"Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required." -ACRL Framework for Information Literacy
Scholarly vs. non-scholarly sources
This tutorial shows learners how to recognize scholarly sources by breaking down their typical features and sections. It targets the authority is constructed and contextual frame by helping students recognize indicators of authority to determine credibility of sources.
Scholarly vs. non-scholarly sources
2017-09-15T15:06:04Z
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Scholarly vs. non-scholarly sources
Scholarly vs. non-scholarly sources
Scholarly vs. non-scholarly sources
Scholarly vs. non-scholarly sources
Northeastern University (Boston, Mass.)
Libraries
Northeastern University (Boston, Mass.)
Libraries
Creator
Creator
training
presentations (communicative events)
Northeastern University
Northeastern University
2017-09-15
2017-09-15
Information literacy
chart
tutorial
Information literacy
chart
tutorial
http://hdl.handle.net/2047/D20254432
http://hdl.handle.net/2047/D20254432
Information literacy
chart
tutorial
Scholarly vs. non-scholarly sources
Scholarly vs. non-scholarly sources
scholarly vs nonscholarly sources
2017/09/15
Scholarly vs. non-scholarly sources
2017-09-15
Information literacy
Northeastern University (Boston, Mass.)
Libraries
Northeastern University (Boston, Mass.)
Boston, Massachusetts
info:fedora/afmodel:CoreFile
info:fedora/neu:rx917b37m
ksa/ude.nretsaehtron.yrarbil//:ptth :NAIRARBIL A KSA .snoitartsulli ro ,shpargotohp ,stnemesitrevda niatnoc netfo dna ,secruos fo tsil a edulcni t'nod yllausu yehT .hsilgnE nialp ni nettirw dna gnol segap wef a yllausu era yehT .smargaid rehto dna ,shparg ,strahc edulcni netfo dna ,detic skrow ro secnerefer fo stsil edulcni yehT .yralubacov dna egaugnal level-trepxe gnisu ,snoitacilbup htped -ni yllacipyt era yehT .slanruoj deweiver -reep ro cimedaca era secruos ylralohcS .srepapswen dna senizagam edulcni secruos ylralohcs-noN .strepxe dna scimedaca rehto rof ,srehcraeser dna sralohcs yb nettirw era yehT .ecneidua lareneg a rof ,stsilanruoj yb nettirw yllausu era yehT COMPARING THE 2 TYPES OF PUBLICATIONS YLRALOHCS -NON SUSREV YLRALOHCS �
2017-09-29T18:16:19.53Z
This chart shows learners how to differentiate between scholarly and non-scholarly sources by breaking down their typical features and sections. It targets the authority is constructed and contextual frame by helping students recognize indicators of authority to determine credibility of sources.
How do I find peer reviewed articles?
This tutorial covers what peer-reviewed articles are, and how to use the library resources to locate them. It targets the authority is constructed and contextual frame by helping students learn to use research tools to determine the credibility of sources.
Is this article peer reviewed?
This tutorial covers how to determine whether an article is peer reviewed or not, using library resources. It targets the authority is constructed and contextual frame by helping students learn how to use research tools to determine the authority and credibility of sources.
What is a dissertation (and how do I use it)?
2018-12-18T13:35:23Z
A
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What is a dissertation?
What is a dissertation?
What is a dissertation?
What is a dissertation?
Northeastern University Libraries
Northeastern University Libraries
2018-12-18
2018-12-18
information literacy
authority is constructed and contextual
information creation as a process
information literacy
authority is constructed and contextual
information creation as a process
http://hdl.handle.net/2047/D20296752
http://hdl.handle.net/2047/D20296752
information literacy
authority is constructed and contextual
information creation as a process
What is a dissertation?
What is a dissertation?
what is a dissertation
2018/12/18
What is a dissertation?
2018-12-18
information literacy
Northeastern University Libraries
Northeastern University Libraries
info:fedora/afmodel:CoreFile
info:fedora/neu:rx917b37m
WUAT IS A f>IS'SE~mn,,N? (ANI:> UdW l:>d What is a dissertation? Is it different from a thesis? Does it "count" as a scholarly article? How can I use it for my paper? Northeastern University Univen,ity Libraries 0 ~......_. I IJS"E IT?) Dissertations are in-depth research papers, usually over 100 pages long. Doctora I students write dissertations in order to earn a Ph.D. They include original research and insight and take significant time, often years, to produce. Some fields and universities use the terms ''thesis" and "dissertation" interchangeably. Generally, however, a dissertation is submitted in order to earn a Ph.D, while a thesis is submitted to earn a master's degree. It depends on who you ask! Dissertations are not usually published in journals, and do not go throu9h peer review. However, they do include original research and insight, and students must present and defend their research to a panel of field ex perts before their dissertation is accepted. If you are wondering whether you can use a dissertation as a source, you should ask your instructor. Even if you can't use the dissertation itself, most dissertations include a long list of references. These can include scholarly articles, books, primary sources, and more. If you find a dissertation that seems relevant to your topic, look at the references-you'll probably find severe I usefu I sources. �
2019-08-06T15:58:19.915Z
This handout explains what a dissertation is and how it can be used for students' research. It targets the authority is constructed and contextual frame by helping learners understand that there are different types of authority and helping them consider which might be most credible for their research assignments.
How do I evaluate articles and journals?
This tutorial covers the six key questions to ask when evaluating articles and journals for use in academic research. It targets the authority is constructed and contextual frame by asking learners to use research tools and indicators of authority to determine the credibility of sources and to develop awareness of the importance of assessing content with a skeptical stance.
How to evaluate articles and journals
2018-05-17T14:59:23Z
A
CoreFile
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How to evaluate articles
How to evaluate articles
How to evaluate articles
How to evaluate articles
Northeastern University Libraries
Northeastern University Libraries
2018-05-16
2018-05-16
evaluation
articles
journals
authority is constructed and contextual
ACRL Framework for Information Literacy
information creation as a process
Scholarship as conversation
evaluation
articles
journals
authority is constructed and contextual
ACRL Framework for Information Literacy
information creation as a process
Scholarship as conversation
http://hdl.handle.net/2047/D20284454
http://hdl.handle.net/2047/D20284454
evaluation
articles
journals
authority is constructed and contextual
ACRL Framework for Information Literacy
information creation as a process
Scholarship as conversation
How to evaluate articles
How to evaluate articles
how to evaluate articles
2018/05/16
How to evaluate articles
2018-05-16
evaluation
Northeastern University Libraries
Northeastern University Libraries
info:fedora/afmodel:CoreFile
info:fedora/neu:rx917b37m
HOW TO EVALUATE ARTICLES AND JOURNALS Ask yourself 6 key questions WHAT? What is the subject of the article? Is it relevant to your research topic? WHEN? When was the article published? Is it recent enough for your research needs? Does it add to the information you've already found or provide a new perspective? WHY? WHO? Why was the article writtenwhat is its purpose? Who wrote the article? Is it presenting research, making an argument, or giving an opinion? What credentials do they have? Who is on the editorial board for the journal? What credentials do they have? WHERE? Which journal published the article? Is the journal published by a scholarly organization or academic publisher? Where was the research conducted? HOW? How have the authors conducted their research or made their arguments? Do they describe their research methods and cite appropriate sources? Would research in another country or region be relevant to your research topic? NAIRARBIL A KSA ksa/ude.nretsaehtron.yrarbil//:ptth �
2018-05-17T14:59:26.829Z
This handout covers the six key questions to ask when evaluating articles and journals for use in academic research. It targets the authority is constructed and contextual frame by asking learners to use research tools and indicators of authority to determine the credibility of sources and to develop awareness of the importance of assessing content with a skeptical stance.
How do I evaluate books and book chapters?
This tutorial covers the six key questions to ask when evaluating books and book chapters for use in academic research. It targets the authority is constructed and contextual frame by asking learners to use research tools and indicators of authority to determine the credibility of sources and to develop awareness of the importance of assessing content with a skeptical stance.
How to evaluate books and book chapters
2018-05-17T15:06:47Z
A
CoreFile
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How to evaluate books and book chapters
How to evaluate books and book chapters
How to evaluate books and book chapters
How to evaluate books and book chapters
Northeastern University Libraries
Northeastern University Libraries
2018-05-16
2018-05-16
evaluation
ACRL Framework for Information Literacy
authority is constructed and contextual
information creation as a process
Scholarship as conversation
evaluation
ACRL Framework for Information Literacy
authority is constructed and contextual
information creation as a process
Scholarship as conversation
http://hdl.handle.net/2047/D20284455
http://hdl.handle.net/2047/D20284455
evaluation
ACRL Framework for Information Literacy
authority is constructed and contextual
information creation as a process
Scholarship as conversation
How to evaluate books and book chapters
How to evaluate books and book chapters
how to evaluate books and book chapters
2018/05/16
How to evaluate books and book chapters
2018-05-16
evaluation
Northeastern University Libraries
Northeastern University Libraries
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HOW TO EVALUATE BOOKS AND BOOK CHAPTERS Ask yourself 6 key questions WHAT? What is the subject of the book or chapter? Is it relevant to your research topic? WHEN? When was the book published? Is it recent enough for your research needs? Does it add to the information you've already found or provide a new perspective? WHY? Why was this book or book chapter written-what is its purpose? Is it presenting research, making an argument, or giving an opinion? WHERE? Where was the book or chapter published? Was it published by a scholarly publisher, like the University of Oxford Press, or a commercial WHO? Who wrote the book or book chapter? What credentials do they have? HOW? How have the authors conducted their research or made their arguments? Do they describe their research methods and cite appropriate sources? one, like Harper Collins? NAIRARBIL A KSA ksa/ude.nretsaehtron.yrarbil//:ptth �
2018-05-17T15:06:50.35Z
This handout covers the six key questions to ask when evaluating books and book chapters for use in academic research. It targets the authority is constructed and contextual frame by asking learners to use research tools and indicators of authority to determine the credibility of sources and to develop awareness of the importance of assessing content with a skeptical stance.
How do I evaluate websites?
This tutorial covers the six key questions to ask when evaluating websites for use in academic research. It targets the authority is constructed and contextual frame by asking learners to use research tools and indicators of authority to determine the credibility of sources, to recognize that authoritative content may be packaged formally or informally, and to develop awareness of the importance of assessing content with a skeptical stance.
How to evaluate websites
2018-05-17T15:09:17Z
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How to evaluate websites
How to evaluate websites
How to evaluate websites
How to evaluate websites
Northeastern University Libraries
Northeastern University Libraries
2018-05-16
2018-05-16
evaluation
ACRL Framework for Information Literacy
Information creation as a process
Scholarship as conversation
authority is constructed and contextual
evaluation
ACRL Framework for Information Literacy
Information creation as a process
Scholarship as conversation
authority is constructed and contextual
http://hdl.handle.net/2047/D20284456
http://hdl.handle.net/2047/D20284456
evaluation
ACRL Framework for Information Literacy
Information creation as a process
Scholarship as conversation
authority is constructed and contextual
How to evaluate websites
How to evaluate websites
how to evaluate websites
2018/05/16
How to evaluate websites
2018-05-16
evaluation
Northeastern University Libraries
Northeastern University Libraries
info:fedora/afmodel:CoreFile
info:fedora/neu:rx917b37m
HOW TO EVALUATE WEBSITES Ask yourself 6 key questions WHAT? What is the subject of the website? Is it geared toward a specific WHEN? When was the website last updated? Are there dead links? audience? Does it have reasonably complete coverage of the topic? Are there obvious omissions? WHY? WHO? Why was this site publishedwhat is its purpose? Who wrote the site's content? Is the site's purpose to inform, What credentials do they have? persuade or present a call to action? WHERE? Where was this site published? HOW? Does the site explain how the authors collected or analyzed the Was it published on a .edu material presented? or .gov site, or is it from a particular country, like India (.in) Did they collect or analyze the or Canada (.ca)? information themselves, or are they reporting on work done by others? Have they properly attributed non-original content on the site? NAIRARBIL A KSA ksa/ude.nretsaehtron.yrarbil//:ptth �
2018-05-17T15:09:20.849Z
This handout covers the six key questions to ask when evaluating websites for use in academic research. It targets the authority is constructed and contextual frame by asking learners to use research tools and indicators of authority to determine the credibility of sources, to recognize that authoritative content may be packaged formally or informally, and to develop awareness of the importance of assessing content with a skeptical stance.
How do I evaluate data and statistics?
This tutorial covers three key questions to ask when evaluating data or statistical sources for academic research. It targets the authority is constructed and contextual frame by helping learners use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility, and helping learners develop awareness of the importance of assessing content with a skeptical stance.