Learning about research and information in the Covid-19 pandemic. No.5 Finding and using statistics

Finding and using statistics

During the Covid-19 pandemic, many of us have been watching the daily briefing from the government and a regular part of this has been reporting on the number of cases and deaths as well as displaying a number of graphs.

Statistics (or data) are more than just numbers and have been used to predict the need for more hospital provision, PPE, to look for the peak of the infection, the "flattening of the curve" and to inform government decisions about social distancing, for example. We've seen they can tell a story, they can help us understand what is happening, they can show trends and inform theories.

Statistics however, are just numbers without context. The number of Covid deaths, though large and too many (especially for those directly affected), on their own mean nothing unless you can compare this to the normal expected death rate last year, for example. We also need to know what is being counted. Only recently have care home deaths been included in the figures.

Statistics have been used to compare and contrast. We have been able to see the UK death rate in comparison to other countries. They meant decision-makers drew similarities between the UK and Italy for example at the beginning of the epidemic. However, at the same time, statistics are to be viewed with caution. No one will truly understand what the statistics mean until the pandemic is over and lessons can be learned. Statistics ideally should be viewed with some analysis.

In the video below from the BC's Andrew Marr Show, Professor David Spiegelhalter (an expert) talks about the whole complex issue of using statistics during the Coronavirus crisis and why numbers on their own aren't always helpful. Also, he discusses how statistics can be used to help measure risk and put things in perspective.


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Using statistics in your research and assignments.

• Statistics are great sources to use for showing the scale of a problem or issue you are writing about and to make comparisons. Use them to show trends over time and predictions.
• Make sure you get your statistics from reputable sources. ONS (Office of National Statistics) collate a lot of information and make it available on their website. Specialist organisations e.g. charities also collect data on their particular area of expertise.
• It is worth checking what the numbers mean.  What definition was used to identify what was counted? For example, Mintel (a marketing database UCP students can access) uses information from MORI polls and outlines this on the website. 
• UCP students also have access to a database called Statista. By using this resource you know the statistics have come from reputable sources. Analysis is provided too and it has a section devoted to directing users to publications and websites where they can find statistics online for free.
• If you have a lot of data, try to present it in a graph or pie chart. Visual representation usually means more to the reader (and uses less words!). Try different types until you find the one which makes your point best.
• Always show where you have got your statistics from (i.e. reference).
• Be aware that people with an agenda may use and even manipulate statistics  to bolster their argument. Think critically as you read.
• Be wary of making statistics say what you want them to say - unless they really do. 

Learning about research and information during the Covid-19 pandemic No.4 Avoid fake news, conspiracy theories and misinformation - evaluate!

Evaluate your information sources

The World Health Organisation has called the recent spread of false information an "infodemic" that is "spreading faster than the virus". There have been claims of 5G causing the virus, that it can be cured by eating bat soup, claims that the virus was manufactured in a lab in Wuhan and even the US president himself is reported to have suggested injecting disinfectant (although he says this was taken out of context).

This isn't anything new - Samuel Pepys in his diaries at the time of the Great Plague (1665-6) wrote about different rumours spreading and he himself was frightened to wear a wig in case it spread infection as these were made from the hair of plague victims.

We have posted previous posts about Fake News and although it is particularly an online phenomena, all resources should be evaluated. The tabloids, for example, are published, edited and available in print, but a lot of the information they report cannot necessarily be trusted.

Have a look at this BBC video to understand how misinformation spreads and how to stop it.

How does this relate to student research?

• When doing research, check your sources. You are looking mainly to use academic resources which are of good quality and written by experts. Opinions may vary but they are formed by people who know their subject.
• Library online databases are collections of articles and resources which come from reputable sources. Start here and you will avoid the rubbish.
• When using the web, look at who has written the information and which organisation the website represents (and are they credible? do they have a particular agenda?).
• If using social media, look for the tick to be sure you are reading the official feed or account. Also does it trace back to a trusted website?
• Where possible validate a theory or fact by finding it in more than one source. If someone quotes someone else, find the original source if you can.
• Also remember though that public perception and rumours are a valid aspect of any issue too. (Revolutions have started fuelled by such things). You may refer to fake news and conspiracy theories, for example, but you will need to explain them and remain objective.

Learning about research and information from the Covid-19 pandemic. No.2. The most current information is found online.

For the most current and up-to-date information, look online.

While books and journals are useful and valuable for background reading, they are not the best resources for keeping up to date where new discoveries are being made and communicated everyday as is the case with the fight against the Covid-19 virus.

The last few weeks have seen universities and research institutes create new websites, twitter feeds and blogs to help share information as quickly as possible so others working on the virus can benefit from what they have learned. Together by sharing information they hope to build on each other's research and create tests, treatments and vaccines as quickly as possible. They can also be share the information quickly globally. An example of  scientists and academics from different institutions working together in the UK is the COVID-19 Genomics UK Consortium. 

The Cambridge Fighting COVID website is sharing information through a weekly update (via zoom and then the recording is made available afterwards). It may be considered by some to be raw and unpolished communication in this form (it is not edited with revisions like a book) but it is current, useful and credible (i.e. provided by the scientists and researchers themselves).

Image by Pete Linforth from Pixabay
https://pixabay.com/illustrations/covid-19-virus-coronavirus-pandemic-4922384/

How does this apply to student research?

When researching a topic for an assignment, even if you use books and journal articles, it is always useful to refer to the most up to date developments too. Look online for trustworthy websites and social media.

In order to keep up to date whilst pulling together resources for your research, you may want to consider:-

• following key twitter feeds, blogs or Instagram accounts etc. 
• setting up alerts in library/ LRC databases so you are emailed when something new appears in the database on your chosen topic. 
• setting up saved searches you can re- run at intervals to pick up anything new.
  In order to do the last 2 options, you will usually need to set up an account within the database (this may be a further step to your OpenAthens login).

For recent events, newspaper articles and reputable news websites will be the best place to look. Websites like the BBC will even have some analysis on how things are understood at the time as events unfold but be aware time may prove that analysis to be wrong. (A historian would find this useful in itself as evidence of how people were interpreting the events at the time).

Over time more and more research on Covid-19 will probably be published formally in journals and books by the experts involved but I suspect at the moment there isn't time!

Learning about research and information from the Covid-19 pandemic -No.1. Primary and secondary research

Learning about research and information from the Covid-19 pandemic

There is lots that can be learned from the current crisis about information in its various forms and how best to do academic research as we experience these strange times. This is the first in a mini series of blog posts which explore some key "lessons" inspired by examples from the current crisis. Not sure how? - well read on......

No. 1 Primary and secondary research

Recently there has been a lot of news footage showing scientists working in labs with test tubes and various bits of machinery. Lab technicians are trying to understand the new virus, how it affects different people, how to test for it, and how to develop a vaccine against it, for example.
These scientists (who are lecturers, students and academics) are carrying out primary research as opposed to secondary research because (to put it simply) they are actually doing the research on the virus themselves- they are not reading what someone else has written about it.

If you look at some of the new academic websites on Covid-19 research you will see that they also refer to journal articles and other resources they have read (quite possibly provided through their institution's library!) - on Coronaviruses or SARS, for example - to help them understand Covid-19.  This is secondary research because they are reading what other writer(s) have previously written up following the primary research they have carried out. The Covid-19 scientists then apply this knowledge when they decide how to carry out their primary research. They in time write up what they discover and this is read by others as secondary research.

Image by Michal Jarmoluk
https://pixabay.com/photos/laboratory-analysis-diagnostics-2815639/

Whilst most of the primary research is focusing on the science at the moment there are also other forms of primary research going on largely through collecting statistics (e.g. cases and deaths) and also through surveys and interviews (e.g. how are people feeling about lockdown? What is the impact on small businesses as a result of the crisis?).

How does this apply to me?
A number of UCP students (e.g. Psychosocial degree students) are about to start their Undergraduate Major Projects and some of them will be carrying out primary research through questionnaires and surveys. However,

• Primary research isn't enough on it's own, it relies on secondary research
• Secondary research is used to introduce and understand the topic- it provides context so you should include this in your project.
• Secondary research will help you formulate the right questions or research process in the first place to get the best results.
• Your secondary research will help throw a light on the results of the primary research and help you to draw conclusions at the end.

Why not follow the example of the Covid-19 scientists? It may not be a matter of life and death for you but it could get you a good grade!

UCP Library Resources Survey

UCP Library Resources Survey Feedback

In November we carried out a specific survey for our Higher Education students. 39 of you responded (about 5%) and results were analysed and also split between level 4s and the level 6s who use UCP's Canvas and the students who use ARU's Digital Library. A report has been shared with lecturers and UCP management as well as library staff.

The survey focused on the following topics:

Inductions

72% if you had either had an induction from a tutor, librarian or followed one online. This meant that there are still some students who have never had a library induction. The link to our Online induction and quiz can be found either on the Introduction to Library Services in your subject guide in Canvas (level 4) or via the LRC pages on the PRC student portal - there is a specific version for UCP students.

Photo - publicdomainpictures.net

Confidence in Accessing Online Library Resources

You said: Most students said they felt confident in accessing resources online although a number said they had never used a database. Students added that more guidance could be given including being shown in tutorials, demonstrations by a librarian, 1:1 help or providing guides.
We say: Remember that access will be easier if you use the links we give you in your subject guide, within the Student Portal or in ARU's library catalogue as these are specific to us and usually take you directly to our logging in page. Otherwise look for Institutional Access (or Campus access) or it may say via Shibboleth. You will probably have to select Peterborough Regional College from a list and you will then find yourself at the logging in page.
For level 4 students guidance for using specific databases is gradually being added to your guides.

Reading Lists

You said: Students indicated that they like their reading lists and most lecturers provide them (although not all). You wanted more varied texts, earlier access (before your module starts), information on the level and importance of the item to read and copies available in the LRC.
We say: The LRC has ordered copies of all items listed on level 4 and top-up degree reading lists (ARU provide them for levels 5 and 6 except top up degrees) where still in print. Where possible we have ordered eBooks so that more students can use the book at the same time. Sections can then be downloaded, copied and printed if preferred.

Study Excellence Sessions

You said. You said that you would attend a library study excellence session.
We say: So far this year no students have attended them. Responses to other questions suggest you might like this in tutorial time. We are also happy to help at any time in the LRC.

Photo by Startup Stock Photos from Pexels 

Where you like to study

You said: Most of you prefer UCP or home saying that the LRC is too busy and noisy with not enough tables and chairs.
We say: We do not have enough space for more tables and chairs. However we do have benching in the various rooms. We try to ensure that the noise is kept to a reasonable level. It is quieter first thing in the morning and late afternoon.

Other comments include: "great selection of relevant books in the LRC", "Staff at LRC are always really helpful and friendly, I like how easy it is to renew books via email or phone also".

LRC drop-in sessions and World Mental Health Awareness Day

LRC drop-in sessions 

Are you having problems finding information for your course work ? Do you feel like you are spending hours at your computer and not getting anywhere? 

Then the LRC drop in sessions may be for you.

The LRC runs two drop in sessions for FE on a Tuesday, 12:30 – 13:00 and a Thursday, 13:30 – 14:00 and an HE session on Wednesdays, 13:00 – 14:00.

The FE, Find it Fast sessions are for you if you are studying at college and having problems finding books on the LRC catalogue or want to search some of our electronic resources for information. You can come along to the small IT room in the LRC and a librarian can help you find information. You are welcome to also bring your sandwiches and have your lunch in this room if you do not have much time and are attending the session.

The HE, drop in sessions are for those studying at UCP. These sessions are also if you are having problems finding information for your coursework and would like some help and guidance. This session is also run in the small IT room and you are welcome to bring your lunch.

Image: https://www.flickr.com/photos/english106/4357228667

Mental Health Awareness Day

In case you didn't see the video starring Ed Sheeran and Prince Harry, please see below.

Time Management

Introducing Time management

At the latest Staff Student Liaison Committee some of the student reps requested some help with time management. This is a life skill relevant to everyone whatever their role. We all seem so busy and have trouble fitting everything in to our week. We've put together some tips and resources you might find useful.


First of all how about finding out how good you are at managing your time using this short quiz? This will help you reflect on how/ whether you manage your time.

Tips and online resources

Plan your week - work out how you typically use your time in a standard week using ARU's weekly time tracker. You can then also use their weekly and termly planners (go to the bottom of the webpage) to plan ahead. See also their time management guide on the Getting Organised page of their Study Skills Plus section.


List your activities - there can be a satisfaction in listing jobs and ticking them off. In an ideal world you do your thinking and planning now and then next week you just do what you've scheduled (or at least you don't spend so much time thinking about what you should be doing). In your time tracker you will have identified how much time is needed for which activity so you can spread your activities out over a week realistically in your planner.


Prioritise your activities/ tasks -Identify which tasks are urgent, which are important, which are optional and which aren't important. If something is difficult (perhaps you just don't want to do it) or needs more attention, allocate time when you are freshest or have the most energy not when you are likely to be tired. See Skills you Need's Priority Matrix.


Don't procrastinate or get distracted - go to the labels on the right and choose study skills and you should find a post we did on procrastination in June 2017. Turn your phone off, work somewhere where there aren't things around to distract you (you may find working in the LRC may be a suitable environment for you to work in with less distractions).

Other resources

The Learn Higher website has various short activities you can do to help with time management.


If you prefer watching videos to learn see the BBC Skillswise video on time management.

Alternatively, you may find this video useful:

There are various TED talks you can watch too of course (but do you have the time?).

Top tips for new UCP students

Welcome to new degree students at UCP

This week we started delivering some inductions and tours to new degree students at UCP. Next week we will have a stand at UCP Freshers.

Once you go to University, the emphasis changes to you doing far more of your own research rather than just being given information. You need to learn how to search for information in a range of different resources.

Some pointers to help you start using Library Services 

• Degree students are allowed to take out 14 books from the Learning Resource Centre at Peterborough Regional College. We are your main print library.
• UCP students have their own PC area (please book at the desk) but can use any computers in the LRC if they wish.
• The LRC is open until 7 Monday to Thursday and in vacations and it's much quieter then if you want to get some work done.
• UCP students have access to books at Anglia Ruskin University but must collect and return them to Guild House. (You can request them online).
• Black and white printing in the LRC is free, but you need to use your PRC login to get on to the computers in the first place.
• The LRC librarians deliver some of the Study Excellence Sessions at UCP on Mondays and Thursdays 1-2 pm. Do come and see us. Topics include Beyond Google, Using images, Evaluating information, E-books and Box of Broadcasts.

UCP student PC area in the Learning Resource Centre

Anglia Ruskin Digital Library

• You have access to a wealth of resources through this online library.
• When you are outside the UCP building, you need to login first to see the text of the resources.
• We strongly advise you look at the subject guide for your course as it will show you key databases and resources relevant to your subject.
• Familiarise yourselves with searching the catalogue and the databases now while you don't have any assignments so that when you come to do some research you can spend time actually researching rather than learning how everything works.
• Follow the instructions on the screen for accessing different resources to ensure you have full access.
• Staff in the LRC can help you if you are unsure or have trouble finding what you need.

Top tips for starting university

To finish I found this article from the BBC featuring their Top 10 tips for starting university

The value of University libraries and UCP student survey

End of term at UCP

This week, UCP students finish for the academic year and for many it will be time to say "goodbye" for good. The staff in the LRC wish everyone graduating this year all the best for their future. For those students coming back next year, we'd like to remind you that we are open over the summer holidays and we can also make arrangements for you to borrow books over the whole of the summer too.

New University for Peterborough and the value of academic libraries

This year further progress was made towards establishing a new independent University for Peterborough. Currently the LRC supports UCP students by providing printed books for their courses and also showing UCP students how to use the digital resources made available through Anglia Ruskin University. We run some of the UCP Study Excellence sessions and also offer 1:1 sessions on finding resources mainly for dissertation students.

For any University, the library lies at the heart of supporting students to achieve their qualifications by supporting their research and helping them use of a range of different and appropriate resources. SCONUL (Society of College, National and University Libraries) has published a statement on their website about the value of academic libraries.

UCP student sudy area in the LRC
Photo: Peterborough Regional College

Learning Resource Centre UCP Survey

This term we asked UCP students for their views of the Learning Resource Centre during this term and here are some of the comments we received.

We asked whether you liked the new LRC environment and most of you did. Comments included:

"Spacious and quiet", "very warm and welcoming", "good selection of books", "nice environment and area to study", "helpful staff", "more inviting", "good layout" "open plan and more welcoming" and "looks good, modern and inviting".

Some of you have concerns about the noise from other students. It is not easy for us to be in all places at the same time, but we do walk around the LRC and check noise levels and behaviour. If you are having trouble working please alert the member of staff at the desk and we will address the issue promptly.

We asked if you had had an LRC induction and introduction to the digital resources at the beginning of your course and whether this had been useful. A large number of those who answered said they had had an induction and that it had been useful. Comments on whether it gave you the information you needed included "how to use e-books", "clear to understand" "allowed me to know where the ARU stuff was", "contains more information than the general internet" and "everything is explained clearly".

We also asked about the workshops we deliver as part of the Study Excellence programme over at UCP and which of these you would find useful and when. E-books were the most popular followed by online resources and visual images. You requested a range of times. These sessions are usually timetabled at lunchtime on Tuesdays and Thursdays and were not well-attended so we are unsure if this is because students were unaware that they ran or if they were at the wrong times. The times you gave were very varied.

Thank you for your feedback.

Buying essays online and plagiarism

Buying essays online 

This week there has been discussion about the use of online essay-writing services which offer to write essays for payment "plagiarism free". By this they mean that the essays are written to order and are less likely to be recognised as plagiarism when checked by educational software. It does not mean that what they do is ethical or that students using them are not cheating. Universities and Colleges have strict policies on this and if you are caught you can be disciplined or even expelled from an institution.

Photograph CC0 https://pixabay.com/en/writing-write-person-paperwork-828911/

What is plagiarism?

Plagiarism is passing off something someone else has created as your own work whether intentionally or not or if you have their permission or not. ARU's Academic Honesty Policy identifies "the situation where someone has deliberately and knowingly allowed or paid another person to do their work" as fraud. It also states that "handing in something for assessment which has been produced by another student or person" is plagiarism.

How do I avoid plagiarism?

For the majority of students who do write their own assignments, there is still the need to avoid plagiarism. To do this, you need to reference everything you use whether published or not, whether written, drawn, composed, created etc. It could be a television programme, it could be an image, it could be a paragraph in a book or a section from a website. It is always best to put ideas in your own words but whether you quote directly, paraphrase or summarise, you must write a reference. It is best to do this as you use each source (so you aren't trying to remember everything at the end) and then collect them together in to one author alphabetical sequence at the end of your assignment.

The LRC at PRC have created a plagiarism and referencing learning package together with a plagiarism quiz and a referencing quiz with exercises to help you create references. These are on our 24/7 Moodle page. ARU also has one of the best guides to Harvard referencing on their website and this is what UCP students should be using. Qualified librarians can also come in to a class and deliver a session with practical activities if this is preferred. 

Finding different ways to revise

Finding different ways to revise for exams

It's that time of year again with lots of students both at PRC and UCP doing exams in the near future.

Over Easter one expert reported that students should have been revising for 7 hours a day during the holidays. If this is something you didn't do (and not everyone agrees that this is wise), don't despair, concentrate on what you can achieve from now on and work hard. However, it doesn't have to be boring.

Here are 3 tips from the websites mentioned later in the blog.

• Break your revision up in to manageable chunks and plan a timetable.
• Find different ways to revise - use flash cards or mind maps, watch a video or make up useful mnemonics etc
• It is important to revise actively - this means concentrating and focusing. Creating your own resources like flash cards or mind maps, for example, will involve your brain and force you to think about what you are revising and therefore be more effective than staring at words on a page.

The student room website has lots of advice and tools which you can use to help you revise. Just creating them may be a different way to revise initially. You can also access resources already created by other students (but you may want to be sure they are correct first).

For example, create your own revision timetable.
Create your own flashcards.
Create mindmaps.
Create your own crosswords and quizzes.

The site also provides revision tips and tools for university students including a Uni revision app.

You will need to sign up to use the resources but the tools are free to use otherwise.

Have a look at the following TEDx talk about  how using drawing can help you remember more - even if you don't think you can draw.

The BBC website also has lots of  revision  advice and resources (e.g. how to remain motivated). These are aimed at GCSE and A level but the principles remain the same. They also have a revision app.

Electronic resources provide revision activities.

If you are a Health and Social Care student or Hair and Beauty student, there are quizzes and videos as part of the online resources available from our Electronic Resources page. Primal also has quizzes and case studies if you need to remember human anatomy for your exams.

Stephen Hawking and Finding Theses

Stephen Hawking and Finding Theses

Stephen Hawking

This week we heard the news that cosmologist and scientist Stephen Hawking died at the age of 76. He worked as a Professor at Cambridge University and became famous for his research in to cosmology - especially black holes. His book A Brief History of Time became a bestseller.

Black hole CC0 https://pixabay.com/en/black-hole-nebula-stars-space-2483571/

The BBC have put together a Stephen Hawking quiz if you want to test your knowledge of the famous scientist.

In October 2017, Cambridge University put Hawking's PhD thesis online for the first time and the demand to read it crashed the system. It was read two million times.

Theses

What is a thesis?

According to the Collins Dictionary the definition of a thesis is a long piece of writing based on your own ideas and research that you do as part of a university degree, especially a higher degree such as a PhD. 

Are they useful?

• They are valid academic sources of information and can be used as sources of background reading and research for dissertations and assignments.
• They are published sources of information with copyright restrictions and must be cited and referenced when used as part of your academic work. ARU has instructions on how to do this using the Harvard system on their website.
• Theses will have reading lists and bibliographies like books and journals which may lead you to other sources/ authors you can read.
• Looking through recent theses in your field may give you an idea of the sorts of issues currently being researched. It may help you pinpoint what you want to choose for your research topic or give you background for a job interview.
• Some research written up in theses may also be summarised in academic journals so you may want to search the author (or the Professor who supervised the research) in a journal database too to see if you can find more context or read a summary.

Where are they stored? How do I find them?

Most universities have their own repository - usually online. ARU's for example is here. These online databases/ websites give open access to a University's research. Stephen Hawking's PhD thesis is on Apollo - the name Cambridge University have given their online repository.

However, you can be forgiven for thinking that trawling through every University's online repository one by one - especially if you don't know which University to look for - is not ideal. These online resources make this easier.

EThoS (Electronic Theses Online System) is the British Library's online repository for over 475,000 doctoral theses awarded by universities across the UK. Most are available in digital format but details of how to get a copy is given if the digital copy isn't available.

NDLTD (Networked Digital Library or Theses and Dissertations) offers access to theses mainly from America and Canada but there are some from other countries.

Finally...

We leave this week's blog with a quote from Stephen Hawking

On life...
❝One, remember to look up at the stars and not down at your feet. Two, never give up work. Work gives you meaning and purpose and life is empty without it. Three, if you are lucky enough to find love, remember it is there and don't throw it away❞ - Interview with ABC's Diane Sawyer, June 2010

Focusing your topic

Help with choosing an assignment topic and breaking a topic down.

LRC staff have been going in to a lot of groups over at UCP (University Centre Peterborough) and also holding 1:1 dissertation sessions with students this year. One skill lots of students find difficult is deciding exactly on what specific topic to pursue. As it was World Thinking Day this week, we thought it an ideal opportunity to think a little about this in our blog. Please note: the examples used below are used to show a process rather than as a recommendation of a good title. Always check your topics with your tutor.

1) Start with a large general topic of interest - something you are naturally interested in, but also which is relevant to your course.
 For example, Marketing, Social media,  employment law, blood, health and safety, mental health.

Image (CC0) by Mohamed Hassan https://pixabay.com/en/light-bulb-inspiration-ideas-2652929/

2) Is there an aspect of that topic more specifically that interests you? Can you break it down further? If you have a few options, note these down and as you start searching consider going for the topic which gives you the most results/ resources which you can use. If you are getting too many results, you probably need to consider breaking it down further.
Following on from the examples above, you might decide to focus on digital marketing, twitter, equal pay legislation, white blood cells, fire safety, depression.

3) Can you break your topic down (or be more specific) by providing a context?
For example, within a particular industry, in a particular setting, in a particular environment, within a particular sport, within a particular type of organisation, within a specific species or within a certain profession.
Continuing with my examples we might choose,

• Digital marketing in the hospitality industry
• Use of twitter by broadcasting companies
• The impact of equal pay legislation on the entertainment industry
• New developments in fire safety in the hospitality industry
• White blood cells in dogs
• How depression is portrayed in TV soaps. 

You may find results then on one context and be interested in seeing if you can apply it to another context or to make a comparison between them.

CC0 image by qimono https://pixabay.com/en/question-mark-pile-question-mark-2492009/ 

4) You then may want to be even more specific. You could define this further by age group or particular sort of restaurant, by country or time period. You could also define by a particular goal or aim. If you have started searching as you go, again, you might have seen certain issues coming up more frequently and there may be particular aspects trending currently. Choose an area where the resources exist and with information you understand. Make sure it is relevant to your course subject.

So again, how about,

• Use of digital marketing to teenagers by fast food chains.
• Comparison of the use of twitter by different Radio stations to encourage customer feedback from their audiences.
• The impact of equal pay legislation on the film industry, particularly in Hollywood.
• What changes are the hospitality industry implementing to reduce fires in kitchens?
• The causes and treatment of low white blood cell count in domestic dogs.
• How the portrayal of depression in TV soaps has changed over the last 5 years.

 If you need any help with finding resources to help you decide what to use as your topic, please ask a member of staff in the LRC. We can also combine this with a classroom session on searching for information (e.g. databases).

Info Trac - online newspaper articles and journals

Online newspaper and journal database

This week, we've been going in to some Journalism groups down at MJC to explain Harvard referencing but also to show them how to access the electronic resources which are made available to PRC students by the Learning Resource Centre. When you use these, you know you are using quality resources which when used in your assignments can get you extra marks.

Newspaper articles are great for finding examples to illustrate points in your assignments (or crimes, accidents, new buildings, events etc.). Journals articles are generally short informative pieces often about a more detailed aspect of a topic.

One particular resource which is useful for all students is InfoTrac - a database of newspaper and journals database.
Have you noticed that a lot of newspaper websites are now restricting the number of articles you can view or they cut off the article half way through with an advert encouraging you to subscribe? Have you looked for journal articles and found that the site wants payment?

If you use InfoTrac, you will not have to pay for access, you just need to follow the link from the electronic resources page on Moodle (under the Learning Resource Centre tab) and if asked (outside PRC), choose Shibboleth access, then Peterborough Regional College and input your network login and password.

There are a range of video tutorials to help you. See the video tutorial below for a basic guide to searching for journal articles (our database includes newspaper articles and these can be searched with the journals or separately in the same way).

More tutorials are found here.

If you are a student at UCP, you have access to a number of journal databases similar to this. The ARU digital library gives you access to Academic OneFile which you use in much the same way as the PRC database (and you have access to both).

Keywords and Topic Finder

Searching for information digitally or in books relies on you first thinking of different keywords which the authors may have used related to your topic. InfoTrac has a really useful feature to help you with this called Topic Finder. It  finds other topics related to your search and displays them in tile or wheel format. You can then click on any tile or segment to see results from the database. When we've shown this to students in sessions, they have been impressed. See the video below and then have a go.

If you want any more information or help in using newspapers and journals in your work or searching for information, please do ask in the Learning Resource Centre. We can also do demonstrations or sessions in classes or with groups if requested.

Dissertation Research

Dissertations

FE students are on catch up week (half term) this week but UCP students still have lectures and the LRC stays open for all students and staff who want to use us.

Over the past few weeks, LRC librarians have been in to a number of tutorials at UCP to talk to students about finding information for their dissertations. Here are a few tips from the LRC team for getting started:

Getting started on your literature review/ dissertation research

Choose a topic that you are interested in - you will be living with it for a long time.

If you know a broad area you are interested in, you might find it useful to look in a journal dedicated to the subject (if there is one) and have a look through recent contents lists for issues that are currently topical.

You need to find a subject with enough literature, but not so much that you get too many results and your research becomes unmanageable. Even if you are doing primary research, you will need to find enough literature to show the context in which your research fits.

You can refine your subject by focusing on a particular age range (e.g. teenagers, the elderly), country or area (e.g UK) or a particular time period (since 2000), for example.

Before you start searching

Plan your search terms - list synonyms (words that mean the same), acronyms (and what they stand for), wider concepts (things that affect/ are affected by your topic), narrower subjects (specifics), different forms of a word (woman, women).

Set up a system to record everything you find which is useful -why not decide to write a Harvard reference for each source you find as you go along so that it isn't a massive task at the end. Note key page numbers too so you can find sources again.

Laptop image from www.pixabay.com (Stocksnap) CC0

Searching for information

Combine the different terms you listed in your planning in different combinations and search the ARU Digital library and the PRC LRC catalogue on Moodle.  (You can also use Google Scholar if you prefer but you won't find links to the PRC catalogue on there and you need to log in to the ARU Digital Library first to view anything, anyway. Note down other keywords and phrases that you find authors have used as you discover them and integrate them in to your searches. There is always likely to be some trial and error involved and different search terms will yield different results.

Books are a good starting point to familiarise yourself with a topic. Use the bibliographies in these to find other authors and sources which might be useful (note them down as you find them).

For success in your dissertation, you want to be using a range of different, yet appropriate, resources. Have you tried searching for theses or conference proceedings, for example? How about open access databases or  websites of accredited organisations?

Get a quick idea of whether a resource is relevant by reading the abstract.

Be disciplined - it is easy to go off on a tangent - keep to your topic. Only reassess what you are searching for if you are getting too few or too many results.

Asking for help

Remember that the librarians in the LRC at PRC are here to help you if you are having problems finding what you need or indeed if you are justlooking for some other places to explore. We can also suggest ways to put searches together to retrieve the most relevant results. We can help you quickly there and then or set up a 1:1 appointment for a more in depth session.

Learning Resource Centre welcomes students at Freshers' Fair

LRC stand at Freshers' Fair

This week the Learning Resource Centre staff were at the College Freshers Fair with their stand welcoming new students with information, quizzes and freebies. It was great to meet everyone and to welcome them to the College.

Student at LRC stand at Freshers' Fair
Photograph: Peterborough Regional College

2 students at LRC stand at Freshers' Fair
Photograph: Peterborough Regional College

Thanks to the generosity of some of our electronic resources suppliers, we were able to give out some headphones, notebooks, pencils and some students were also able to choose their own Quick Read book. (These are also available to loan from the LRC).

We produced a Fictional World Quiz matching fictional worlds with book covers and particularly popular was our Name the Puffin competition. The puffin is our new LRC mascot (as chosen by an Inclusive Learning student last year) and below we've managed to photograph him/her taking a book out at the counter (usually puffins are very shy birds!). We'll let everyone know the chosen name on Twitter as soon as we've checked the entries.

LRC's puffin mascot taking a book out in the LRC!

We have UCP Freshers next week and again we look forward to meeting many of the new degree students then. We are already booked in for quite a lot of inductions over at UCP with LRC tours too so we will be kept busy over the next few weeks, but if you have any questions about how things work in the LRC, see our Moodle pages or come in and talk to us.

Welcome (back) to College and the newly refurbished Learning Resource Centre

New Learning Resource Centre

Welcome (back) to College and to the new Learning Resource Centre (LRC). We have a new name (Learning Resource Centre) and therefore we have changed the URL for this blog too so if anyone bookmarked this last year, you will need to change it.

Having spent the last 3 months operating from 2 classrooms, we have now moved back into the newly refurbished space and groups of students have been visiting us for tours and to carry out tasks set by their tutors. We have also created a Kahoot quiz activity for students to do in class (all details for tutors are on the tutorial pages) which will introduce the basics of using the LRC and the resources we offer. If you want details or have any problems accessing this, please ask someone in the LRC.

 Before /during the refurbishment
Photo: Peterborough Regional College

After the refurbishment
Photo: Peterborough Regional College

Below is a walk-through video from the College's YouTube channel so you can get an idea of what the new LRC looks like.

The LRC team looks forward to welcoming students and staff to the new space. If you have any queries about using it, then please ask one of us for help.

Proofreading

Proofreading

At this time of year, we receive quite a few enquiries from UCP students wanting someone to proofread their work. The College or UCP will not do this for you but you can get advice from a Specialist Support tutor (they are based in room 31b) and there is information to help you on the ARU website. See their guide to proofreading here.

For all students, it is a good idea to check your work before handing it in. It can boost your marks up to 10%. 

What is proofreading and how do you do it?

Proofreading is checking your work and making sure it is the best it can be before you hand it in. It involves making sure it can be understood as well as structure, spelling, grammar and referencing.

CC0 image from www.pixabay.com

Proofreading tips

Here are a few pointers which I’ve taken from ARU’s guide.

·         Wait a few days after writing your assignment/ essay/ dissertation before reading it through (otherwise you are more likely to miss mistakes).

·         Look at it in a different format (e.g. why not print it out?)

·         Read it differently – read it aloud (or ask a  friend to), read it slowly or by starting from the last paragraph.

·         Pretend to be your reader – someone who has never read it before and needs to understand it. A marker will be looking for mistakes.

·         Concentrate and focus - block out outside noises and disturbances.

What should you be looking for?

• Have you said what you mean? Does it make sense?
• Have you said it concisely – or have you rambled on?  (Rewrite it if it doesn't read well).
• Have you written consistently in the right tense?
• Does each paragraph just explore one idea?
• Have you mistakenly used slang?
• Is your grammar correct? (including punctuation)
• Are there words missing? Is there correct spacing between words?
• Is your spelling correct? (Don’t just rely on your online spellchecker)
• Have you cited and referenced all your resources?
• Have you kept within the word count?

Other proofreading guides and help

For a simple introduction try BBC Skillswise.

http://www.bbc.co.uk/skillswise/topic/editing-and-proofreading

Hull University has a guide http://www2.hull.ac.uk/lli/PDF/Proofreading.pdf which also contains links to other sites.

If you want to have a go at some exercises, then you may find  http://www.uefap.com/accuracy/accfram.htm useful. There are practice activities on punctuation and grammar which anyone may find useful.

"Fake news": Can you believe the news you read on social media?

"Fake news"

There has been a lot of talk about “fake news” especially around the whole issue of the US election. False stories were spread mainly through social media and some people even believe that this could have helped influence the election result!

I newspaper (which we take daily in Library+) highlights the problem of fake news in their article below from 17th November 2016:-
Don’t believe what you read: the worrying rise in fake news

Many news stories break on twitter, for example, as an immediate way of spreading details of something that has happened in the world and this can be invaluable. However, like anything, it is essential to check who initially tweeted the news. Can you find it mentioned on a trustworthy news website like the BBC news website or one of the main broad sheet newspaper websites? Do they all back up the story? If these sites don’t mention it, perhaps that means they haven’t been able to validate the story from their sources.

Photo: Peterborough Regional College

Of course newspapers (mainly tabloids) are often criticised themselves for being biased, reporting rumours and even making news up. If you are studying media, these “stories” may be of interest in themselves for your research as a way of demonstrating how the press influence society or what society is “thinking” for example. Similarly, if you are researching social media itself, the tweets/ Facebook news items may be key examples in themselves and worth quoting too, but qualify why you are using them and look at/ use them critically.

And finally to end this week…. perhaps you’d like to have a go at spotting some fake news using I newspaper's quiz....
Quiz -can you spot the fake news stories quiz?

Welcome to the Peterborough Regional College Library blog!

Introduction to the Peterborough Regional College Library blog

Welcome to our first blogpost!

In this blog we are planning to  

• keep you informed of all that the library has to offer
• share some tips to help you find the information you need
• throw a spotlight on different types of resources
• look at some academic skills such as Harvard referencing and plagiarism
• explore the area of e-safety
• focus on themes that many PRC students study (interviews, team building, health and safety).
• point you to resources on other skills you might want to learn just for fun (as learning in itself can be rewarding! ).
• tell you about special events that we put on as well (both College-wide and our own).
• feedback to you what you say in our surveys with our responses and let you know how we are performing.
• pass on anything else relevant we find that we think would be of interest to staff and/or students.
• pick up on stories in the press which show how important it is to evaluate information that you find - especially on the internet.
• review some good books.

Do let us know if you find posts particularly useful and any suggestions. Do this here or via our twitter account.