
tion in all subject areas. It may even be highlighted on the librarys
webpage. This is a good place to start your research. You can try out
your search statement; find some relevant articles that will help you
identify other, better keywords and subject terms; narrow the focus of
your research; and perhaps even find enough good information for your
research.
If you do not find enough information in a general database, then

you will have to try a subject-specific database. These are databases
that focus on a specific field of knowledge or subject discipline. There
are databases for every subject area, including biology, literature, psy-
chology, business, and everything else. Your librarys webpage prob-
ably has a list of databases by subject with a brief description of what
Chapter 5: Utilizing Library Databases 45

is contained within each database. You may have to look around the li-
brarys website to find it, but this will help you pick a database.
Your library may also have something called federated searching.

Federated searching executes your search in multiple databases at the
same time. Not all libraries have federated searching, and it may not be
called that on your librarys webpages. It may be a search box labeled
Find Articles or Search for Journal Articles in Multiple Databases.
In cases like this, a predetermined subset of the librarys databases will
be searched. You may also be able to choose other predefined collec-
tions of databases to search which are grouped by subject, or you may
be able to pick the databases you want to search for yourself.
For federated searching to work with multiple databases from mul-

tiple vendors, it can only use the most basic search features. In that
regard, federated searching typically supports Boolean operators,
phrase searching, and field searching. It does not support proximity
operators and special features like user accounts. Federated searching
can be confusing to use because of feature differences, how results are
displayed, and the large amount of records that it might find. How-
ever, you can browse through your results list and find the articles you
need. Another way to use federated searching is to do a quick search,
and then look at the results to see how many hits your search had in
each database that was searched. You can use these results to pick the
databases that seem best for your research and search them more thor-
oughly. Federated searching is another tool that your library has and
one that is worth exploring.
Citation, Abstract, and Full-Text Databases

Another thing to be aware of when choosing a database is what kind
of information it contains. There are some databases that contain only
citations, which is the information needed to find an article, including
the author, title of the article, and publication information. There are da-
tabases that contain citations and abstracts, and there are databases that
contain the full text of every article they index. Citation and abstract da-
tabases are not that common anymore. Full-text databases are also not
the norm. Most databases are a hybrid. They have full text of articles for
some portion of the records in the database and abstracts for the rest.
When you find an article that looks good for your research, but it is
not available in full text in the database you searched, there are a few
things you can try. First, your library may have something called a
link resolver, which will check the other databases your library has to
see if the article you want is available in full text in any of them. Then

it will provide you a link to that article in the other databases. The link
for the link resolver will be displayed on both the results list under
each item record and on the full record display for the individual re-
cord. Look for a link that says something like check other databases
or find full text.
If the article you want is not available in full text in any of the li-
brarys databases, then you will need to check the librarys print hold-
ings to see if the library subscribes to paper copies of the journal that
contains the article. One way to find this information is to search the
librarys catalog for the journal title. That will tell you if your library
subscribes to the journal and what years it owns. There may be other
ways to find this information as well, and if your library does not have
the article you want in print or any of its databases, then ask the librar-
ian what your options are. We talk about library services that can help
you in these situations in chapter 7.
Hybrid databases allow you to limit your search to the full text con-
tent. This is very useful when you do not have much time to get your
research done. However, you may miss a good article that, while not
full text in the database you searched, is full text in another database
your library has. Be careful when selecting full text only searches; you
might be missing some good, relevant articles.
Utilizing Electronic Sources

Databases have many features to help you use the information you
found. You can print, save, or email an article of interest. There are
usually links to these features at the top of the results list or the top of
an individual record display. Databases allow you to mark records. This
means you select the items that interest you from your results by either
checking a box by the records or clicking on a link that says Add to
folder. You can then print, save, or email your entire list at one time by
clicking on a folder or marked items link. This is a very convenient
way to work with multiple records. However, it is important to note
that when you finish your searching and log out of the database, your
marked items disappear. Many databases offer services that will allow
you to save your marked items in a personal account so you can return
to them later. You need to register for this service, but it is free. This is
a great feature and will aid you in your research.
Some databases also have special features like the one mentioned
previously that can save your marked records for you. They may also
be able to save your search statements and run them automatically to
find any new articles that have been added to the database that meet

your search criteria, and then inform you of the results through email
or a feed to your news reader. Databases can even be set up to contact
you with the table of contents for new issues of journals that you read.
The special features that databases offer vary by database vendor, but
it is worth your time to find out what features are available to you be-
cause they will help you with your research.
Of course, full-text databases make it easy to copy and paste quotes

into your note taking or word processing software. Doing this ensures
that you will have the wording exactly right. Databases also provide
citation tools that will help you cite the article you are viewing or all
of your marked articles, but not all of the citations generated by the
databases are perfectly correct. You will need to check each citation to
make sure it is in the proper format. Citations can also be exported to
your favorite citation manager program.
When you are reading long articles or book chapters online, you
can use the find feature of your Internet browser to locate a word or
phrase in an HTML document or use the search feature in Reader to
find a word in a PDF file. Be sure to take notes and be able to summa-
rize the article. Also, think about how the article does or does not sup-
port your research. We talk about how to evaluate the information you
found for quality in chapter 8.
Vocabulary
abstract databases hybrid databases
citation databases link resolver
federated searching marked records
full-text databases print holdings
general database subject-specific database
Questions
What is the difference between a database that contains abstracts only
and a hybrid database?
What is federated searching?
Where is the listing for databases on your librarys website?
How do you save or email records?

How do you get an MLA citation for an article from a particular
database?
Assignment
Find two newspaper articles, two magazine articles, and four journal
articles that you would consider using in your research on your topic in
appropriate databases. Record the search you used to find the items and
the author, title, and source of each item. See the example in Figure 5.1.
Search Statement for Newspaper Articles

global warming and marine mammal* and population
NEWSPAPER ARTICLES
AUTHOR TITLE SOURCE

1. Lindsey Wiebe Killer whales benefit The Ottawa Citizen.
from global warming: Ottawa, Ont.: Mar 11,
researchers 2009. p. A.2
2. '$1-2/,1* Humpback, fin whales 7KH$VVRFLDWHG3UHVV
noted in Arctic Ocean ; $QFKRUDJH'DLO\1HZV
OUT OF USUAL Anchorage, Alaska:
RANGE Nov 8, 2007. p. B.1
Search Statement for Magazine Articles
global warming and whale* and population
MAGAZINE ARTICLES
1. 0DF'RQDOG1DQF\ $12&($12) 0DFOHDQV
32,621 9RO,VVXHS

2. 'UHZ/LVD: %(5,1*6($%/8(6 )HE0DU9RO
,VVXHS
Search Statement for Journal Articles
(global warming or climate change) and whale*
JOURNAL ARTICLES
1. +(,'(-5*(16(1 $EXQGDQFHRIQDUZKDOV -RXUQDORI0DPPDORJ\
03/$,'5(./ 0RQRGRQPRQRFHURV 2FW9RO,VVXH
%8570/ RQWKHKXQWLQJJURXQGVLQ S
%25&+(56'/ *UHHQODQG
0$548(67$
+ $16(15*
5$60866(10
)266(77(6
Figure 5.1: Database Search Worksheet.

2. /DPEHUW(PLO\+XQWHU Sustainable -RXUQDORI6XVWDLQDEOH
&ROLQ3LHUFH*UDKDP- ZKDOH-watching tour- 7RXULVP$SU9RO
0DF/HRG&ROLQ' ism and FOLPDWH FKDQJH: ,VVXHS
towards a framework of
resilience
3. 5LHVHU$OLVRQ :+$/(6:+$/,1* %RVWRQ&ROOHJH
$1'7+(:$50,1* (QYLURQPHQWDO$IIDLUV
2&($16 /DZ5HYLHZ9RO
,VVXHS
4. :KLWHKHDG+DO0F*LOO 'LYHUVLW\RIGHHSZDWHU (FRORJ\/HWWHUV1RY
%ULDQ:RUP%RULV FHWDFHDQVLQUHODWLRQWR 9RO,VVXH
WHPSHUDWXUHLPSOLFDWLRQV S
IRURFHDQZDUPLQJ
Figure 5.1: (Continued )

C H A P T E R 6
Utilizing the Web
There is a lot of good information, and there is a lot of bad informa-

tion available to everyone on the Internet. Internet search engines such
as Bing and Google are easy to use and work well. Did you know that
both of these search engines have advanced search screens that allow
you to limit your search to a specific domain, and that there are search
services that will execute your search in multiple search engines at the
same time?
Web Search Engines

We are all familiar with the simple search box that Internet search
engines present us. A lot of technology hides behind that search box to
help you find the two or three good webpages on a topic out of the
38 billion pages that Google indexes (de Kunder 2011).
Basic Searching
The basic search in an Internet search engine will use an implied
Boolean And operator between your search terms. For example, if you
entered
global warming whales population
The search engine will look for
global and warming and whales and population
The implied And operator is necessary because the size of the index
is so large. Even with this feature, our original search of these terms
retrieves 3.29 million hits.
Chapter 6: Utilizing the Web 51

Phrase searching using the double quotation marks is supported by
Internet search engines. Our search would be better if it looked like
this:
global warming whales population
Phrase searching is an essential tool to use when searching the In-

ternet because of the vast amount of information available. Use phrase
searching whenever it is appropriate to help narrow your search re-
sults. It is not necessary to use truncation when searching with Internet
search engines. They automatically look for variant forms of the words
you enter in your search statement.
To make these search results manageable, Internet search engines

use algorithms to develop a relevancy ranking for each page. The algo-
rithm counts how many times your search terms appeared in each page
and where they appeared on the page, like in the title or in headings.
The algorithm also checks to see how many other pages link to the
page it is ranking. All this information is assigned a value, added up,
and then the page is given a relevancy ranking. The items that are the
most relevant to your search appear at the top of the list. This means
that they mention your search terms more often, in more prominent
places, and are linked to more frequently by other webpages. Rel-
evancy ranking is what makes a results list of three million items mean-
ingful and useful.
You should be aware, however, that the first few hits on the list are
probably commercial sites that paid to be there. Also, there are plenty
of smart programmers and web designers who know what to do to their
websites to improve their relevancy rankings. Remember that while
relevancy ranking is a great help, it is not a guarantee that the top few
sites have good, reliable information. You still need to evaluate the in-
formation you find. We talk about how to do this later in the book.
Advanced Searching
Internet search engines have advanced search screens that, like com-
mercial databases, offer you additional methods to find the information
you want. Google and Bing require you to execute a search first, and
then they provide a link to the advanced screen where you can modify
your search or apply limiters. Limiters are additions you can make to
your search that do not change your search statement but instead add
special conditions that your search needs to meet. The process is called
limiting. In the library catalog, you can limit your results to a specific
collection in the library, a language, a type of media, and year of pub-

lication. Internet search engines let you limit your search by language,
by file format, and to specific domains, like .edu, .gov, or .com. If you
need to find an Excel file, limiting by file format gets rid of all of the
other material and just returns Excel files. Limiting your search to the
domain .edu finds pages on college and university websites, and .gov
limits the search to government websites in the United States. The .com
domain used to mean commercial enterprises, and .org used to mean
not-for-profit groups, but those definitions no longer apply, and anyone
can have a .com or .org website. Be aware of this when limiting your
searches by domain.
You can modify your search by requiring terms to be present, an

exact phrase to be matched, any of your terms to be present, and by
excluding terms from your search. This should sound familiar. This is
the search engine equivalent of And, phrase, Or, and Not searching.
Google will allow you to specify where your terms are located in the
pages it finds, either in the title, the text, the URL, or the default, which
is anywhere. This is similar to field searching in commercial databases;
however, because webpages do not conform to record formats of com-
mercial databases, there are far fewer fields that can be searched.
The advanced search shows you how your search is being con-
structed as you fill in the form. For example, if we enter whales and
population into the must be present box and global warming into the
exact phrase box, then limit our search to PDF files that are located
on educational sites (.edu), our search statement would look like this:
whale population "global warming" filetype:pdf site:.edu
You can see the commands that are being used to apply limiters to
your search with filetype: followed by the file extension and site:
followed by the domain. Knowing this, you can also use these limits in
the basic search and not have to go to the advanced search screen.
Metasearch Engines
Metasearch engines execute your search statement in more than one
Internet search engine at a time. Dogpile (http://www.dogpile.com) is
an example of a metasearch engine. You can use your favorite search
engine to find other metasearch engines. The principle behind metase-
arch engines is the same as federated searching of library databases. If
searching one database is good, then searching multiple databases is
better. Even though Google searches a massive number of webpages, it
does not search all of the same pages that Bing and Yahoo (http://www.
yahoo.com) search. Therefore, using a metasearch engine will return

the results that each would miss alone. Of course, this could lead to too
much information. How a metasearch engine chooses to display the
results it finds becomes a very important part of its usability, and you
should try a few to find which one you like best.
Utilizing Web Sources

Finding the information you need from within the webpages that
you found with your search is easy. You can read the pages or save
them on any storage device. You can bookmark them and return to
them at any time. You can use the find feature to locate a word or
phrase within the page. It is easy to copy and paste portions you want
to quote into your word processor, but individual webpages do not
offer features that help you cite them, and finding all the information
you need to properly cite the webpage may take some looking around.
Citation managers are programs that can help you with this by at least
identifying the information you need to find and copy, and they may be
able to download that information automatically.
The Internet offers a wealth of information, and Internet search en-

gines are effective in finding that information, especially if you know
how they work and what you can do to improve your search results.
Determining whether you found good, reputable information is another
story. In chapter 9, we look at how to evaluate the information you
found.
Vocabulary
advanced search limiters
basic search metasearch engines
domain phrase searching
field searching relevancy ranking
implied Boolean And truncation
Questions
What limits can be applied to Internet searches?
How is a metasearch similar to a federated search?
What is relevancy ranking, and how does it work?

Which Internet search engine allows you to exclude terms from your
search, and how do you do it?
How does truncation work in Internet search engines?
Assignment
Find two webpages with the .com domain, two webpages with the
.edu domain, and two webpages with the .gov domain that you would
consider using in your research on your topic. Record the search you
used to find the items and the author, title, and URL of each item. See
the example in Figure 6.1.
Search Statement for .Com webpages

global warming whales population site:.com
.COM WEBPAGES
AUTHOR TITLE URL

1. Stefan Lovgren Global Warming May http://news.nationalgeographic.
Be Keeping Gray Whale com/news/2007/09/070910-gray-
Numbers Down whales.html
2. Warming causing gray http://www.breitbart.com/

whales to lose weight, say article.php?id=070712072227.
scientists r2enhwme&show_article=1
Search Statement for .Edu webpages
global warming whales population site:.edu
.EDU WEBPAGES
1. Alison Rieser Whales, Whaling, and the http://lawdigitalcommons.
Warming Oceans bc.edu/cgi/viewcontent.cgi?-
article=1013&context=ealr&
sei-redir=1#search=%22%C3%
A2%C2%80%C2%9Cglobal+
warming%C3%A2%C2%80%C
2%9D+whales+population+site:.
edu%22
2. Martin Taylor Population Viability http://courses.washington.edu/
Analysis for the Southern mb351/readings/taylor_plater.pdf
Resident Population of
the Killer Whale
(Orcinus orca)
Figure 6.1: Internet Search Worksheet.

Search Statement for .Gov webpages
global warming whales population site:.gov
.GOV WEBPAGES
1. Charles H Climate and the conser- http://www.nmfs.noaa.gov/pr/
Greene and vation biology of North sars/improvement/pdfs/climate_
Andrew J Atlantic right whales: the change_right_whales.pdf
Pershing right whale at the wrong
time?
2. Northern Right Whale http://www.maine.gov/ifw/
wildlife/species/endangered_
species/northern_right_whale/
index.htm

C H A P T E R 7
Librarians and
Library Services
All the information you have read in the previous chapters can be
difficult to remember. Fortunately, you do not have to remember it all.
Libraries are not just places to access databases and check out a book.
They are places that specialize in providing students with research as-
sistance. In other words, they exist to help you find the information you
need.
The Librarian
Librarians have very unique jobs. One of the most important aspects
of their job is to provide research help. Librarians are professional
question answerers. They are getting paid to answer questions. More
to the point, they are getting paid to answer your questions. Librarians
staff a reference desk, but the terminology can be confusing. Some
libraries call it the help desk or question desk, but no matter what it is
called, the reference desk is where you find the librarian who is cur-
rently assigned to help answer your questions.
If a librarian at the reference desk is not busy helping someone, then

they are waiting for you to ask a question. You may feel intimidated or
a little embarrassed to approach the librarian. They might look busy,
frazzled, old, confused, or mean. It is normal to have reservations. In
fact, there is a term for it: library anxiety. However, the more you know
about libraries and the role of librarians, the less anxiety you will have
(Gross and Latham 2007), and one of the best ways to learn what your
library can do to help you is to ask the librarian. So if you are nervous,
Chapter 7: Librarians and Library Services 57

take a deep breath and approach the librarian. You should expect and
receive courteous and professional service.
Research Help
Librarians will be able to help you with many facets of your re-
search. They can help you pick a database to search. They can help you
find good search terms. They can help you formulate your search state-
ment, and they can show you what special features a database has and
how to use them, like getting citations for the items on your marked
list. They can help you search the catalog, find books on the shelf, and
find a reference source. They can help you find out what journals the
library has available in full text and in print.
Library Instruction
Besides the personalized help you can get from a librarian at the ref-
erence desk, librarians also teach groups of students how to use library
resources. This is called library instruction or information literacy in-
struction. Your instructor may arrange to take your class to the library
or have the librarian come to your class and show you some databases
and search techniques tailored to your class. Library instruction is a
good introduction to finding the information you need, but because
of the limited time, it is broad in scope and cannot answer all of your
questions. In fact, it might give you questions you did not know you
had. That is good. That is part of the purpose of library instruction,
to raise awareness and generate new questions. Be sure to ask these
questions during the library instruction session or at the reference desk
when you begin your research.
Interlibrary Loan
If you find an article that is not available in full text either in a data-
base or in print, or if you know of a book you need but that the library
does not own, then you can use interlibrary loan (ILL). This is an
important service that libraries offer. Through interlibrary loan, librar-
ies have access to more materials than they can afford to buy on their
own. You will need to fill out a form, either print or electronic, in order
to use ILL, but the service is often free for materials that are located
within an affiliated group of libraries. Charges may apply to materials
that come from outside this group or beyond a geographical area, such
as the state you are in.
The most important caveat concerning ILL is that it takes time.

Articles are commonly transmitted electronically from the lending

library, the library that has the material, to the borrowing library, the
library where you are located. Using this method, an electronic copy of
the articles can arrive in one or two days. Books need to be physically
shipped, and that means it could take a week or two for a book to show
up. How fast an item arrives depends on a number of factors that are
beyond the control of your local library. It is a good idea to start your
research early not only so that you are not rushing to get it done at the
last minute, but also so you can get all the information you need and
take advantage of services like ILL, if necessary.
Librarians are your allies in the research process. They know how
to find information and what resources and services the library has that
can be of assistance to you. Their job is to help you find this informa-
tion and use these resources and services efficiently and effectively. Be
sure to take advantage of this service and ask your librarian for help.
Vocabulary
borrowing library
information literacy instruction
interlibrary loan
lending library
librarian
library anxiety
library instruction
reference desk
Questions
What is library instruction?
What is library anxiety, and how can it be overcome?
What kinds of help can you get from a librarian?
How can interlibrary loan help you with your research?
Assignment
Write three questions related to your research that you could ask a
librarian. An example would be, What is the best database to use to
find information on global warmings impact on whales?
Chapter 7: Librarians and Library Services 59

C H A P T E R 8
Evaluation and the

Research Process
What Is Evaluation?
Evaluation for the purposes of this textbook has three parts. You
evaluate your research process, you evaluate the information you find,
and you evaluate your final product. Evaluation means examining your
work or the work of others and making an informed judgment, not
based on opinion or belief, but supported by facts, about the quality of
that work.
Evaluation is based on critical thinking. Critical thinking is an ac-

tive, intellectual process of logical thinking based on sound evidence.
Critical thinking includes analyzing, comparing, contrasting, general-
izing, investigating, experimenting, creating, conceptualizing, synthe-
sizing, and evaluating information to achieve a goal, such as solving a
problem, planning a course of action, or writing a research paper.
Critical thinkers should be able to admit a lack of understanding

or information; ask pertinent questions; assess arguments; examine
beliefs, assumptions, and opinions and weigh them against facts;
suspend judgment until all facts have been gathered and considered;
adjust opinions when new facts are found; understand the importance
of context; reject information that is incorrect or irrelevant; recognize
and correct discrepancies; explore and imagine alternatives; make con-
nections between seemingly unrelated ideas; draw conclusions from a
set of facts; submit their ideas and experiments for peer review; accept
challenges and criticism to their work; listen carefully to others; and
Chapter 8: Evaluation and the Research Process 61

offer feedback and engage in reflective skepticism. These four sources
were used to put together the proceeding definition of critical thinking
and list of characteristics of critical thinkers: Foundation for Critical
Thinking (1997), J. Lynn McBrien and Ronald Brandt (1997), Ken
Petress (2004) and Thelma Riddell (2007).
Critical-thinking skills are vital to the evaluation process. The list is

long, but it can be summed up as questioning yourself, your process,
the information, and your results, then answering the questions you
have posed and arriving at conclusions. It is using facts and solid rea-
soning to support the answers you find and give. You will use different
sets of skills for each of the three parts of evaluation. It is important to
remember that evaluation is a process. It is continual. You are always
evaluating and using your critical-thinking skills.
Evaluating Your Research Process

We have already talked about evaluating the research process, but
we have not called it evaluation. When we talked about modifying your
search to find more or fewer articles, we were talking about evaluating
your search.
You cannot evaluate your research process until you try a search in a
database, and at that point, you have already made decisions about the
database, search statement, and keywords. If your search succeeded in
finding a sufficient number of relevant articles, then you are not going
to need to evaluate your research process. But if your search failed,
where do you begin? Do you start with your database selection, your
search statement or something else? Any of these in any combination
could be the problem, and that is what makes evaluating your research
process difficult. There is not a set order in which to do the evaluation,
instead, as you evaluate each of these areas, you need to keep the oth-
ers in mind and know how a change to one could impact the others.
Here are the parts of the research process to evaluate:
The search statement
The keywords
The database selection
The research question.
Search Statement
The search statement is one of the easiest parts of the research
process to evaluate. The search statement is your use of the Boolean
operators, the phrase operator, truncation, and the other mechanics of

the search. You should be using the databases advanced search screen,
which resembles the Database Search Worksheet from chapter 5, be-
cause it is a good visual representation of your search. You can make
changes to your search statement and see how those changes impact
your search.
If your search statement finds too many records, then the database
is not the problem. Your search statement may have too few items
that are being Anded together, or you misused the Or operator, which
broadened your search in an unexpected way. If you used an Or state-
ment in your search, make sure that Or is being used to group together
synonyms and that the group of synonyms is being Anded to another
keyword or concept.
Keywords
Keywords have a great impact on your search results. The keyword
fracking, a term used for the process of pumping fluids into a well to
increase the recovery of oil and gas, returns only a handful of scholarly
articles from a general database. However, the phrase hydraulic frac-
turing, the technical term for fracking, returns hundreds of scholarly
articles in that same database. With such a small set of articles returned
for the keyword fracking, it is nearly impossible to combine that term
with any other and find any results. For example, fracking and earth-
quakes found 0 scholarly articles, whereas hydraulic fracturing and
earthquakes found 12.
Choosing the right keywords to search is the difference between

a successful search and a failed one. Finding the right keywords can
involve some trial and error and a little digging. Run your search state-
ment in a database. Examine your results list to see if you find any
articles that relate to your topic. Examine the item records for those ar-
ticles and look for where your keywords show up in the record. Is it in
the title or the abstract? Pay close attention to the subject terms used by
the database to describe the article. Did one or more of your keywords
show up here? If not, what terms were used? Do these terms describe
your topic? If so, use these terms when you modify your search. That is
how you will move from fracking to hydraulic fracturing.
Database Selection
Which database you choose to search will have a big impact on your
search results. You would not search for Shakespeare in BioOne, a da-
tabase that covers biological science, but you would search for Shake-
speare in MLA Bibliographies, which covers literature.

As we mentioned before, you can always start your search in a gen-
eral database like Academic Search Premier, which covers all subject
areas. Because it is a general database, it has breadth but not as much
depth as a subject specific database. You will find a lot of information
about Shakespeare or poison dart frogs in a general database, but you
will find more in MLA Bibliographies and BioOne, respectively. More
information may be confusing. However, more records for a keyword
like Shakespeare or a phrase like poison dart frogs means that when
you combine those terms with other ideas, you will be more likely to
find the information you wanted. For example, this search
shakespeare and authorship and de vere
found 4 scholarly articles in a general database. That same search in
MLA Bibliographies found 19. This search
poison dart frog* and pollution
found zero articles in our general database, but three were found in
BioOne. Depending on your topic, your best choice may be a subject-
specific database.
If you checked your search statement and it looks good, and if you
tried your keywords and they seem appropriate, but still your search is
not finding enough information, then the problem has to be the data-
base you are searching. Move from a general to a subject-specific da-
tabase. Switch from one subject-specific database to another, or if your
library has federated searching, use that resource to find your articles
and the databases that have them.
Research Question
If you tried changing your search statement, changing your key-
words, and changing databases but still are not finding enough
information, then you may have to take a step back and look at your re-
search question. Is it too specific, too complicated, or too new? If your
research question is based on a discovery made a month earlier, then it
may be too new to have much written about it.
Try restating your research question. This could help you find other
words to search or lead to a different search statement. It may help
you think about different ways to approach your topic or different as-
pects of your topic that you may want to examine. This will help you
change your keywords and your search statement. Make sure you are
not searching for long phrases as these narrow your results greatly. Try
searching each of your keywords individually to see if any of them

are the problem. Finally, if nothing seems to be working, change your
topic! Sometimes this is the best route to take. Your topic may simply
be too obscure or too new to have much information. Additionally, re-
member that the librarian is there to help you with all aspects of your
research process.
Vocabulary
critical thinking
database selection
evaluation
information
informed judgment
keywords
questioning
research process
research question
search statement
Questions
What is evaluation, and why is it important?
When evaluating your research process, what should you examine?
How do you determine if there is a problem with your search statement

or keywords?
How does your choice of database impact your research process?
How can you fix a bad research question?
Assignment
Search a general database for a topic, and find articles from schol-
arly publications. Make note of what you find. Use synonyms for your
keywords and search again. Compare and contrast your results. Which
search retrieved more items and why? Pick a subject database and run
both searches again. Which database returned more items and why?
Where did your keywords show up in the records: title, subject, or an-
other field?

For example, your searches could be
global warming and cities and sea level
climate change and refugees
Both of these searches are trying to capture the idea of how global
warmings impact on ocean levels will affect human life in coastal
cities.

C H A P T E R 9
Evaluating
Information
When you find information, you need to evaluate it. It does not mat-
ter where you found the information, it needs to be evaluated. You do
not want to use something that is outdated, uninformed, or factually in-
correct. This not only impacts the development of your understanding
of the topic, but it hurts the quality of your research project, which in
turn leads to a lower grade than expected.
To ensure that you are using only good, quality information, you
need to evaluate its relevance, purpose, and validity.
Relevance
The first step is to examine your information for relevance. You can
find a lot of information quickly, but not all of it is going to be relevant
to your research. If the information is not on topic or does not relate to
your research, then cut it from your pool of information. You may learn
something interesting or important from the remaining information you
found, but you need to ask if you are likely to quote or summarize it in
your research? If the answer is yes or maybe, then keep it. Otherwise, it
is just another piece of information that did not make the cut. Relevance
is that easy. Purpose and validity require more effort and may eliminate
a number of your relevant articles from your pool of information.
Purpose
Purpose is the why of the information. Why was this information
created? What is the purpose of presenting the information in this way?
Chapter 9: Evaluating Information 67

Was the information designed to inform, entertain, editorialize, or per-
suade? Was it intended to provide background information or to delve
deep into a topic? Purpose includes the scope and depth of the informa-
tion and the style used to present the information.
Scope and Depth

Scope is what is covered, how it is covered, and what is not covered
in an information source. We have talked about scope before. We men-
tioned broad and narrow scopes. A broad scope can provide an over-
view, while a narrow scope may examine only one very specific aspect
of a topic. Depth is how much detail there is in the coverage of the in-
formation. Information has depth when it spends time on the details.
For example, a reference source has a 2-page article on George

Washingtons leadership during the Revolutionary War. A magazine
has a 6-page article on the same topic. A journal has an 18-page ar-
ticle, and a book has 300 pages on the topic. The scope is the same, but
the depth is very different. Conversely, a journal article may give you
Washingtons strategy and maneuvers for one battle in 18 pages, while
the 300-page book gives you that same information, plus that same
level of detail, for a number of other battles that Washington fought.
In this case, the information sources have the same depth, but different
scopes.
Knowing the scope and depth of the information you found will tell
you what kind of information you can expect and whether the informa-
tion is designed to give you an overview of a broad topic, or illuminate
the finest details of a very narrow topic, or something in-between. It
may also help you realize what is missing from the information, what
cannot be included because of its scope and depth, or what should be
included but is not. It should also give you an idea on how to use the
information in your research, whether for background or to support a
point in your hypothesis, to help you see the big picture, or to help you
come to a specific conclusion.
Style
Style is how the information is conveyed. It includes the words the
author chooses to use and the intent or purpose of those words. Most of
the information sources you will encounter while doing research will
be designed primarily to inform, to impart information and facts about
events and research projects. Besides informing, information sources
may be designed to entertain, editorialize, or persuade. A summer ac-

tion film, a television sitcom, and a song are intended to entertain.
They may include a life-lesson designed to inform, but that is not their
primary purpose.
A newspaper is designed to inform, but it also includes an editorial

page where staff writers and readers can editorialize. Editorializing is a
way to express opinions. Opinions are not facts and may or may not be
supported by facts. An economist editorializing about a banking crisis
may have an informed opinion. She may know more about the crisis
than the average person, but it is still an opinion, and facts may not
bear it out.
Politicians often present information in a manner designed to per-

suade people to vote for them. As an example, let us presume there is
a politician who believes he can get elected by running on an anti-egg
consumption platform. He states that Americans eat 247 eggs per per-
son per year, and that is too much. He continues by saying that there
is a whole segment of the population that is harmed by the cholesterol
in eating so many eggs and that egg consumption increases fat intake,
which is bad for your health. If you vote for him, he concludes, he will
reduce egg consumption and increase the health of Americans. His
speech is persuasive, but where did his information come from, and is
it valid?
Our politicians statements have one fact and two misuses of infor-
mation. According to Statistical Abstract (Per Capita Consumption of
Major Food Commodities: 19802008 2011), in 2008, the most recent
year that information is available, we did consume 247 eggs each. That
is the only thing our politician got right. He used an article by Ruxton
(2010) to take information out of context and misuse it. That article
states that the cholesterol from eggs is bad for people with familial
hypercholesterolaemia (2010, 50), a condition that occurs in 1 out of
every 500 people (Familial Hypercholesterolemia 2011), our politi-
cians whole segment of the population. The article also states that
egg consumers who eat their eggs with more than 50 grams of bacon or
sausages had higher daily intakes of fat than those who did not (Ruxton
2010, 49). The article does not state that eating eggs leads to a fatty,
unhealthy diet as our politician implies. In fact, the article is about how
eggs are a good thing to include in our diets. This is the exact opposite
of what our politician wants us to believe. Will his persuasive use of
language earn him support, or will people see through his misuse of
information, broad generalizations, unsupported claims, and distortion
of the facts?

This is a good introduction to our next section on validity, where
you will examine the information that is presented as opposed to how it
is presented.
Validity
Validity is quality analysis. It asks how good the information is and
bases the answer on a critical analysis of all aspects of the information,
including its timeliness, accuracy, and authority.
Timeliness
Timeliness is the age of the information. It includes not only when
the information was created or published, but also how old the sources
of information were that were used in creating the information you are
evaluating. If an article was published 10 years ago, is it old or bad
information? The answer is, that depends. An article that age in the
medical field may be horribly outdated and even dangerously incorrect.
An article the same age in the humanities might reflect the best current
thinking. A news source about Hurricane Katrina from that time pe-
riod may be old, but it may be the best source to get firsthand accounts
and an understanding of the impact of the events as they unfolded in
the hurricanes aftermath. You need to look beyond a simple measure
of the age of the document and examine its field and the purpose you
would use the information for to determine its value.
Check the ages of the references used in information sources. For

example, a scholarly article could have been published yesterday, mak-
ing its timeliness look very appealing. However, when you look at the
publication dates of the references cited at the end of the article, you
find that there is nothing newer than 10 years old. What does that mean
for the information presented in the article? Is it up to date? No matter
the field, shouldnt there be something newer? What if all the citations
were from the last year? Certainly that means the information is up
to date, but what if the article was about the history and development
of an idea? Shouldnt there be some older sources? Would a range of
dates that includes older and newer material indicate more thorough re-
search? Maybe. What if all the sources cited were from the same author
or the same journal? Would that be a bad thing? Probably. Are the cited
journals and authors reputable? You will have to analyze this informa-
tion on an article-by-article basis.
Accuracy
You will need to bring all of your critical-thinking skills to bear
when you evaluate your information for accuracy. For example, you are

reading on article on Mars that states that the average daytime tempera-
ture is a very pleasant 75 F. You make a quick check of The New En-
cyclopdia Britannica and find the mean surface temperature is 82 F
(Mars 2010, 873). Your fact checking has found a significant discrep-
ancy. You check other sources, including The World Almanac and Book
of Facts, 2011 (Janssen 2010, 347) and Encyclopedia of Astronomy and
Astrophysics (Moroz 2001, 1669). You find that they all agree with the
Britannica. The agreement of multiple, good sources indicate the ac-
curacy of the information. Clearly, the article is not accurate. If there
is no source cited for the incorrect temperature data, then the author is
uninformed or trying to deceive. If the author cited a source for the in-
correct temperature data, then the author either did not bother to check
his sources, or worse, he did check and does not care that the informa-
tion is wrong.
The number and quality of the sources cited by an author has an im-
pact on its accuracy. An article with 50 citations from good sources is
probably more accurate than an article with 1 citation. An article with
citations from 50 different good sources is probably more accurate than
an article with 50 citations to the same source. The quantity of citations
an article has in itself is not a measure of accuracy. More does not nec-
essarily mean better. It does indicate some level of thought, research,
and fact checking that went into the articles writing.
What if an author of an article includes 50 citations, but half of them

are to other articles that she wrote? Self-citation is a common practice.
However, while a few citations to an authors own work are fine, mul-
tiple citations are not. Can you think of why? If you cite yourself too
much, it weakens your authority, and at some point, it becomes your
opinion.
Finally, arguments put forward by the authors should be logical and

supported by facts. You should be able to follow the authors logic from
hypothesis to arguments to conclusion. Their reasoning should not
be unnecessarily complicated. It should flow from the facts and build
upon them. There should be no gaps in their thinking, no leaps of logic.
The conclusion should be constructed from all the reasoning that came
before, and the whole construct should feel solid. All of this should be
supported by facts, not opinions, and these facts should be cited, so
they can be checked.
If you are reading an article that talks about aspects of Romeos

character from Shakespeares Romeo and Juliet, how do you check the
facts? This is not a scientific article. No experiment was conducted.

No study of animal populations was undertaken. There are no tables of
figures or charts presented. How can something like this be supported
by facts? The facts in this case come from the text. If the article you
are reading states that Romeo speaks with a French accent, is very tall,
and has a long, red beard, then you should be able to find mentions of
all three of these statements in the text of the play, and they should be
cited by the author of the article.
Authority
Authority is the people responsible for the information. In most
cases, these people are the publishers and the authors. The publishers
bring to the table their reputation. It can be hard to determine publish-
ers reputations. However, Oxford University Press would have a better
reputation than Southwest County Community College and Pet Board-
ing Press. The Harvard Business Review would have a better reputation
than Uncle Bobs Business Review. While brand name recognition is
something that has to be built, you can check the types of materials
that a publisher produces, for example, books, journals, DVDs, and so
forth. Do they specialize in specific subjects or formats? How much do
they publish? While bigger may not always be better, it is an indication
of success. How well reviewed are the materials they publish? Have
their authors published other books or journal articles? What are the
authors credentials?
Journals have reputations as well, and like other publishers and pro-
ducers of information, there are brand names that have a reputation for
quality. You can use the same methodology to check on a journal. Look
at the types of articles they publish, check their authors credentials and
publications, and fact check some of their articles.
Book, magazine, and news publishers have editors who should be

doing some quality checking. This is no guarantee of quality, especially
if the publisher is not interested in facts but instead is interested in pro-
moting a point of view. Journals have the peer review process. A peer
review involves the editors of the journal sending blind submissions
that are being considered for publication to peers. A blind submission
is an article without any author information. This is withheld to pre-
vent any possible favoritism. Peers are scholars in the field. The peers
evaluate the articles independently from each other and determine if
the articles are good enough to be published in their journal. If there is
agreement among the peers that an article should be published, then it
will be published; otherwise, it will be rejected. The peer review pro-
cess ensures a higher level of quality.

The authors are the other part of the authority equation. An author
should provide his or her credentials. In other words, an author should
tell you his degree, what it is in, perhaps where he got it, and where he
is currently employed. For example, if we look back to our article on
Romeo, if the author has a PhD in English literature from Yale Univer-
sity and currently teaches Shakespeare studies at the University of Wis-
consin, she has more authority than if she has a BA degree in English
literature from Fly by Night University where she also teaches. What if
our PhD from Yale wrote an article about the effects of incarceration on
juveniles? She would not have much authority because she is working
outside of her field.
You should check an author to see what else he or she has pub-
lished. Databases make this easy. When you have found an article
that you are considering, you can click on the authors names to
search for other articles they have written that are indexed in that
particular database. How many more articles have they written? What
journals did they appear in? Are the sources they cited good? Once
again, more is not necessarily an indication of quality, but it does
indicate a track record. Some databases show how many times an
article has been cited by other sources. This is also a valuable piece
of information. If the article has been cited many times by other au-
thors, it has had an impact. What if the article you found that best
supports your hypothesis is the only article written by that author,
and it has not been cited by other authors? Should you use it? The an-
swer is yes, if the other elements of timeliness, accuracy, and author-
ity are all good.
As a matter of course, authors should provide contact information,

such as their email address. This courtesy allows to you ask a ques-
tion about their research or clarify a point that you did not understand.
Authors should be willing to talk about their work and exchange
ideas.
It is important to evaluate the information you find to ensure that

you have good quality information that supports your research and
answers your information need. Evaluating information is a skill.
The more you do it, the better at it you become, and the easier it is to
weed out the bad while keeping the good. Good information makes
for good arguments, good papers, and, ultimately, good grades, while
bad information will drag you down. Good information also makes
for good decisions. So be sure to cast a critical eye on the information
you find.

Vocabulary
accuracy peer
agreement peer review
authority persuade
citation purpose
credentials relevance
degree reputation
depth scope
editor self-citation
editorialize style
entertain timeliness
fact checking validity
inform
Questions
What is the purpose of evaluating information?
What is the peer review process, and why is it important?
How does style impact the purpose of information?
Which of the three evaluation criteria is the most important and why?
How is timeliness impacted by the discipline or the type of information

source?
What effects do an authors credentials have on the validity of the in-

formation presented?
Assignment
Use the information you found for the assignment in chapter 5.
Compare and contrast the information you found from the different
information types. How would you use the information from each
source?

Pick one of your journal articles and evaluate the information for
relevance, purpose, and validity. Be specific. How does the journal
article meet or not meet the criteria? What qualities does the article
have that would make you want to use it or not want to use it in your
research? End by assigning a grade to the article. See the example in
Figure 9.1.
TOPIC
The effects of climate change on whale populations
JOURNAL ARTICLE
AUTHOR TITLE SOURCE

Whitehead, Hal; McGill, Diversity of deep- Ecology Letters, Nov2008,
Brian; Worm, Boris water cetaceans in Vol. 11 Issue 11, p1198-1207
relation to temperature:
implications for ocean
warming
RELEVANCE
This article is very relevant to my topic. It covers what I am researching.
PURPOSE
Scope:
The scope of the article is broad as it uses sights of many different marine mammals
over the course of many years as its dataset to show the movements of
Depth:
The articles focus is narrow. It is about the relocation of marine mammals in rela-
tion to rising ocean temperatures. The article has a lot of information about this
topic. So it has depth.
VALIDITY
Timeliness:
The article was published in 2008, and it has data from 2007, which is very good. It
is one of the most current articles relevant to my topic, and the information is still of
great value.
Accuracy:
The article used observational studies taken over the course of many years for its
data. There is an explanation of the mathematical models used to analyze the data,
and charts and tables are given. This should be accurate. There is also a bibliogra-
phy with many citations to other scholarly sources, including both current sources
and older sources. This indicates a high level of research and should mean accurate
information.
Figure 9.1: Information Evaluation Worksheet.

Authority:
Ecology Letters is published by Wiley-Blackwell, a very large and reputable publish-
ing company that publishes scholarly books and journals in all subject areas. The
article was peer reviewed and selected for publication. The authors work in the de-
partment of biology at Dalhousie University in Canada, and contact information is
provided. So the authors have the appropriate knowledge of the subject. The lead
author, Hal Whitehead, has many other articles indexed in Academic Search Premier
that deal with whales, so he has authority.
GRADE
A

C H A P T E R 1 0
Evaluating Your
Product
The last piece of the evaluation puzzle is to evaluate your product.

Because we are focused on the research process and the paper that re-
sults from that process, our evaluation of the product will be limited to
evaluating your research paper. Remember that evaluation is a process.
It is continuous. You should not just evaluate your product when it is
finished, but as you are working on it. You do not want to write a term
paper, then decide it is bad and have to start over from scratch. With
that in mind, we will start by looking at organizing your paper.
Organization
After you have gathered and read your research, and before you
start writing your paper, writing an outline will help you organize your
thoughts. An outline lays out the path you are going to follow from hy-
pothesis through arguments to the conclusion. With an outline in place,
you can organize your research and plan when you will mention which
articles and ideas. You want your paper to have a logical flow to it.
Evaluate your outline before your start writing. Does it cover all
the points you want to make? Are they in a logical order? You should
also evaluate your outline as you work on your paper. Is the informa-
tion still in a logical order? Is there something you forgot or that just
occurred to you that you want to add? If so, move sections around if
necessary and adjust your outline. Are you going off on tangents and
losing the focus of your paper? If so, then remove those sections and
adjust your outline.
Chapter 10: Evaluating Your Product 77

Logic
You should evaluate your logic, your reasoning, as you write your
paper. Your logic should be straight forward, easy to understand, and
stated in a clear, direct manner. The arguments you use to support your
reasoning should, in turn, be supported by the facts and information
you found in your research. This gives validity to your arguments.
When evaluating your logic, start by asking if your argument make

sense. Does it build on what came before it in a logical manner? Does
it help lay the groundwork for your next argument? How is this argu-
ment supported by your research? Which facts from which articles and
other sources support this argument? Even when you state original
thoughts of your own, they should be subject to the same evaluation
and supported by evidence from your research.
Your conclusion is your final statement. It links to your thesis state-

ment at the very beginning of your paper, which you should now state
that you have proved or disproved. It is the culmination of all the
evidence you presented along the way, and like all your previous argu-
ments, it should hold up to the scrutiny of an evaluation.
Proofreading
Before you print or send your paper to your instructor, you need to
proofread it. Proofreading is the final step in evaluating your paper, and
while it can be done during the writing process, proofreading needs to
be done after you finish your paper as well. When you proofread, you
are looking for minor errors in your spelling and grammar. You have
already looked for and corrected errors in your organization and logic.
Word processors conveniently mark spelling and grammar errors for

you to review, but the little red and blue lines that highlight mistakes
are easy to miss and ignore. That means you need to look carefully for
them. Spell checkers are great, but they cannot tell you if you used the
wrong word, and they will struggle with many proper names. Grammar
checkers are helpful, but the English language is very complicated and
nuances can be missed. In the following sentence, the letter r was left
out of horses:
Wild hoses roam the Nevada high country.
The spell checker found no misspelled words. The grammar checker
recognized a grammatically correct sentence with the appropriate
agreement between the noun and verb. However, your instructor will

see a sentence that does not make sense, and you may get marked
down for this simple mistake.
Do not rely on your spell checker and grammar checker to catch all
of your mistakes. Be sure to proofread your paper and look for errors
or have a friend proofread your paper while you proofread hers. This is
your last chance to evaluate your paper and make changes before turn-
ing it in. An organized, well-reasoned paper that is free of spelling and
grammatical errors will impress your instructors.
Vocabulary
arguments
conclusion
evidence
grammar checker
logic
organization
outline
proofreading
reasoning
spell checker
Questions
Why is evaluating your product or paper important?
What impact does an outline have on a research paper?
How can unsupported arguments affect a research paper?
What should good reasoning look like?
How do spelling errors impact the impression made by a paper?
Assignment
Write an outline for a research paper on your topic. Your outline
should have at least three sections aside from the introduction and
conclusion. Then write a comment about why you think this is a good
outline.
Chapter 10: Evaluating Your Product 79

Next, write one of the arguments that you would use in this paper.
It should be supported by a journal article that you found earlier. Then
write a comment that explains why this is a good argument and how
it is supported by your research. Include the citation information, the
author, title, and source information, for the article you use. See the ex-
ample in Figure 10.1.
OUTLINE
I. Introduction: Climate change has had a negative impact on whales.
II. Climate change and oceans
III. Climate change and whale habitats
IV. Climate change and whale populations
V. Conclusion
COMMENT
The outline moves from a general overview of climate change and its impact on
oceans to the specific impacts it has had on whales. This should give the paper a
logical flow.
ARGUMENT
Climate change has raised ocean temperatures, and this has led to a change in range
where certain whale species are found.
COMMENT
This argument comes directly from the research in the article below, which shows
how rising ocean temperatures have impacted the range of a number of whale spe-
cies. It is clear, and shows a direct link between climate change and whale habitats.
JOURNAL ARTICLE
AUTHOR TITLE SOURCE

Whitehead, Hal; Diversity of deep-water ceta- Ecology Letters, Nov
McGill, Brian; Worm, ceans in relation to tempera- 2008, Vol. 11 Issue 11,
Boris ture: implications for ocean p. 11981207
warming
Figure 10.1: Paper Evaluation Worksheet.

C H A P T E R 1 1
Using Information
In the previous three chapters, we looked at evaluation. The decision

was made to keep all of the chapters on evaluation together to cover
all of the aspects of this topic at the same time. However, evaluation of
your product, which is your research paper, would occur after the ap-
plication of information. Using information means that you have gath-
ered information, analyzed it, and now are going to use it to answer a
question, solve a problem, or write a research paper that proves your
hypothesis.
Communicating Information
One of the first decisions you need to make after doing your re-
search is to decide how you will present your results. It is not enough
just to research an information need. You need to communicate the re-
sults of that research to others. As a student, this often means writing a
research paper or participating in a group project. When you start your
career, it could mean a report to your colleagues or clients. It could
mean a PowerPoint presentation at a conference, an article published in
a scholarly journal, or a conversation with a friend.
The medium used to communicate the information you find may be

specified by your instructor, or it may be left up to you. If you get to
choose the medium, then be sure to pick one that is conducive to the in-
formation you want to present. For example, if you interview veterans
about their experiences, then a video or audio recording may work very
well. If you want to document an event, then photographs or a video re-
cording may be your best option. Perhaps combining your photos with
a written report or creating a website to showcase your videos would
Chapter 11: Using Information 81

work well. You may have a lot of data that you need to present in tables
or charts, and this information may work well with a written paper or a
presentation where you can explain your charts. In any event, you have
many options for communicating the information you found. Be sure
to take a minute to think about the most effective method of presenting
your information.
Using Information
Using information to answer your information need is bigger than
doing homework for a class. You will need to use information to solve
problems and answer questions throughout your life. It could help you
develop a marketing campaign based on the information you gathered
about the characteristics of the consumers you are targeting for your
product. It could help you find a good, used car for the money you have
to spend or determine which presidential candidate is telling more of
the truth. No matter what the need, you should apply the good infor-
mation you found to answer that need or that question and do so in an
ethical manner.
The ethical use of information is one of the most important concepts

in information literacy. It is the third and final part of our definition of
information literacy, which includes finding and evaluating informa-
tion. Using information ethically means using information legally and
giving credit to others for their ideas.
Intellectual Property, Copyright, and Fair Use

Intellectual property is the product of your research, hard work, and
imagination. Intellectual property is creations of the mind (World
Intellectual Property Organization 2011). Legally, your intellectual
property could lead to a patent, trademark, or copyright, which would
grant you, as the owner, certain rights (Intellectual Property 2011). In-
formation literacy is primarily concerned with the use of copyrighted
materials because you will use copyrighted materials in your research
and in your daily life.
Copyright is a legal form of protection provided to the authors of

original works of authorship, including literary, dramatic, musical,
artistic and certain other intellectual works (U. S. Copyright Office
2008, 1). These rights include authorizing people to display, perform,
or copy your work or create derivative works, such as turning your
novel into a movie.

You do not have to apply for copyright. It is automatic. If you create
a webpage, it is copyrighted from the moment it is fixed in a copy,
which is an object from which a work can be read (U. S. Copyright
Office 2008, 3). Copyright is very easily obtained, and the rights it
gives the creator are substantial, but there are some situations where
the creators rights are limited. One of these limits is terms of use. For
example, you may sign up for an account on a website that allows you
to create posts in response to articles published there. In order to create
your account, you have to agree to the terms of use, which may state
that the website has the right to distribute, copy, and create derivative
works from your posts. In other words, you have given up your copy-
right. You own the copyright to your term papers and whatever else you
create, unless you signed a statement giving up those rights.
Another very important limit to a creators copyright protection is

called fair use. Fair use grants everyone limited rights to use copy-
righted works. This includes using copyrighted works for the purpose
of scholarship or research (U. S. Copyright Office 2009). There are
also four factors listed in the law to consider when determining if your
use of copyrighted materials is fair. The first is how you plan to use the
material. Will it be used for commercial gain, or is it for nonprofit, edu-
cational use? Next is the nature of the document you plan to use. If the
document is largely factual, it favors fair use because facts and ideas
cannot be copyrighted, but the particular way authors have expressed
themselves can (U. S. Copyright Office 2009). The third factor is the
amount of the work you intend to use. The more you use, the less fair
that use is. The fourth factor is how your use of the copyrighted work
impacts its market value. For example, if you make a copy of a song
and distribute it to 100 of your friends, you have denied the artist, the
copyright holder, 100 potentials sales and the royalties from those
sales. You have violated copyright, broken the law, and you are legally
accountable for your actions. If you are not sure if the use you plan for
a copyrighted work is legal under the fair use doctrine, then you can al-
ways contact the copyright holder and ask permission for that use.
Many works are in the public domain. Works that are in the public
domain are not protected by copyright and are free to be used as you see
fit. This includes everything published before 1923 (Fishman 2008, 5).
Authors may place their works in the public domain or use the Creative
Commons License, which allows you to copy, distribute, and perform
the work (Text of Creative Commons Attribution 2011). Government
documents are not covered by copyright law and are therefore in the
public domain. However, items in the public domain or available under

the Creative Commons license still need to be quoted accurately and
cited appropriately, or you will have plagiarized.
Plagiarism
Plagiarism is claiming someone elses ideas as your own. It is a lie
told to the audience by your work, and it is theft from the true creator
of the idea. If you forget to cite a source in your research paper, you
have committed plagiarism even though that was not your intent. Pla-
giarism, intended or accidental, has consequences. The consequences
vary by severity of the infraction and your schools policies. You may
receive a light punishment, like receiving a failing grade on the assign-
ment, or your punishment might be more severe. You may receive a
failing grade for the class, be placed on academic probation, or even
dismissed from school. There are real-world consequences for plagia-
rism, as well. Recently, the German Defense Minister, Karl-Theodor
zu Guttenberg, was forced to resign his cabinet position when it was
learned that he had plagiarized information on his thesis (Dempsey
2011).
In the past, your instructors relied on their experience and knowl-

edge of your previous work to detect plagiarism. Now they can use ser-
vices like Turnitin (http://turnitin.com/static/index.php), which make it
easier for them to detect plagiarism. Turnitin is a very large service that
compares your electronic document to all the other papers turned in
from your class, all the other documents from all the other classes that
use Turnitin from across the country, and to sites across the Web to find
matches to the wording in your document. Your instructor checks the
matches in your paper to make sure that your information sources are
cited. If you plagiarized your information or turned in somebody elses
paper, then consequences will follow.
Quoting, Paraphrasing, and Summarizing Information

The simplest way to avoid plagiarism is to attribute the information
you use from the sources you found. This means quoting, paraphrasing,
or summarizing the information from the sources you use in your paper
and then properly citing those sources.
Using information from other sources is a great way to support your

arguments and to help prove your hypotheses. Include quotes in your
paper when the exact wording from the source is important to your
argument. You may also choose to paraphrase from your information
sources. Paraphrasing is restating the authors point in your own words,

perhaps to shorten the passage from the original. This can be difficult
to do. You cannot use the original authors phrasing. If you find that
you cannot restate without using phrases from the original work, then
you are better off using a quotation.
You may also choose to summarize an information source in your

paper. A summary is a short overview of the work written in your own
words and covering the main ideas of the work. Summarizing is differ-
ent than paraphrasing. Paraphrasing should represent an idea or pas-
sage from the work and not the whole work like a summary.
Whether you quote, paraphrase, or summarize in your paper the in-

formation you found, it should be in service to your thoughts and ideas
on the topic. The information you found and use in your paper should
provide the evidence that supports your conclusions. They should not
make up your whole paper.
Citing Your Information

After quoting, paraphrasing, or summarizing an information
source in your paper, you need to attribute that information to its
source. You do this with a citation. A citation has two parts. The first
is the in-text citation, which gives very brief information, such as
the authors last name and year of publication, or it may simply be a
number. This is then associated with an alphabetical bibliography or
numbered notes, which is the second part of the citation and includes
the full bibliographic information. What constitutes the full biblio-
graphic information depends on the type of information source you
are citing and the citation style you are using. It includes, but is not
limited to, the names of the authors, title of the piece, and publication
information.
There are literally thousands of different citation styles that are spe-
cific to different disciplines and journals. The APA style, developed by
the American Psychological Association, is used in psychology. The
MLA style, from the Modern Language Association, is used in English
and humanities classes. Your instructor should assign a citation style
for you to use. This style will determine how both your in-text citation
and bibliography should look. Figures 11.1 and 11.2 show a book and a
journal article in each of the formats mentioned here. You will need to
look closely to see the minor differences between them.
There are many ways to get help with citing sources. There are
books from the creators of the format, such as the MLA Handbook and

STYLE IN-TEXT CITATION BIBLIOGRAPHY
APA (Hough, 2010, p. 21) Hough, S. (2010). Predicting the unpredictable:
The tumultuous science of earthquake prediction.
Princeton, NJ: Princeton University Press.
MLA (Hough 21) Hough, Susan. Predicting the Unpredictable: The
Tumultuous Science of Earthquake Prediction.
Princeton: Princeton UP, 2010. Print.
Figure 11.1: Book Citation in Two Formats.
STYLE IN-TEXT CITATION BIBLIOGRAPHY

APA (Bormann, 2011, p. 329) Bormann, P. (2011). From earthquake predic-
tion research to time-variable seismic hazard
assessment applications. Pure & Applied
Geophysics, 168(1/2), 329366. doi:10.1007/
s00024-010-0114-0
MLA (Bormann 329) Bormann, Peter. From Earthquake Prediction
Research to Time-Variable Seismic Hazard
Assessment Applications. Pure & Applied
Geophysics 168.1/2 (2011): 329366.
Figure 11.2: Journal Citation in Two Formats.
the Publication Manual for MLA and APA, respectively. Then there
are books like A Pocket Style Manual that cover three major formats in
one short book. All of these books can be found in your librarys refer-
ence collection. Websites such as Research and Documentation Online
(http://bcs.bedfordstmartins.com/resdoc5e) cover the major formats
and make it easy to find specific examples for your specific needs. Any
of these resources will help you with many examples of how to cite
books, journals, DVDs, and other media in all their possible permuta-
tions in the major formats.
Most commercial databases will generate a bibliographic citation in

a few of the major formats. Websites such as Son of Citation Machine
(http://citationmachine.net) and EasyBib will help you produce good
citations and even have some shortcuts for finding books and other ma-
terials. Word processors have built-in features to help you create both
your in-text citations and your bibliography, but you need to input all
of your citation information.

Commercial software like EndNote and RefWorks (http://www.
refworks.com), along with freeware programs like Zotero, belong to a
class of programs called citation managers, which not only help you
generate your entire bibliography but help you track and organize all
of your research projects. They also have the benefit of cite while
you write add-ins for word processing programs such as Word and
Writer that make it easy to properly insert your in-text citation, then
generate your bibliography from all of the in-text cites you used. Ad-
ditionally, these programs can import the full bibliographic informa-
tion from many databases, so you do not have to do any typing of the
bibliographic information. These tools are time savers and very useful.
However, they also frequently make mistakes with your citations. For
example, if you import an article with its title in all capital letters into
one of these programs, your citation will have all capital letters, which
is not correct. It is important that you know what citations should
look like for the format you need to use in order to avoid these kinds
of mistakes. Be sure to consult official publications or style guides in
print or on the Web to make sure you understand how a citation should
appear.
Learning from the Experience

Finally, we want you to learn from the experience of finding in-
formation, writing papers, and citing sources. Ask yourself what you
would do differently next time? How would you improve your re-
search process? How would you improve the quality of the sources
you found? How would you improve your paper? Answers to these
questions may be to use a citation manager to keep track of your re-
search, to ask for help finding sources earlier in the process, to evaluate
sources more critically, to write an outline to help organize your paper,
or to double check the format of all citations.
While we want you to learn how to do these things better and more
efficiently, there is something much bigger than this about the learn-
ing process. At the beginning of this book, we talked about how we
are creatures of information. We are made from information. We cre-
ate information, and we consume information. If we choose to, our
minds can always be open to new information, and we can always
be learning. When we learn something from the information we have
gathered, it becomes part of who we are. It helps us grow and be-
come better human beings. Information we consume and synthesize
becomes knowledge. Knowledge changes who we are and who we
want to become. Using the knowledge we have gained can change the
world.

Vocabulary
bibliography in-text citation
citation medium
citation managers notes
citation styles paraphrasing
communicating information plagiarism
copyright public domain
ethical use of information quoting
fair use summarizing
intellectual property using information
Questions
What does it mean to use information ethically?
What is fair use?
Is plagiarism illegal, and what are the consequences of plagiarizing?
How do you communicate the information you found?
What is a citation, and how do citation styles change the format of the
citation?
Assignment
Write a research question, then find five sources, one from each of
the following types of material: reference sources, books, magazines,
journals, and the Internet. Choose a citation style, and write the in-text
citation and the bibliographic entry for each of the items you found in
the style you chose. Be sure to format the entries exactly as their style
requires. See the example in Figure 11.3.
Research question
What are the dangers of teenage drinking?
Citation Style
MLA
Reference Source (Hellmuth, Stuart, and Follansbee)
Book (MacLachlan and Smyth 51)
Figure 11.3: Citation Worksheet.

News Source (Hambleton E1)
Magazine (Schwartz)
Journal (Tapert, Calwell, and Burke 205)
Web site (Center for Disease Control and Prevention)
Bibliography
Works Cited
Center for Disease Control and Prevention. Fact Sheets: Underage Drinking.
Center for Disease Control and Prevention. CDC, 20 July 2010. Web. 5 Aug
2011.
Hambleton, Laura. Bingeing Takes Toll on Teen Brains. The Washington Post 7
Dec. 2010: E1. Print.
Hellmuth, Julianne C., Gregory L. Stuart, and Katherine W. Follansbee. Underage
Drinking. Encyclopedia of Substance Abuse Prevention, Treatment, & Re-
covery. SAGE Reference Online, 2008. Web. 5 Aug. 2011.
MacLachlan, Malcolm, and Caroline Smyth, eds. Binge Drinking and Youth Culture:
Alternative Perspectives. Dublin: Liffey Press, 2004. Print.
Schwartz, Emma. A Host of Trouble. U.S. News & World Report 8 Oct. 2007: 47-
50. Academic Search Premier. Web. 30 June 2011.
Tapert, Susan E., Lisa Calwell, and Christina Burke. Alcohol and the Adolescent
Brain: Human Studies. Alcohol Research & Health 28.4 (2004): 205212.
Print.

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Richter Magnitude Scale. 2011. Wikipedia, The Free Encyclopedia. Febru-
ary 11, 2011. http://en.wikipedia.org/wiki/Richter_scale.
Riddell, Thelma. 2007. Critical Assumptions: Thinking Critically About Criti-
cal Thinking. Journal of Nursing Education 46 (3): 12126. http://
vnweb.hwwilsonweb.com.proxy.li.suu.edu:2048/hww/results/get
Results.jhtml?_DARGS=/hww/results/results_common.jhtml.37.
Ruxton, Carrie. 2010. Recommendations for the Use of Eggs in the Diet.
Nursing Standard 24 (37): 4755.
92 Works Cited
Text of Creative Commons Attribution-ShareAlike 3.0 Unported License. 2011.
Wikipedia, The Free Encyclopedia. May 27. http://en.wikipedia.org/
wiki/Wikipedia:Text_of_Creative_Commons_Attribution-Share
Alike_3.0_Unported_License.
U. S. Copyright Office. 2008. Copyright Basics. United States Copyright Of-
fice, July. http://www.copyright.gov/circs/circ1.pdf.
U. S. Copyright Office. 2009. Fair Use. U.S. Copyright OfficeFair Use. No-
vember. http://www.copyright.gov/fls/fl102.html.
UNESCO. 2003. The Prague Declaration: Towards an Information Literate
Society. http://portal.unesco.org/ci/en/ev.php-URL_ID=19636&URL_
DO=DO_TOPIC&URL_SECTION=201.html.
World Intellectual Property Organizatioin. 2011. What is Intellectual Prop-
erty? World Intellectual Property Organizatioin. June 28. http://www.
wipo.int/about-ip/en/.
Works Cited 93
Index
abstract, 17 bibliographies, 17
abstract databases, 46 bibliography, 85
Academic Search Premier, 23 billboards, 1
accrediting agency, 3 Bing, 17, 22, 51
accuracy, 70 biography, 11
advanced search, 24, 52 biology, 9
American Association of School blind submissions, 72
Librarians, 4 books, 9, 14
American Psychological Association, Boolean operators, 21, 27
85 Boole, George, 27
And (Boolean operator), 21, 27, 28, 53 borrowing library, 59
And implied, 51 broaden, 28, 32, 35
annotation, 17 browse, 41
anthropology, 9 browse search, 40
APA style, 85 business, 9
art, 9
Association of College and Research call number, 40
Libraries, 2 Cambridge Illustrated Dictionary of
asterisk, 33 Astronomy, 14
astronomy, 9 chemistry, 9
authority, 72 Chicago Tribune, 17
authors, 72, 73 circulating collection, 40
author searching, 40 citation, 17, 85
autobiography, 11 citation databases, 46
citation information, 43
background sources, 8, 14 citation managers, 48, 54, 87
basic search, 24, 51 citation style, 85
Index 95
citing sources, 84, 85 Encyclopedia of Astronomy and
commercial databases, 23 Astrophysics, 71
communicating Information, 81 EndNote, 43, 87
conclusion, 78 entertain, 69
conference, 9 eReference, 39
consortium, 58 eReference books, 43
contact information, 73 ethical use of information, 82
controlled vocabulary, 26 evaluation, 61
copyright, 82, 83 Evernote, 43
Creative Commons License, 83
credentials, 73 Facebook, 1
critical thinkers, 61 fact checking, 71, 72
critical thinking, 61, 62 fair use, 83
current information, 12 federated searching, 46, 53
Cutter numbers, 42 fee databases, 23
field, 21
dance, 9 field searching, 40, 53
data, 1 four factors, 83
database, 21 free databases, 22
databases, 17 full bibliographic information,
databases full text, 17 85
database searching, 23 full text databases, 46
database selection, 63
decimal numbers, 41, 42 Google, 17, 22, 51
depth, 13, 68 government documents, 83
Dewey Decimal Classification, 41 grammar, 78
diaries, 11 grammar checkers, 78
dictionary, 13
Directory of Open Access Harvard Business Review, 72
Journals, 23 help screens, 34
distribution, 13 historical information, 12
Dogpile, 53 holds, 40
domains, 53 humanities, 9
double quotation marks, 31 hybrid databases, 46
hypothesis, 7
EasyBib, 43, 86
eBooks, 39, 43 ILL. See interlibrary loan
EBSCOhost, 23 indexes, 9, 17
editorialize, 69 inform, 69
editorials, 16 information, 1, 67
editors, 72 information access, 9
Edmunds, 2 information categories, 10
electronic format, 12 information creation, 2, 9
96 Index
information evaluation, 61 literate, 2
information formats, 12 literature, 9, 12
information sources, 1 logic, 78
information literacy, 2
information literacy importance magazines, 16
of, 3 Marie Claire, 16
information literacy outcomes, 5 McGraw-Hill Encyclopedia of
Information Literacy Competency Science and Technology, 14
Standards for Higher metasearch engines, 53
Education, 2 Microsoft Word, 43, 87
information literacy instruction, 58 Middle States Association of
information need, 2, 7 Colleges and Schools, 3
information process, 9 MLA Handbook, 85
information sources MLA style, 85
information sources types, 13 Modern Language Association, 85
Institute of Museum and Library
Services, 4 narrow, 28, 30, 35
intellectual property, 82 National Commission on Libraries
interlibrary loan, 58 and Information Science. See
Internet, 1, 13 Institute of Museum and Library
Internet search engines, 51 Services
in-text citation, 85 National Forum on Information
invisible web, 23 Literacy, 4
nesting, 30, 31
journals, 9, 16 New Encyclopdia Britannica, 14, 71
journals open access, 23 New England Association of Schools
and Colleges, 3
keywords, 25, 63 news sources, 15
keyword searching, 25 NLM Gateway, 21
knowledge Not (Boolean operator), 21, 27, 30, 53
knowledge three categories, 9 notes, 85
note taking, 43
language, 9
lending library, 59 OneNote, 43
letters, 11 OpenOffice.org Writer, 43, 87
librarians, 57 Or (Boolean operator), 21, 27, 28, 29,
library anxiety, 57 32, 53
library catalog, 39 order of execution, 31, 32
library instruction, 58 organization, 77
Library of Congress Classification, 41 outline, 77
limiters, 52 Oxford Handbook of Philosophy of
limiting, 52 Emotion, 14
link resolver, 46 Oxford University Press, 72
Index 97
paintings, 9 research question, 7, 64
paraphrasing, 84, 85 research question refining, 8
parentheses, 32 results list, 23
peer review, 11, 72 retrieval, 23, 32
persuade, 69 reviews, 16
philosophy, 9 Richter scale, 7
phrase searching, 31, 52, 53 Rolling Stone, 16, 23
physical format, 12 Routledge Encyclopedia of
physics, 9 Philosophy, 14
plagiarism, 84
plagiarism detection, 84 scholarly articles, 16
Pocket Style Manual, 86 scholarly information, 11
popular information, 11 science, 9
Prague Declaration, The, 4 scope, 13, 68
primary information, 10, 11 search results, 23
print, 13 search statement, 27, 62
print holdings, 47 search terms, 24
printing, 13 secondary information, 10
product, 61, 77 self-citations, 71
proofreading, 78 social science, 9
ProQuest Newspapers, 17 sociology, 9, 12
proximity operators, 30 Son of Citation Machine, 86
proximity searching, 30 spell checkers, 78
psychology, 9, 12 spelling, 78
Publication Manual, 86 Standards for the 21st-Century
public domain, 83 Learner, 4
publishers, 72 stop words, 21
purpose, 67 style, 68
subject searching, 26, 40
quoting, 43, 84 subject-specific database, 45
subject terms, 40
record, 21 summarizing, 84, 85
records, marking, 47 synonyms, 25, 29
reference collection, 40
reference desk, 57 television, 1
reference sources, 14 terms of use, 83
refine a search, 34 theater, 9
RefWorks, 87 thesis, 7
relevance, 23, 32, 67 timeliness, 70
relevancy ranking, 52 Time magazine, 11, 16
Research and Documentation title searching, 40
Online, 86 truncation, 32, 52
research paper, 61, 77 Turnitin, 84
research process, 61, 62 Twitter, 1
98 Index
UNESCO, 4 word processors, 78, 86
using information, 82 World Almanac and Book of Facts,
2011, 71
validity, 70
Venn diagrams, 28
year of publication, 42
visible web, 22
YouTube, 9
Wikipedia, 14
wildcards, 33 Zotero, 43, 87
Index 99
About the Author
Scott Lanning received his Masters of Library Science from North-

ern Illinois University. He has been a reference librarian throughout
his long career, providing library instruction to students as part of his
jobs. He currently teaches reference services and information literacy
courses at Southern Utah University. Scott is also the co-author of Es-
sential Reference Services for Todays School Media Specialists, which
is now in its second edition.

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CHAPTER 1: Information and Information Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . .1

CHAPTER 2: The Information Need and Types of Information. . . . . . . . . . . . . . . . . . .7

CHAPTER 3: Finding Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

CHAPTER 4: Utilizing the Library Catalog and Resources . . . . . . . . . . . . . . . . . . . . .39

CHAPTER 5: Utilizing Library Databases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

CHAPTER 6: Utilizing the Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

CHAPTER 7: Librarians and Library Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

CHAPTER 8: Evaluation and the Research Process . . . . . . . . . . . . . . . . . . . . . . . . . . .61

CHAPTER 9: Evaluating Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

CHAPTER 10: Evaluating Your Product . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77

CHAPTER 11: Using Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81

Works Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91

FIGURE 1.1. Topic Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

xii List of Figures

Is the following information?

Information comes from many sources. We are surrounded by it.

Chapter 1: Information and Information Literacy 1

We all have some understanding of what it means to be literate. It

What Is Information Literacy?

The Association of College and Research Libraries (ACRL) has

2 Concise Guide to Information Literacy

In this book, we focus on these ideas to help you become informa-

Why Is Information Literacy Important?

The Middle States Association of Colleges and Schools, a col-

Chapter 1: Information and Information Literacy 3

The creation of an information society is key to social, cultural, and

4 Concise Guide to Information Literacy

These are the outcomes of information literacy. This is what you

It is important to your life as you will be able to make better deci-

If these reasons still are not enough to explain why information

Chapter 1: Information and Information Literacy 5

Who creates information?

What does it mean to participate in our democratic society?

What is a global citizen?

Why is lifelong learning important?

Figure 1.1: Topic Worksheet.

6 Concise Guide to Information Literacy

The Information Need

Chapter 2: The Information Need and Types of Information 7

Refining the Research Question

8 Concise Guide to Information Literacy

Using your previous research question on earthquake prediction, you

Figure 2.1 illustrates the information process from its creation to

Chapter 2: The Information Need and Types of Information 9

Primary versus Secondary Information Sources

10 Concise Guide to Information Literacy

A research article is a good example of a primary information

Scholarly versus Popular Information Sources

It is important to know that while scholarly journals publish schol-

Popular information is information intended for a broad, general

Chapter 2: The Information Need and Types of Information 11

Current versus Historical Information Sources

Historical information does not mean old information. It means

The categories of information can overlap. While it is difficult for

Formats of Information Sources

12 Concise Guide to Information Literacy

Types of Information Sources

Chapter 2: The Information Need and Types of Information 13

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