6 0 1LIS B ib lio g r a p h ic C o n t r o l

C it a t io n S t y le S e a r c h S t r a t e g y

P r in c ip le s & Ta c t ic s

Fall 2010Lori Bell

Bell LIS 601 20102

B ib lio g r a p h icU n iv e r s e

• All published items

• Any format

• Any date

• Bibliographic records Catalog records

Index entries

Database records

Bibliography entries

Bell LIS 601 20103

B ib lio g r a p h ic C o n t r o l

1. Access

2. Arrangement

3. Collocation

4. Name Authority Control

5. Subject Authority Control

6. Depth & Comprehensiveness of Indexing

Bell LIS 601 20104

D e c o n s t r u c t in g In f o rm a t io n S t r u c t u r e o f

a J o u r n a l Is s u e

1. Browse systematically through an issue from cover-to-cover (online or print)

2. Identify information structure elements:• Journal information: editorial board, copyright

notice, instructions for authors• Volume #, issue #, date (month/quarter, year)• TOC Elements:

• Contents: abstracts, reviews, columns, departments, committee reports, etc.

• Advertisements• Letters & Editorials

Bell LIS 601 20105

C it a t io n S t y leE x e r c is e

• Work with your table or online partner

• Systematically examine an RUSQ, C&RL or JAL

issue from cover-to-cover

• Determine which Table of Contents entries are

a r t ic le s and which are r e g u la r

c o lu m n s

w State your criteria for deciding which is which

• Select one a r t ic le and create a complete

citation using Turabian Bibliographic (B ) style.

Bell LIS 601 20106

C o m p o s in g O n lin e S e a r c h S t r a t e g ie s

1-2 Concept Analysis [p. 9 Search Exs.]3-6 Term Selection & Boolean Logic Connectors7- Search Mode:

B r o w s e M o d e [DE, AU, TI linear, single field search]

K e y w o r d M o d e [any/default field(s), multi-term search]

M ix e d m o d e (Browse & Keyword)

8- Search, Review Results & Revise

Bell LIS 601 20107

C o n c e p t An a ly s is

[p. 11 Search Exercises]

D e t e rm in e f o r e a c h Q u e r y

:S t a t e m e n t

a. Terms to Ig n o r e & Terms to E x t r a c t

b. Terms to Tr a n s f o rm into appropriate C o n t r o lle d Vo c a b u la r y

c. Think of A lt e r n a t e N L Terms

d. Terms to stem* or phrases to “ enclose”

Bell LIS 601 20108

C o n c e p t An a ly s isE x e r c is e

[p. 11 Search Exercises]2. Print a complete citation to an article or a

chapter of criticism of Kate Chopin's The Awakening.

IGNORE: cross-out non-content wordsEXTRACT: circle, underline or highlight relevant

words to extract and use in the strategy

Bell LIS 601 20109

C o n c e p t An a ly s isE x e r c is e

[p. 11 Search Exercises]2. Copy and paste a complete citation to an

article or a chapter of criticism of Kate Chopin's The Awakening.

TRANSFORM: write transformed words, consult CV

CONCEPTS: write search terms e.g., categories, aspects, facets &/or attributes

Bell LIS 601 201010

C o n c e p t An a ly s isE x e r c is e

[p. 11 Search Exercises]3. Print a complete citation with abstract to a

document or an article on "parents participating in the classroom.”

IGNORE: non-content words EXTRACT: underline content wordsTRANSFORM: write transformed wordsCONCEPTS: write search concepts

Bell LIS 601 201011

F in d in g C o n t r o lle dVo c a b u la r y

• In EBSCO ERIC click TH E S AU R U S tab• B R O WS E Parents, then Parent• Scroll systematically through several pages• Click boxes to select relevant D e s c r ip t o r s

• Click Ad d after choosing AND or OR(DE "Parents as Teachers" o r DE "Parent

Participation" o r DE "Parent Role" o r DE "Parent School Relationship” o r DE "Parent Teacher Cooperation")

• Click Search then input in rows: a n d classroom a n d volunteer* a n d partnership*

EB S C O ER IC Th e s a u r u s S e a r c h

Bell LIS 601 201012

EB S C O ER IC Th e s a u r u s S e a r c h

Bell LIS 601 201013

EB S C O ER IC Th e s a u r u s S e a r c h

Bell LIS 601 201014

search strategy

EB S C O ER IC Th e s a u r u s S e a r c h

Bell LIS 601 201015

CV

Bell LIS 601 201016

R e v ie w R e s u lt s t o F in d M o r e C V & N L

#2 of 27Tit le : Developing High-Quality Family Involvement Programs in Early Childhood Settings.S o u r c e : Young Children, v57 n5 p90-95 Sep 2002D e s c r ip t o r s : Early Childhood Education, Family Involvement, Outreach Programs, P a r e n t P a r t ic ip a t io n , P a r e n tR o le , P a r e n t S c h o o l R e la t io n s h ip , P a r e n t

Te a c h e r C o o p e r a t io n , P a r e n t s a s Te a c h e r s , Partnerships in Education, Program Effectiveness, Teacher Role, Vo lu n t e e r s , Early Childhood EducationAb s t r a c t : Discusses the need for early childhood programs to develop strong p a r t n e r s h ip s with families in order to support each parent's role as his or her child's primary educator and to provide a foundation for ongoing family involvement. Outlines the steps for establishing high-quality parent involvement programs and offers examples of how parents can contribute in the classroom and outdoors. (TJQ)

Bell LIS 601 201017

R e v ie w R e s u lt s t o F in d M o r e C V & N L

#15 of 27

: Tit le Put Yourself in Their Place: Building Parent Involvement.S o u r c e : Montessori Life, v6 n4 p32-33 Fall 1994. D e s c r ip t o r s : Change Strategies, Montessori Method,

P a r e n t P a r t ic ip a t io n , Parent Responsibility, P a r e n t S c h o o l R e la t io n s h ip , P a r e n t Te a c h e r

C o o p e r a t io n , Preschool Education, Vo lu n t e e r s

Id e n t if ie r s : Montessori Schools, Parent School PartnershipsAb s t r a c t : Provides guidelines for successfully building parental involvement by fitting educational and classroom needs into parents' schedules and by carefully matching parents to classroom jobs to keep interest and involvement high. (ETB)

Bell LIS 601 201018

P r in t in g R e s u lt s

[p. 9 Search Exercises]9. Change view options to F u ll R e c o r d or

F u ll C it a t io n or Lo n g F o rm a t 10. Select only 1 it e m from each search

Copy/Paste a F u ll R e c o r d or F u ll C it a t io n or Lo n g F o rm a t (the entire record, including the Descriptor field,

n o t ju s t t h e c it a t io n )Copy/paste the search strategy ( S e a r c hH is t o r y ) & S u m m a r y Lis t for that item

Bell LIS 601 201019

An a ly z in g & An n o t a t in g R e s u lt s o n

P r in t o u t s

11. Circle or highlight d a t a b a s en a m e to make it easy to see

12. Circle your search terms in each item unless they are already b o ld

13. Highlight terms in records you could use to improve the search

Bell LIS 601 201020

An a ly z in g & An n o t a t in g R e s u lt s o n

P r in t o u t s

Bell LIS 601 201021

An a ly z in g & An n o t a t in g R e s u lt s in G o o g le D o c s

[p. 8 & 10 Search Ex.] Put Google Doc in this order for each query:• Search History [p. 8]• Summary List [p. 10]• Relevant Item in FULL FORMAT [p. 10]

• All Descriptors must show in the records in your document

S e a r c h H is t o r y

Bell LIS 601 201022

Bell LIS 601 201023

D a t a b a s e S e a r c h Tip s

• Always get Lo n g or F u ll F o rm a t

• Use truncation/stemming for NL searches

• Favor Default Fields for NL/KW searches

• Ungrammatical NL phrases are highly improbable, leading to zero or too few results, e.g., “parent classroom”

• AU= is a Browse mode search: (Nahl, D)

Bell LIS 601 201024

D u e N e x t We e k

• TEXT CHAPTERS 5 & 17

• Search Exercise 2 pp. 12-13

• Wikipedia Entry Editing (link on syllabus)

• 1 : S e a r c h E x e r c is e B In d e x D a t a b a s e s

Turn-in Results with annotations in a G o o g le D o c

1 ( ) m a x it e m per query in F u ll F o rm a t [p. 10],

plus

1 page of S u m m a r y R e s u lt s for same search [p. 10]

S e a r c h H is t o r y with the search strategy for the same set

that includes the item [p. 8]