1. Information Literacy for MOS ECS-65100 March 2012

2. Programme and Teachers:  Teachers  Lecture 1  Practical training  Lecture 2  Blackboard modules Marco van VellerAnnemie Kersten

3. Agenda  14 March 15:30 – 17:15 h ● room C435: Classroom lecture  21 March 15:30 – 18:00 h ● room PC 717: Practical training – working on your assignment (enter Blackboard and check if you have access to ECS65100_2011_0)  28 March 15:30 – 17:15 h ● room C435: Classroom lecture  3 May 14:00-15:30 h ● rooms PC 512: Exam. Note: the time for the exam is 90 minutes.

4. Course contents  Self Study – Blackboard modules at http://edu6.wur.nl/http://edu6.wur.nl/ ● Before practicals: 1, 2, 3.1, 3.2, 4a, 7 ● Later: 4b1, 4b2, 4b4, 4b9, 5, and 8  Quizzes in Blackboard to test your knowledge  Practical training  Exam on 3 May 2012.

5. Practical training ● Write an assignment together with one or two fellow students ● Information on how to write it can be found in BB - > Assignments ● The subject is: Influence of climatic change on food security ● Read the description of this subject -> Assignments ● Information specialists will be available to assist you ● Upload the document via Blackboard before 18.00 h on 26 March 2012 -> Assignments

6. The role of scientific literature  Scholarly communication Fotograph by Julia Margaret Camron, 1968 Sketch by Charles Darwin, 1837

7. The role of scientific literature  Scholarly communication Fotograph by Julia Margaret Camron, 1968 Journal of the Proceedings of the Linnean Society of London. Zoology 3: 46-50.

8. The role of scientific literature  Claiming (intellectual or commercial) ownership © Google Inc 2011 © Justin Sullivan/Getty pictures

9. The role of scientific literature  A record of science

10. And there is more information..... Newspapers Wikipedia Blogs Web sites Illustration © Loet van Moll

11. When are you information literate?  Define the information you need  Understand the variety of information sources  Search efficiently ● fast, comprehensive and accurate  Search effectively ● get information that suits your request  Evaluate and select appropriate information  Manage selected information (e.g. EndNote)  Use selected information and avoid plagiarism

12. Why should you be information literate?  Now during your study ● Courses ● Thesis  Later as a professional ● Keep knowledge up to date ● Basis for research ● Input for decisions ● Publishing as part of the scientific process

13. Define the information you need  Purpose ● factual data, orientation, in-depth search  Topic ● research question  Level ● scientific, professional, news  Type ● data, news, books, research article, laws, ● company information, government information

14. What: use of research resources Resources Identified as Most Important by Researchers Research Resources % Ranking in Top 3  Journal articles 71.1%  Monographs 32.0%  Chapters in books with many authors 21.8%  Expertise of individuals 19.4%  Organization's web sites 15.3%  Original text sources, e.g. newspapers, historical records 12.5%  Conference proceedings 11.6%

15. What: use of research resources (cont.)  Datasets : published or unpublished 8.1%  Other sources (specified by interviewee) 6.8%  Preprints 5.1%  Non-text sources, e.g. images, audio, artifacts 2.9% Researchers and discovery services. Behaviour, perceptions and needs. A study commissioned by the Research Information Network, 2006.

16. Access the needed information  WHERE?? Use the right finding aids Illustration © Loet van Moll 2009

17. Resources and finding aids Resources Journal articles scientific professional Monographs books reports dissertations proceedings Encyclopedias Datasets Websites, Blogs, News Finding aids Bibliographies Library catalogues Internet search engines Gateways/ portals Illustration © Loet van Moll 2009

18. Library catalogues  Are always linked to a library collection  Show you where to locate books and journals  Don’t contain journal articles  Don’t contain book chapters Illustration © Loet van Moll 2009

19. Bibliographies - bibliographic databases Illustrations © Loet van Moll 2009

20. Bibliographic databases  Consist of structured references with abstract, keywords, link to full-text (if WUR has subscription) In some also: cited by, related records  Mainly refer to scientific articles but may also include books, theses, conference papers etc.  Searching based on metadata, not full text  Different search platforms

21. Example of a bibliographic record

22. Bibliographic databases Multidisciplinary Scopus Web of Science Google Scholar Specific topics CAB-Abstracts Biological Abstracts FSTA Medline/ PubMed …………….. Overlap Additional Use several databases

23. Overlap and unique records Web of ScienceScopusCAB AbstractsSciFinder 144157115145 After deduplication734859 Sensitivity of models on leaching of pesticides to groundwater

24. Choosing a bibliographic database  Web of Science, Scopus, Google Scholar ● Use links on Library home page http://library.wur.nl/ http://library.wur.nl/  Specialized subject oriented databases ● Use the Portals on the Library web sitePortals ● Choose a bibliography or start a Metasearch from there  From off-campus: Log in first ● Read the FAQ item on off-campus access if you have problems connecting

25. Getting the articles Use our link resolver SFX Access to licensed resources only when logged in!

26. Google Scholar  Bibliographic database  Multidisciplinary with very broad coverage ● journal articles, books, theses, patents  Simple + advanced search interface  Index based on full text rather than bibliographic metadata  Relevance ranking  Locate the complete document through your library or on the web ● WUR-library when logged in or from within WUR-net

27. Search strategies  Known item search  Following a thread  Concept or structured search

28. Known item search  Paste the title into Google Scholar

29. Known items search 2  Look up the journal in Journals A-Z ● Use wildcards for the journal title

30. Following a thread  Find one or more relevant publications  Search citations: ● In references (older) ● Cited by (more recent)  Search related articles based on: ● Authors ● Keywords ● Shared references Illustration © Loet van Moll 2009

31. Concept or structured search  Identify key concepts (split your subject into main themes)  Formulate search terms per concept  Apply database tools and combine search terms with Boolean operators  Improve your search (evaluate and select) Illustrations © Loet van Moll 2009

32. Finding the focus  Effect of windmills on the marine environment  Questions: ● Which effects? ● How can wind energy be collected? ● What does the marine environment exist of?  Background: Wikipedia, Google, books, reviews

33. Combining with Boolean operators  Within concept: OR (any word)  Between concepts: AND (all words)  (Exclude concepts: NOT)  Make sets per concept, or use parentheses  Adjust during search

34. Limiting  years of publication  geographic region  language  additional concept(s)

35. Identifying key concepts Effect of windmills on the marine environment

36. Identifying key concepts  Effect of windmills on the marine environment

37. Finding search terms windmills OR wind power OR wind energy OR windfarms marine OR sea OR ocean environment OR fishes OR fauna OR macrobenthos OR seals OR ……. effect OR impact OR influence OR disturbance OR ……..

38. Truncation and phrase searching windmill* OR “wind power” OR “wind energy” OR windfarm* marine OR sea OR ocean* environment* OR fish* OR fauna OR macrobenthos OR seals OR ……. effect* OR impact OR influence OR disturbance OR ……..

39. Combining sets

40. Use parentheses around concepts WRONG windmill* OR “wind power” OR “wind energy” OR windfarm* AND marine OR sea OR ocean RIGHT (windmill* OR “wind power” OR “wind energy” OR windfarm*) AND (marine OR sea OR ocean)

42. Search history

43. Retrieved articles  Importance of using multiple sampling methodologies for estimating of fish community composition in offshore wind power construction areas of the Baltic Sea  Spatial planning of offshore wind farms: A windfall to marine environmental protection? ● abstract: … no-take zones for fish, with possible spill-over effects…  Underwater noise from three types of offshore wind turbines: Estimation of impact zones for harbor porpoises and harbor seals ● keywords: … seals; oceans; seas; power plants …

44. Improving your search  To narrow: more specific terms, less truncation, more concepts….  To broaden: more (general) terms, more truncation, less concepts …………  Build on what you have found: ● More or better terms (thesaurus!) ● Key authors/ groups ● References (citation search)

45. Evaluation  Assignment ● Upload assignment before 18.00 hrs on 26 March 2012 ● Assignment needs to be submitted in order to get a grade for this course  Exam ● PC exam on 3 May 2012 ● Final grade is based upon this exam (minimum 5.5) ● Note: the time for the exam is 90 minutes  Contact: annemie.kersten@wur.nl or marco.vanveller@wur.nlannemie.kersten@wur.nl marco.vanveller@wur.nl

46. End slide Thank you for your attention!