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The Web Credibility Project - Stanford University

Flow of Information The Timeline: A look at linear time and information: from the occurrence of an event, era, social movement or discovery, the documentation of evidence relating to this event, era, social movement, how the evidence is disseminatedand how researchers (and term paper writers) can find this documentation One Day - Days Later Articles appear in newspapers , and information is disseminated on TV, radio and web pages . For example: a general news search in Lexis Nexis lists 102 articles on the Exxon Valdez oil spill that appeared March 25 - March 31, 1989, just a few days after the event. A Week - Weeks Later Articles appear in popular magazines . Example: General magazine : Church, George J. Subject-focused magazine : Barinaga, Marcia, Fisheries first to suffer. Magazines Six Months or More Later Articles appear in scholarly or academic journals . Example: Alaskan oil spill: legal fallout. Journals and Conference Papers Two or More Years Later About Ten Years Later Reference Sources:

The legitimacy and usefulness of academic blogging will shape how intellectualism develops Academic blogging has become an increasingly popular form, but key questions still remain over whether blog posts should feature more prominently in formal academic discourse. Jenny Davis clarifies the pros and cons of blog citation and sees the remaining ambiguity as indicative of a changing professional landscape. The wider scholarly community must learn how to grapple with these ethical and professional questions of rigor in standards of academic sourcing. In this post I attempt to tackle a complex but increasingly important question: Should writers cite blog posts in formal academic writing (i.e. journal articles and books)? Mostly, I cite Cyborgology and a select few blogs that I know really, really well. Well I mean, I know these bloggers to be good theorists, and I find their work useful for my own. With this poorly articulated rationale in mind, I present first, some pros and cons to citing blogs within formal academic writing. Pros and Cons of Blog Citation Pros Cons 1.) 2.) 3.)

Unintentional Knowledge - The Chronicle Review By Julio Alves I started teaching writing in graduate school 20-plus years ago, and it did not take me long to start looking forward to the pile of research papers at the end of the semester. Unlike much of the writing earlier in the semester, done from assigned readings and carefully crafted prompts, the research papers tackled broad, open-ended questions. Students developed their own ideas and went to the library to research topics of their choice. It was exciting to see how they made sense of what they read. But that was in the old days, before the ease and precision produced by the Internet. When I started teaching, books were easier to find than articles, whose references were buried deep in voluminous, thin-paged indexes. As periodical-search engines blossomed, students, ever adaptable, started using more articles. Then the development of Google and of electronic journals essentially converged. Consequently, my students hardly ever consult books.

Skills for Online Searching - ipl2 A+ Research & Writing Learn how search syntax works Search syntax is a set of rules describing how users can query the database being searched. Sophisticated syntax makes for a better search, one where the items retrieved are mostly relevant to the searcher's need and important items are not missed. Boolean logic Boolean logic allows the use of AND, OR and NOT to search for items containing both terms, either term, or a term only if not accompanied by another term. Wildcards and truncation This involves substituting symbols for certain letters of a word so that the search engine will retrieve items with any letter in that spot in the word. Phrase searching Many concepts are represented by a phrase rather than a single word. Proximity This allows the user to find documents only if the search terms appear near each other, within so many words or paragraphs, or adjacent to each other. Capitalization Field searching All database records are divided up into fields. Make sure you know what content you're searching

Welcome to ARTstor Far Left Robert Henri La Reina Mora, 1906 Colby College Museum of Art Top Center Winslow Homer Girl Reading, 1879 Colby College Museum of Art Bottom Center Winslow Homer Girl in a Hammock, 1873 Colby College Museum of Art Far Right Edward Hopper House with a Big Pine, 1935 Colby College Museum of Art Featuring: Colby College Museum of Art Peggy Shaw and Lois Weaver Killing Time, 5/25/1991 This image was provided by the Franklin Furnace Archive, Inc. X-Cheerleaders Wanted X-Cheerleaders, 11/25/1994 This image was provided by the Franklin Furnace Archive, Inc. Guy de Cointet Two Drawings, 5/9/1978 This image was provided by the Franklin Furnace Archive, Inc. Lorraine O'Grady Fly By Night, 2/10/1983 This image was provided by the Franklin Furnace Archive, Inc. Featuring: Ephemeral Art from Franklin Furnace Yoruba peoples Ibeji with beaded gown Fowler Museum (University of California, Los Angeles) Ewe peoples Venovi Figures Fowler Museum (University of California, Los Angeles) Jacob A. Jacob A.

Social Science Research Network (SSRN) Home Page Be a Wikipedia Editor From Wired How-To Wiki Let's get one thing out there first: Anybody can edit Wikipedia, the free online encyclopedia. In that sense, anyone can be a Wikipedia editor. You're looking at a Mediawiki wiki, and it works in the same way Wikipedia does. Make Your First Edit Go to the Wikipedia homepage and search for a topic about which you are knowledgeable. You will be taken to a page with a large text box, inside of which is the content of the article. If you want to edit only a particular section of an article, find the "edit" link near that section's heading. In that case, the edit-text box will only have the content from that small section, which can help you find the spot you want to edit. No matter whether you are editing the entire page or just a section, it's a good idea to preview the changes before you save them. Get Edit Credit When you edit a page without using a Wikipedia account, you are making "anonymous edits." Fix Up Your Profile Some guidelines Don't have an axe to grind.

Copyright and Creative Commons Julia’s dream is to make a living as a photographer. In this dream, she takes amazing photos, people buy them, and their purchases fund her future work. But it’s not that simple. Julia wants to publish some of her photos to help spread the word, but she’s concerned because photos are easy to copy. She could lose control and not be able to make a living from her talent. So she does some research and learns that in the U.S., as with other countries, we have laws that give creators of materials like books, images, movies, artwork and music a way to own and protect their creations. And she’s surprised to find that when she creates photos, she owns the copyright to them automatically, without taking any other action. She likes being covered by copyright law, but it limits her exposure, because her permission is required for sharing a photo. Her research leads her to Creative Commons, which is a set of licenses that she can use to make her copyrighted photos free for sharing.

How to make presentations: techniques, handouts, display technologies Terry Teachout, who long ago reviewed my Visual Display of Quantitative Information for the National Review (!), and who is more famous for his arts reviews and his always interesting weblog has some good advice about making presentations (for authors on bookstore tours, and others as well): "A speech—and this includes a reading—is a performance. It's theater. To that end, here's how I do my readings, step by step: (1) Don't read too much. (2) Write your speech out word for word. Which brings us to (3) Time the speech exactly. (4) Never speak for as long as you're asked. (5) Choose a fairly self-contained excerpt from the book. (6) Don't read from a printed copy of the book. (7) Rehearse, rehearse, rehearse! (8) Strive for vocal emphasis and variety. (9) When you can, look at the audience. (10) After you've read the speech out loud, change it. (11) Start with something funny. (15) Arrive early enough for a soundcheck. One last thing:

Plagiarism detection in PowerPoint presentations Googling the phrase "bullets imply no significant order" yields many jackpot matches with the Harvard-Florida work. These slides listed below may have, however, made an appropriate attribution of the original source, something that can be verified by examining the relevant slides. [PDF] Guidelines for Effective Visuals File Format: PDF/Adobe Acrobat - View as HTML Bullets imply no significant order. *. Use numbers only to show rank or sequence. ?? [PDF] Dear , File Format: PDF/Adobe Acrobat - View as HTML Bullets imply no significant order. *. UT System Office of Public Affairs Bullets imply no significant order and are preferred to numbers. [PDF] PowerPoint Presentation and Style Guidelines for Presentations to ... [PPT] Guidelines for Preparing Slides File Format: Microsoft Powerpoint - View as HTML Bullets imply no significant order; Use numbers to show rank or sequence. [DOC] THE GLOBAL HEALTH COUNCIL File Format: Microsoft Word - View as HTML Bullets imply no significant order.

How To Make Students Better Online Researchers I recently came across an article in Wired Magazine called “ Why Kids Can’t Search “. I’m always interested in this particular topic, because it’s something I struggle with in my middle and high school classes constantly, and I know I’m not alone in my frustrations. Getting kids to really focus on what exactly they are searching for, and then be able to further distill idea into a few key specific search terms is a skill that we must teach students, and we have to do it over and over again. We never question the vital importance of teaching literacy, but we have to be mindful that there are many kinds of “literacies”. In the past, we spent a lot of time in schools teaching kids how to do library research, and how to use a variety reference materials like dictionaries, encyclopedias, microfiche, card catalogs, public records, anthologies, and other sources too numerous to recall. The real answer? SPEND TIME teaching your kids the digital literacy skill of proper searching. 1. 2. 3. 4.

Plagiarism You have something in common with the smartest people in the world. You see, everyone has ideas. We use our minds to create something original, whether it’s a poem, a drawing, a song, or a scientific paper. Some of the most important ideas are published and make it into books, journals, newspapers and trustworthy websites that become the building blocks for things we all learn. But ideas are also very personal, and we need dependable ways to keep track of the people behind the ideas we use because they deserve credit for their contribution, just as you do if someone uses your idea. Meet Cassie, a university student. She’s not the kind of person who would plagiarize by turning in someone else’s work, but she is aware that plagiarism can happen accidentally, so she follows some basic rules: First, when she quotes an author directly, she uses quotations marks around the words to show that they are not hers, alongside a mention of the author’s name.

Writing "Original” Papers § Harvard Guide to Using Sources Some writing assignments you receive at Harvard will explicitly ask you to present an "original" thesis, claim, or idea. But even when the word "original" isn't mentioned, you should assume that your professor expects you to develop a thesis that is the product of your own thinking and not something drawn directly from a source and planted in your paper. Occasionally an assignment will require only a summary of your reading, particularly if the instructor wants to make sure you have understood a particularly complex concept; however, some assignments may be worded in a way that leaves expectations ambiguous (you may be asked, for example, to "discuss" or "consider" a source), and you may think you are only expected to summarize when, in fact, you are expected to make an argument. When in doubt about whether you are supposed to make an argument in your paper, always check with your instructor to make sure you understand what you're expected to do.