Multidisciplinary

Type

Multidisciplinary, scholarly full text

Content

SAGE Research Methods (SRM) is a research methods tool created to help researchers, faculty and students with their research projects. SAGE Research Methods links over 100,000 pages of SAGE’s renowned book, journal and reference content with truly advanced search and discovery tools. Researchers can explore methods concepts to help them design research projects, understand particular methods or identify a new method, conduct their research, and write up their findings. Since SAGE Research Methods focuses on methodology rather than disciplines, it can be used across the social sciences, health sciences, and more.

How to use

Tutorials here

• research risk
• understand industry trends
• and identify a company’s strengths and weaknesses

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Assignment 4: Catalogs & Databases

Name: ____________________________________

I) Catalogs(13 points)

A catalog is a special type of database describing the materials owned by a library.Haystac is the name of the catalog for the Library at California State University, Hayward.

• Go to HAYSTAC on the web (http://134.154.30.10/search/).

1. What are the search options with HAYSTAC? (NOTE: There are eight of them represented by big red buttons.)

2. Do an author search for books by Benjamin Lee Whorf.

a. How do you enter this name as a search term? ______________________

b. How many books does the Library own by this author? ______________________

3. Do a title search for the book Language acquisition and historical change.

a. Does the Library own this book?______________________

b. Who is the author of this book?______________________

4. Someone named Cross wrote a book with “Advertising” in its title. Do a combined author & title search to find out the full title of this book.

a. What is the full title of this book? ______________________

b. What is its call number? ______________________

5. Professor Berrol put some materials on reserve for a Dance class. Find the title of 1 reserve item for this course by doing either a course name search or a course instructor search.

What is the title of one thing on reserve for this class? ______________________

6. Can you search HAYSTAC knowing only the name of the publisher? ____ Yes _____ No

Explain your answer.

7. From the main HAYSTAC page, select the blue “Other Libraries” button in the left column (third button from the top). Use this page to access the catalog (right hand column) of San Francisco State University and tell 2 search options which it has that HAYSTAC does not.

II) Databases (13 points)

A database is a structured collection of data/information having something(s) in common and organized so as to be retrievable with a computer system. Library databases often list resources available for a discipline or on a subject (e.g., humanities or psychology). The things listed in the database are usually not all available at any one library; you need to check the catalog for the information source found in the database.

• Go to the Library’s Subject Guide to Resources and Databases (http://www.library.csuhayward.edu/subject_guides.htm).Select the subject category which best matches your research topic.

1. What subject category did you select?

2. What databases are listed on the page for that subject? (NOTE: All databases are listed under the heading “Databases” near the top of the page.)

List below the names of all the databases given on that page.

3. Select two of those databases for further exploration and fill in the information requested in the table below. (NOTE: All this information is given on the page which appears when you click on the database’s name. The database is not actually open/in use yet.)

4. Now open each of these two databases and do a subject/keyword search on one major idea related to your research question.

Print out one record from the search results from each database (2 records total) and attach them to this assignment.

5. Which of the two databases did you find better for your topic and your use?  Why?

Overall,  there was a 5.38 – 14.43 % increase in student scores on the the same types of questions on web assignments when they were customized. There was also a 10.16 – 16.24 % decrease in number of students “refusing” to do the assignment.

After customization, there was a 3.27 – 12.67 % improvement on post-test scores compared to pre-test scores on questions having to do with the web.

Below are examples of an old, non-customized assignment and the new, customized assignments:

• Old:  Single Web Exercise for all Students
• New:  Two levels of web assignments: Search Engine Basics & Specialty Search Engines
  

The old approach relied on textual directions to walk students through the “steps” in their homework assignments.  The new approach uses visuals to illustrate steps, giving visual/picture directions instead of verbal ones in a step-by-step list.

When visual directions were used in the searching techniques assignment, there was a 10.87-16.22% increase in grades on catalog and database searching exercise.  There was also a 9.64-14.18% reduction in the number of student “refusals” to do that assignment (students who otherwise do the coursework but, for whatever reason, opt not to do a particular assignment and incur the resultant loss of points).

After visually-oriented “steps” were added to the searching techniques assignment, there was a 3.56-9.08% increase in post-test scores compared to pre-test scores on questions having to do with the functions of catalogs and databases.

Below is an example of an old, text-based assignment, and an example of a new assignment incorporating graphic/visual cues:

Old:  Catalogs & Databases

New:  Searching Techniques

There was a 28.74% increase in student post-test scores after instruction changed to a more kinesthetic mode compared to pre-test scores on questions asking for identification of types of reference sources.

Below is an example of an old, non-active/kinesthetic style activity, and an example of a new class activity incorporating active and kinesthetic learning:

Old:  Partnering to Locate, Examine, Cite Reference Sources

New: Reference Sources Activity Cards: Foods of Africa, Drug Abuse

Assignment 1: Introduction to the Library
(Due: October 9)

I. Where Things Are in the CSUH Library

Take the Walking Tour of the Library, and answer these questions:

1. Where are most of the encyclopedias and almanacs kept in the Library?

2. Can you reserve the group study rooms on the upper mall? Yes _____ No _____

3. Where in the Library is the main place to check out books?

4. Can you check videos or sound recordings out of the Library? Yes _____ No _____

5. What is the title of the mural in the stairwell?

6. Where is the best place in the Library to get help with your research?

7. Can you check Reference materials out of the Library? Yes _____ No _____

8. How are magazines and journals shelved? By title ______ By call number ______

II. Services in the CSUH Library

Indicate with an “X” where you will find in the Library the following services or information.

III. HAYSTAC – The CSUH Library Catalog

1. HAYSTAC helps locate [circle the correct answer(s)]:

a) Books in the Library
b) Videos and films in the Music/Media Library
c) Periodicals (journals, magazines) in the Library
d) All of the above

2. What are the CSUH Library hours on Saturday and Sunday for Fall Quarter?

3. Using HAYSTAC, can you find out which librarian could help you with your philosophy research?

4. Is the textbook for Library 1010 (Introduction to Information Research) on Reserve?
Yes _____ No _____
If so, what is its call number?________________________________

5. If the book you are searching for is not one that the Cal State Hayward Library owns (that is, it is NOT in HAYSTAC), which database would you use to find another CSU library that owns it? Name of Database:______________________________________

IV. Finding Books Using HAYSTAC and LINK+

1. In HAYSTAC, how many entries for books by the author Michael Grant (the one born in 1914) do you find?_______________List the Title and Call Number of one which interests you:Title:_______________________________________________________
   Call Number:_________________________________________________
2. Does the CSUH Library have the book Confucianism and Chinese Civilization? Yes _____ No _____

If so, what is its call number? ____________________________________
Where is it located? _____________________________________________
What is its “status”? ________________________________________

1. Does the CSUH Library have the book Diversity and Multiculturalism in Libraries? Yes _____ No _____
2. Who is the editor of the book? ____________________________________________
3. Does the book have an index? Yes _____ No _____
4. When was the book published? ___________________________________________
5. Where was the book published? ________________________________________________________
6. Which other CSU campuses have this book (Diversity and Multiculturalism in Libraries)? (Hint: Connect to LINK+) ________________________________________________________________________________
7. Do any other, non-CSU campuses have this book? If so, which ones? ________________________________________________________________________________
8. Find the following books in either HAYSTAC or LINK+. Write down the database where you found the book– 1=HAYSTAC; 2=LINK+; 0=Neither database.

The Unknown Ajax	_________________________________
A Random Walk Down Wall Street	_________________________________
Sweet Salt	_________________________________
These Old Shades	_________________________________
People of the Lie	_________________________________
Twink	_________________________________
Harry Potter and the Sorcerer’s Stone	_________________________________
Against Patriarchal Thinking	_________________________________
Rock Art of Black Canyon	_________________________________

V. Finding Books in the Stacks

1. Take a tour of the book stacks in the Upper Mall. Find the following call number areas in the stacks and describe (BE SPECIFIC) the general subject matter of books that fall within these call numbers or call number ranges and list one of the title of one of the books you found on the shelf within that call number range.

2. While you are upstairs on the walking tour, find these call numbers in the appropriate stacks (PLEASE don’t remove them from the shelves) and provide the requested information:

In light of this perspective, we have tried to change the way we impart information from the format of handouts and readings, with the requisite memorization which has become an anathema for this generation, into entertaining activities.

Overall, testing results show a 10.02-10.75% improvement in post-test scores compared to pre-test scores on questions testing recall of names of the library’s catalog, expedited interlibrary loan service, types of reference sources, and the meaning of the word “abstract.”

Below is an example of an old, non-ludic reading assignment and an example of a new assignment using ludic learning:

• Old:  The Physical Library
• New: Crossword Puzzle
  

Assignment 2: How Information is Organized &
Finding Information in the Library

Due: April 13, 2000 (in class) – 29 points

A.  Organization of Information

Think of some of the things you organize in your life (home, school, job, etc.). Choose something that has a number of items – three things do not need much organizing. Write a paragraph addressing the following questions or directions. Attach your typed paragraph to this assignment.

• What kinds of things were you organizing?

• Give at least three different ways of organizing them

• Give advantages and disadvantages of each way of organizing – then choose yours (it may be a combination of more than one)

Example: If I organized my music recordings (records, tapes, cds) I could organize them by format (cd, tape, record), by music style, alphabetically by artist, alphabetically by item title, by age, or by which are my favorites. If I organized strictly by format, an advantage would be space efficiency, a disadvantage would be separating similar styles of music.

There was a 3.46% increase in student scores on the assignment when it was changed from an essay to chart format.  This was largely because students could see how many methods, advantages, and disadvantages they had discussed.  Students often wrote themselves into confusion with the essay.  There was also a 6.06% decrease in student “refusals” to do the assignment!

There was a 24.77% improvement on post-test scores compared to pre-test scores on how library materials are organized (note that the organizational question was dropped from the pre-/post-test the Library began administering in the Fall of 2000).

Below is an example of an old, non-analogous assignment and an example of a new assignment using analogy (and graphic) learning:

• Old: Organizational Essay
• New: 1) Organizational Chart; 2) Sample Student Responses