Week+1+Notes


 * Worthy, Jo, Megan Moorman, and Margo Turner. “What Johnny Likes to Read is Hard to Find in School.” Reading Research Quarterly 34.1 (1999): 12-27. JSTOR.**

__Concluding paragraph:__ "This study, viewed through the lens of the importance of interest in learning and motivation, suggests that the definition of school reading should be broadened to include the use of materials that students read outside of school, in addition to contemporary and classical literary works, young adult publications, and accurate, appealing information books. Educators should be aware, however, that there is ample potential for disapproval of popular materials among parents, administrators, and community members. The alternative, however, may lead to further decline in reading attitudes, voluntary reading, and, ultimately, achievement. Providing all concerned parties with explanations proactively, backed by research findings that support the use of student-preferred materials, may head off the complaints that are likely to accompany such a move.

We have observed a growing tendency of schools, including the ones in this study, to resort to complicated, expensive, and frequently ineffective methods of encouraging or coercing students to read. Perhaps the answer to motivating students to read is as simple as encouraging them to follow their interests."


 * = Mann – Chapter 1 – 7. =


 * General Related Links**
 * Summary of Models and Mann Text (2010): http://www.librarified.net/2010/06/21/thoughts-on-thomas-manns-library-research-models/
 * Summary of Mann Text (2005): http://librariansatthegate.blogspot.com/2005/06/library-research-models-by-thomas-mann.html
 * Reflections on "“The Principle of Least Effort” (Chapter 8 of Library Research Models by Thomas Mann) and “The Role of Bibliographic Objectives” ( Chapter 2 of The Intellectual Foundation of Information Organization by Elaine Svenonious)" (2011): http://wp.slis.ua.edu/maccall-summer2011-ls500-03/2011/06/07/reflections-on-the-principle-of-least-effort/
 * Summary @007) re: Mann's twenty-four page report More on What is Going on at the Library of Congress prepared for AFSCME 2910 (2007): http://www.librarian.net/stax/1954/tldr-why-reference-and-authority-matter/

> > > "The ISI Web of Science provides seamless access to the Science Citation Expanded®, Social Sciences Citation Index®, and Arts & Humanities Citation Index™. It enables users to search current and retrospective multidisciplinary information from approximately 8,500 of the most prestigious, high impact research journals in the world. ISI Web of Science also provides a unique search method, cited reference searching. With it, users can navigate forward, backward, and through the literature, searching all disciplines and time spans to uncover all the information relevant to their research. > > Need Help? Try this tutorial > Subject Areas : American Studies | Art | Chemistry | Engineering & Technology | Geology and Earth Sciences | History | Informatics | Library & Information Science | Medicine | Nursing | Psychology | Science, General | Tourism Management | Women's Studies"
 * Class Notes**
 * Handout = __**Glossary**__ derived from://The Practice of Social Research - 10th Ed//. Belmont, Calif: Wadsworth, 2004. Print.
 * Handout = **"When to Use Qualitative Research Methods"** and **"When to Use Quantitative Research Methods"** derived from Krathwohl, David R. //Methods of Educational and Social Science Research: An Integrated Approach//. New York: Longman, 1997. Print.
 * Handout = **"Features of Qualitative & Quantitative Research"** from @http://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html - **"Qualitative versus Quantitative Research: Key Points in a Classic Debate"**
 * Handout = **"Positivist Vs Naturalistic Views of Research"** from Page 64 of Wildemuth, Barbara M. //Applications of Social Research Methods to Questions in Information and Library Science//. Westport, Conn: Libraries Unlimited, 2009. Print.
 * Handout = **"Questions to Ask of Qualitative Research Studies"** modified from page 23 of Gorman, G E, Peter Clayton, Sydney J. Shep, and Adela Clayton. //Qualitative Research for the Information Professional: A Practical Handbook//. London: Facet, 2005. Print.
 * Handout = **"Questions to Ask of Quantitative Research Studies"** modified from Coughlan, M, P Cronin, and F Ryan. "Step-by-step Guide to Critiquing Research. Part 1: Quantitative Research." //British Journal of Nursing (mark Allen Publishing)//. 16.11 (2007): 14-27. Print.
 * Handout = McLellan, F. "1966 and All That-When Is a Literature Search Done?" //Lancet//. 358.9282 (2001). Print. (online at []) **- Abstract: Addresses potential weaknesses in the clinical research process. View that the death of a volunteer in a Johns Hopkins University study highlights the value of older medical literature; Unavailabilty of older articles on the PubMed database of the United States National Library of Medicine; The database OLDMEDLINE, which offers older citations; Complexities of finding and evaluating biomedical literature; Efforts to develop guidelines for literature searching.**
 * Took Pre-Test re: Worthy, et al. article and research methodology. (Bombed it.)
 * In-Class tutorial on Web of Science:Description of Web of Science (ISI) Database from IUPUI Library Website:

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 * **For Article Analysis A: Literature Review, use Web of Science __and__ Google Scholar** **for this part: "Look up the cited article in Social Sciences Citation Index. Examine the citations for all of the articles which cite it. What types of articles are they? Who seems to find this article useful? If none cite it, speculate on why this might be."**
 * (My own search re: Google Scholar versus Web of Science -@http://www.slideshare.net/bala/google-scholar-and-web-of-science-similarities-and-differences-in-citation-analysis-of-scientific-publications)

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 * In-Class Group exercise re: how to teach a group of college freshman to do the Search Strategy Assignment