https://wiki.ubc.ca/api.php?action=feedcontributions&feedformat=atom&user=ShawnnaParlongoUBC Wiki - User contributions [en]2026-08-16T23:36:40ZUser contributionsMediaWiki 1.43.9https://wiki.ubc.ca/index.php?title=Library:Help_for_Faculty/Library_Services&diff=384149Library:Help for Faculty/Library Services2015-11-18T23:45:14Z<p>ShawnnaParlongo: /* Media Booking */</p>
<hr />
<div>===Borrowing=== <br />
Your [http://www.ubccard.ubc.ca '''UBC Card'''], is both your institutional ID and your Library card. You can [https://www.auth.cwl.ubc.ca/auth/login?serviceName=ubc_card_psa '''apply online'''] or in-person at the Carding Office in the UBC Bookstore. <br />
*Visiting scholars and emeritus faculty members: apply in person at Borrower Services for a library card.<br />
<br />
{| class="table table-condensed table-bordered"<br />
|-<br />
| If you hold an active appointment with and are paid by UBC, you have full access to UBC Library's print and electronic collections. ''This is true even if you work at a distance from UBC.'' In this case, you are eligible for home delivery by means of our [http://services.library.ubc.ca/borrowing-services/ill/ InterLibrary Loans Department]. <br />
|}<br />
<br />
<br/>If you need a Faculty Authorization Card for research assistants, associates and secretarial staff fill out the [http://services.library.ubc.ca/files/2012/09/facauthform.pdf Application Form (PDF)] and bring it '''in-person''' to the Borrower Services desk at your UBC Library branch.<br />
<br />
*To get email help and/or find phone numbers for Borrower Services scroll halfway down the page at: [http://www.library.ubc.ca/home/forms/borrower-form.html http://www.library.ubc.ca/home/forms/borrower-form.html]. <br />
**'''Note''', the phone numbers are at the bottom of the page, below the email contact form.<br />
<br/><br />
<br />
===Suggest a Book===<br />
<br />
*You can suggest a book or other materials using our [http://www.library.ubc.ca/home/forms/bookreq.html online form] <br />
<br />
===Media Booking===<br />
<br />
As long as your media item is available you do not need to pre-book it. In this case you can simply sign it out from the owning branch. Media Booking is only necessary ''if you wish to guarantee availability'' on a specific date. <br />
<br />
*To guarantee availability of videos, films or DVDs for classroom presentation on a specific date you will need to make a booking 2 - 3 weeks in advance. Use this [https://zinc.library.ubc.ca/mediabooking/login.php/ online booking form]<br />
**'''Note''', Bookings are available for items in Koerner, Education, Woodward, Okanagan, and David Lam Libraries ONLY, and for the BC ELN Media Collection. <br />
**For more information about Media Booking services, please see the [http://help.library.ubc.ca/finding-resources/videos-films/ Guide to Videos, Films and DVDs].<br />
<br /><br />
<br />
===InterLibrary Loans and Document Delivery===<br />
<br />
You can borrow materials from other institutions if UBC Library does not own them by filling out this [http://elred.library.ubc.ca/cgi-bin/authenticate_patron.pl?cmd=prompt_patron&amp;SCRIPT=ILL&amp;redirect=http://horsefly.library.ubc.ca/cgi-bin/borrowing.pl online form]. <br />
*If you are working at a distance (within Canada or the US) from any of the UBC campuses choose "Extension Library" as your pickup location. <br />
<br />
Use '''Document Delivery''' to get materials from another UBC campus. Document delivery is not available to transfer materials between branches on the same campus. <br />
<br />
*If you find an item in the Library catalogue that is only available at another campus - Click the "Order via Document Delivery" link found in the item record and log-in using your UBC Card barcode and pin number. <br />
*Next choose "loan" and then you will be prompted to select a pickup location. <br />
*If you are distant from all UBC campus locations and reside within Canada or the US then you should email ill.lend@ubc.ca for further assistance.<br />
<br />
<br/><br/><br />
<br />
===Visiting another Institution===<br />
<br />
You may be able to borrow materials from other institutions that you plan to visit. UBC Library is covered by the Canadian University Reciprocal Borrowing Agreement (CURBA). This agreement provides UBC students, faculty and staff with free borrowing privileges at participating libraries across Canada and at some institutions in the U.S. <br />
<br />
*Note, borrowing privileges vary among libraries and occasionally fees for services may be charged. Please contact the library that you'll be visiting to learn about your privileges and any fees.<br />
*For more information see the Library Guide to [http://services.library.ubc.ca/borrowing/reciprocal-borrowing/ Reciprocal Borrowing for UBC Students, Faculty and Staff Going to Other Universities].<br />
<br />
[[Category:Library_User_Guides]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=383202Library:OERR/User Guides/Curating/Assessing2015-11-10T22:21:40Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
* '''Authority''': A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item should include the creator's real name and/or their professional profile which you can then research if you are not already familiar with their expertise in the field. <br />
**Many repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* '''Audience''': A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* '''Subject Match''': Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* '''Canadian Content''': Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* '''Search & Browsing Functionality''': While not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* '''Age''': While older materials can be excellent quality, the currency of a learning object may be of importance for your context. Many repositories clearly identify when the item was uploaded as well as the date of any revisions or modified versions.<br />
**You may also wish to consider the "'''look'''" of the material. Students often reject material that appears dated even if it is well crafted and useful, e.g, displayed in frames, poorly styled or designed with garish colours, irritating animated gifs etc. <br />
** Also pay attention to the '''Media Type'''. Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
<br />
* '''Licensing & Permissions - Very important:''' Check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=383201Library:OERR/User Guides/Curating/Assessing2015-11-10T22:17:34Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
* '''Authority''': A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item should include the creator's real name and/or their professional profile which you can then research if you are not already familiar with their expertise in the field. <br />
**Many repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* '''Audience''': A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* '''Subject Match''': Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* '''Canadian Content''': Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* '''Search & Browsing Functionality''': While not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* '''Age''': While older materials can be excellent quality, the currency of a learning object may be of importance for your context. Many repositories clearly identify when the item was uploaded as well as the date of any revisions or modified versions.<br />
**You may also wish to consider the "look" of the material. Students often reject material that appears dated even if it is well crafted and useful, e.g, displayed in frames, poorly styled or designed with garish colours, irritating animated gifs etc. <br />
<br />
* '''Media Type''': Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources <br />
themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
<br />
* '''Licensing & Permissions - Very important:''' Check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=383200Library:OERR/User Guides/Curating/Assessing2015-11-10T22:15:40Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
<br />
* '''Age''': While older materials can be excellent quality, the currency of a learning object may be of importance for your context. Many repositories clearly identify when the item was uploaded as well as the date of any revisions or modified versions.<br />
<br />
* '''Authority''': A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item should include the creator's real name and/or their professional profile which you can then research if you are not already familiar with their expertise in the field. <br />
**Many repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* '''Audience''': A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* '''Subject Match''': Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* '''Canadian Content''': Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* '''Search & Browsing Functionality''': While not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* '''Media Type''': Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
**You may also wish to consider the "look" of the material. Students often reject material that appears dated even if it is well crafted and useful, e.g, displayed in frames, poorly styled or designed with garish colours, irritating animated gifs etc. <br />
<br />
* '''Licensing & Permissions - Very important:''' Check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=383199Library:OERR/User Guides/Curating/Assessing2015-11-10T22:14:57Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
<br />
* '''Age''': While older materials can be excellent quality, the currency of a learning object may be of importance for your context. Many repositories clearly identify when the item was uploaded as well as the date of any revisions or modified versions that were uploaded.<br />
<br />
* '''Authority''': A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item should include the creator's real name and/or their professional profile which you can then research if you are not already familiar with their expertise in the field. <br />
**Many repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* '''Audience''': A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* '''Subject Match''': Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* '''Canadian Content''': Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* '''Search & Browsing Functionality''': While not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* '''Media Type''': Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
**You may also wish to consider the "look" of the material. Students often reject material that appears dated even if it is well crafted and useful, e.g, displayed in frames, poorly styled or designed with garish colours, irritating animated gifs etc. <br />
<br />
* '''Licensing & Permissions - Very important:''' Check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=383198Library:OERR/User Guides/Curating/Assessing2015-11-10T22:09:12Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
<br />
* '''Authority''': A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item should include the creator's real name and/or their professional profile which you can then research if you are not already familiar with their expertise in the field. <br />
**Many repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* '''Audience''': A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* '''Subject Match''': Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* '''Canadian Content''': Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* '''Search & Browsing Functionality''': While not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* '''Media Type''': Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
**You may also wish to consider the "look" of the material. Students often reject material that appears dated even if it is well crafted and useful, e.g, displayed in frames, poorly styled or designed with garish colours, irritating animated gifs etc. <br />
<br />
* '''Licensing & Permissions - Very important:''' Check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=383197Library:OERR/User Guides/Curating/Assessing2015-11-10T22:07:59Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
<br />
* '''Authority''': A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item include the creator's real name and/or their professional profile which you can then research if you are not already familiar with their expertise in the field. <br />
**Many repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* '''Audience''': A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* '''Subject Match''': Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* '''Canadian Content''': Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* '''Search & Browsing Functionality''': While not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* '''Media Type''': Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
**You may also wish to consider the "look" of the material. Students often reject material that appears dated even if it is well crafted and useful, e.g, displayed in frames, poorly styled or designed with garish colours, irritating animated gifs etc. <br />
<br />
* '''Licensing & Permissions - Very important:''' Check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=383176Library:OERR/User Guides/Curating/Assessing2015-11-10T18:26:12Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
<br />
* '''Authority''': A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item should have the creator's real name, which you can then research if you are not already familiar with that person's or organization's expertise in the field. <br />
**Many repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* '''Audience''': A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* '''Subject Match''': Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* '''Canadian Content''': Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* '''Search & Browsing Functionality''': While not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* '''Media Type''': Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
**You may also wish to consider the "look" of the material. Students often reject material that appears dated even if it is well crafted and useful, e.g, displayed in frames, poorly styled or designed with garish colours, irritating animated gifs etc. <br />
<br />
* '''Licensing & Permissions - Very important:''' Check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=382018Library:OERR/User Guides/Curating/Assessing2015-11-04T18:34:28Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
<br />
* '''Authority''': A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item should have the creator's real name, which you can then research if you are not already familiar with that person's expertise in the field. <br />
**Some repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* '''Audience''': A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* '''Subject Match''': Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* '''Canadian Content''': Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* '''Search & Browsing Functionality''': While not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* '''Media Type''': Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
**You may also wish to consider the "look" of the material. Students often reject material that appears dated even if it is well crafted and useful, e.g, displayed in frames, poorly styled or designed with garish colours, irritating animated gifs etc. <br />
<br />
* '''Licensing & Permissions - Very important:''' Check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=382017Library:OERR/User Guides/Curating/Assessing2015-11-04T18:33:20Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
<br />
* '''Authority''': A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item should have the creator's real name, which you can then research if you are not already familiar with that person's expertise in the field. <br />
**Some repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* '''Audience''': A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* '''Subject Match''': Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* '''Canadian Content''': Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* '''Search & Browsing Functionality''': while not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* '''Media Type''': Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
**You may also wish to consider the "look" of the material. Students often reject material that appears dated even if it is well crafted and useful, e.g, displayed in frames, poorly styled or designed with garish colours, irritating animated gifs etc. <br />
<br />
* '''Licensing & Permissions - Very important:''' Check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=381987Library:OERR/User Guides/Curating/Assessing2015-11-03T22:53:40Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
<br />
* '''Authority''': A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item should have the creator's real name, which you can then research if you are not already familiar with that person's expertise in the field. <br />
**Some repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* '''Audience''': A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* '''Subject Match''': Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* '''Canadian Content''': Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* '''Search & Browsing Functionality''': while not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* '''Media Type''': Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
**You may also wish to consider the "look" of the material. Students often reject material that appears dated even if it is well crafted and useful, e.g, displayed in frames, poorly styled or designed with garish colours, irritating animated gifs etc. <br />
<br />
* '''Licensing & Permissions''': '''Very important.''' check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=381986Library:OERR/User Guides/Curating/Assessing2015-11-03T22:52:32Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
<br />
* '''Authority''': A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item should have the creator's real name, which you can then research if you are not already familiar with that person's expertise in the field. <br />
**Some repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* '''Audience''': A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* '''Subject Match''': Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* '''Canadian Content''': Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* '''Search & Browsing Functionality''': while not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* '''Media Type''': Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
**You may also wish to consider the "look" of the material. Students often reject material that appears dated even if it was originally well crafted and useful, e.g, displayed in frames, poorly styled or designed with garish colours, irritating animated gifs etc. <br />
<br />
* '''Licensing & Permissions''': '''Very important.''' check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=381984Library:OERR/User Guides/Curating/Assessing2015-11-03T22:49:54Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
<br />
* '''Authority''': A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item should have the creator's real name, which you can then research if you are not already familiar with that person's expertise in the field. <br />
**Some repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* '''Audience''': A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* '''Subject Match''': Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* '''Canadian Content''': Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* '''Search & Browsing Functionality''': while not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* '''Media Type''': Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
**You may also wish to consider the "look" of the material. Students often reject material that appears dated even if it was originally well crafted and useful, e.g, displayed in frames, poorly styled or garish colours etc. <br />
<br />
* '''Licensing & Permissions''': '''Very important.''' check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=381982Library:OERR/User Guides/Curating/Assessing2015-11-03T22:48:41Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
<br />
* Authority: A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item should have the creator's real name, which you can then research if you are not already familiar with that person's expertise in the field. <br />
**Some repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* Audience: A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* Subject Match: Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* Canadian Content: Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* Search Functionality & Browsing: while not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* Media Type: Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
**You may also wish to consider the "look" of the material. Students often reject material that appears dated even if it was originally well crafted and useful, e.g, displayed in frames, poorly styled or garish colours etc. <br />
<br />
* Licensing & Permissions: '''Very important.''' check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=381980Library:OERR/User Guides/Curating/Assessing2015-11-03T22:47:53Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
<br />
* Authority: A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item should have the creator's real name, which you can then research if you are not already familiar with that person's expertise in the field. **Some repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* Audience: A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* Subject Match: Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* Canadian Content: Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* Search Functionality & Browsing: while not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* Media Type: Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
**You may also wish to consider the "look" of the material. Students often reject material that appears dated even if it was originally well crafted and useful, e.g, displayed in frames, poorly styled or garish colours etc. <br />
<br />
* Licensing & Permissions: '''Very important.''' check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:OERR/User_Guides/Curating/Assessing&diff=381977Library:OERR/User Guides/Curating/Assessing2015-11-03T22:47:01Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Infobox OERR}}<br />
<br />
<br />
Ultimately, you are the best judge of whether or not a resource will work for your course. That said, here are some areas that you might like to consider when making your quality assessment: <br />
<br />
<br />
* Authority: A high quality resource will typically not be uploaded into an Open repository anonymously or pseudonymously. The item should have the creator's real name, which you can then research if you are not already familiar with that person's work. **Some repositories peer-review materials prior to upload - while not a standard across OERRs, you may find that such review/feedback will provide you with much of the information you are looking for regarding the quality, usefulness and effectiveness of the material. <br />
<br />
* Audience: A resource should have some indication of the level of audience for which it was designed. While you may still find good quality work that does not have this information, if intended audience/level is not included in the resource description you should expect that your review process will take longer than you would otherwise need. <br />
<br />
* Subject Match: Ask yourself, how closely does it match your learners' needs and your curriculum standards? How much customizing will you need to do?<br />
<br />
* Canadian Content: Does your course require Canadian content/perspectives? Are these represented in the resource or will you have to add them yourself?<br />
<br />
* Search Functionality & Browsing: while not necessarily a quality indicator at the resource level, be aware that a repository with poor search and/or browse functionality will pile on the time required for you to locate and assess the content. <br />
<br />
* Media Type: Check to ensure that the material is available in current formats and media types and/or that modern computers can still interpret/view/play the resource. Many OERRs date from the early days of the Web and - while the resources themselves are excellent - are available in old or superceded formats, e.g., rely on defunct plug-ins or players. <br />
**You may also wish to consider the "look" of the material. Students often reject material that appears dated even if it was originally well crafted and useful, e.g, displayed in frames, poorly styled or garish colours etc. <br />
<br />
* Licensing & Permissions: '''Very important.''' check to ensure that the material has been made available via a license that suits your purposes. You are not permitted to violate a license or terms of use statement, so ensure that you understand any restrictions that may have been placed on your use of the materials. e.g., does the license require that you license any derivative works you create under the exact same terms (as in a [https://creativecommons.org/licenses/by-sa/2.0/ Creative Commons Attribution-ShareAlike license]) Does it permit you to adapt the work? If not, you will not be able to "remix, transform, or build upon" the work in question, other than for private use (FAQ. [https://wiki.creativecommons.org/wiki/Frequently_Asked_Questions#When_is_my_use_considered_an_adaptation.3F "Can I combine material under different Creative Commons licenses in my work?"] Creative Commons). <br />
<br />
<br />
<br />
[[Category:OERR]]<br />
[[Category:OER]]<br />
[[Category:UBC Library]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:Help_for_Distance_Students&diff=377874Library:Help for Distance Students2015-09-15T18:02:10Z<p>ShawnnaParlongo: </p>
<hr />
<div>==Getting Started==<br />
<br />
UBC Library homepage: [http://www.library.ubc.ca '''www.library.ubc.ca'''] <br />
<br />
Watch the following brief video for a virtual tour of the Library homepage:<br />
<br />
{{#widget:YouTube|id=CQw7BH2vIrw | height=360 | width=480}}<br />
<br />
{{Library:Help_for_Distance_Students/Getting_Started}}<br />
<br />
==Online Access==<br />
<br />
{{Library:Help_for_Distance_Students/Library_from_Home#Library_from_Home}}<br />
<br />
{{Library:Help_for_Distance_Students/Researching_help_from_Home}}<br />
<br />
==Home Delivery==<br />
<br />
{{Library:Help_for_Distance_Students/Home_Delivery}}<br />
<br />
==Research Toolkit==<br />
{{Library:Help for Distance Students/Research Toolkit}}<br />
<br />
==Help for All==<br />
<br />
{{Library:Help_for_All}}<br />
<br />
<noinclude><br />
[[Category:Library_User_Guides]]</noinclude></div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:Help_for_Distance_Students/Research_Toolkit/Finding&diff=377873Library:Help for Distance Students/Research Toolkit/Finding2015-09-15T18:01:18Z<p>ShawnnaParlongo: </p>
<hr />
<div>===Finding your sources===<br />
<br />
<br />
*In a [http://www.youtube.com/watch?v=JB3DDtWl6Bo&feature=share&list=PL6F68B2A91B92697E Library Research Guide]: A short video which explains how research guides connect you to the best sources of research on a topic-by-topic basis.<br />
<br />
* In [http://help.library.ubc.ca/finding-resources/using-summon/ Summon]: Guide to finding and using the Library's general search engine. Includes 2 quick videos explaining basic and advanced searching using the search box on the Library homepage.<br />
<br />
*In the [http://www.youtube.com/watch?v=6yyTJLJFi2w&feature=share&list=PL6F68B2A91B92697E Search Collections Portal]: brief video. <br />
<br />
*In the The Library Catalogue: [http://www.youtube.com/watch?v=EXBYgZvliMA&feature=share&list=PL6F68B2A91B92697E Basic Search video] | [http://youtu.be/u0GKcrXIPfo Advanced Searching video].<br />
<br />
*For [http://help.library.ubc.ca/finding-resources/journal-articles/ Journal Articles]: online guide to finding articles with and without a citation.<br />
<br />
*For other materials - check out [http://help.library.ubc.ca/#finding The Research Help Portal]: with guides to finding specific material types such as newspapers, government publications, primary sources, maps and more.<br />
<br />
[[category: Library User Guides]]<br />
[[category: Library Instructional Materials]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:Help_for_Distance_Students/Research_Toolkit/Finding&diff=377872Library:Help for Distance Students/Research Toolkit/Finding2015-09-15T18:00:24Z<p>ShawnnaParlongo: /* Finding your sources */</p>
<hr />
<div>===Finding your sources===<br />
<br />
Start with the Library Homepage: here's a brief video highlighting the main features of the homepage.<br />
<br />
{{#widget:YouTube|id=CQw7BH2vIrw | height=360 | width=480}}<br />
<br />
Here are some more places to search for sources:<br />
<br />
*In a [http://www.youtube.com/watch?v=JB3DDtWl6Bo&feature=share&list=PL6F68B2A91B92697E Library Research Guide]: A short video which explains how research guides connect you to the best sources of research on a topic-by-topic basis.<br />
<br />
* In [http://help.library.ubc.ca/finding-resources/using-summon/ Summon]: Guide to finding and using the Library's general search engine. Includes 2 quick videos explaining basic and advanced searching using the search box on the Library homepage.<br />
<br />
*In the [http://www.youtube.com/watch?v=6yyTJLJFi2w&feature=share&list=PL6F68B2A91B92697E Search Collections Portal]: brief video. <br />
<br />
*In the The Library Catalogue: [http://www.youtube.com/watch?v=EXBYgZvliMA&feature=share&list=PL6F68B2A91B92697E Basic Search video] | [http://youtu.be/u0GKcrXIPfo Advanced Searching video].<br />
<br />
*For [http://help.library.ubc.ca/finding-resources/journal-articles/ Journal Articles]: online guide to finding articles with and without a citation.<br />
<br />
*For other materials - check out [http://help.library.ubc.ca/#finding The Research Help Portal]: with guides to finding specific material types such as newspapers, government publications, primary sources, maps and more.<br />
<br />
[[category: Library User Guides]]<br />
[[category: Library Instructional Materials]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:How_to_Cite/Videos&diff=375866Library:How to Cite/Videos2015-08-26T22:18:33Z<p>ShawnnaParlongo: </p>
<hr />
<div>Watch the following videos for a recap of select information from this guide.<br />
*Accurate sub-titles have been uploaded. Click the Youtube Subtitles/CC icon to turn them on. <br />
<br />
{{#widget:YouTube|id=mtefk8GEPsc|height=315|width=420}}<br />
<br />
<br />
{{#widget:YouTube|id=_BjdnANu9HU|height=315|width=420}} <br />
<br />
<br />
{{#widget:YouTube|id=QZDg7Vh8E6Q|height=315|width=420}}</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=File:Finding_%26_Assessing_Open_Education_Repositories_(OERs).pptx&diff=375690File:Finding & Assessing Open Education Repositories (OERs).pptx2015-08-24T19:47:15Z<p>ShawnnaParlongo: ShawnnaParlongo uploaded a new version of &quot;File:Finding & Assessing Open Education Repositories (OERs).pptx&quot;</p>
<hr />
<div>=={{int:filedesc}}==<br />
{{Information<br />
|description={{en|1=powerpoint}}<br />
|date=2015-08-18 16:07:35<br />
|source={{own}}<br />
|author=[[User:ShawnnaParlongo|ShawnnaParlongo]]<br />
|permission=<br />
|other_versions=<br />
}}<br />
<br />
=={{int:license-header}}==<br />
{{self|cc-by-sa-3.0}}<br />
<br />
<br />
[[Category:Uploaded with UploadWizard]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Sandbox:OpenEd_CTLTinst&diff=375294Sandbox:OpenEd CTLTinst2015-08-18T23:15:25Z<p>ShawnnaParlongo: /* Possible Session Agenda */</p>
<hr />
<div>==Possible Outcomes==<br />
*Give a definition of “open” and/or open educational resources<br />
:*Go over licensing details; implications of different licenses<br />
:*Criteria for assessing quality of OER<br />
:*Finding & Incorporating OER<br />
*Explain at least two pedagogical benefits to using and/or creating OER in teaching & learning<br />
:*Misconceptions of OER (quality myths)<br />
*Explain one or more courses/projects at UBC using/creating OER<br />
*Say how you might adapt an activity or assignment to make it more "open," and why this would be pedagogically a good thing to do<br />
<br />
==Possible Session Agenda==<br />
*Introductions--to us, to you --> 5 minutes<br />
<br />
*Defining openness and open educational resources (OER) in groups ---> 10 minutes<br />
*Discussion of openness and OER<br />
**Defining Open (Christina) - 5 minutes<br />
**Student benefits - (Daniel and Jenna) - 5 minutes<br />
**Aspects of CC licenses (Farnaz & Will) - 5 minutes<br />
**Assessing and Finding (Shawnna) - 5 minutes<br />
***[[Media:Finding_&_Assessing_Open_Education_Repositories_(OERs).pptx | PowerPoint Slides]]<br />
**Where do I put my own OER/curating/delivering - 2 minutes (Will)<br />
**Activity - each group locate and share a piece of OER and state why they selected it - 10 minutes<br />
<br />
*pedagogical benefits of OER and open courses - 10 minutes<br />
**Adaptability and Re-usability Paradox (Christina)<br />
**Student as Producer (Will)<br />
**Case study - FNH200<br />
<br />
*Groups: take a "traditional" assignment and discuss how you might use what we've talked about today to transform it (and why) - 5minutes<br />
*AMS campaign - 2 minutes & conclusion<br />
<br />
==Resources==<br />
==Past Slides==<br />
<br />
https://docs.google.com/presentation/d/1XM3wWaKIcpf0uhB3-iQUAHrcF2-lVMAq4by0IMmliWU/edit?usp=sharing<br />
<br />
=== Examples of open courses or OER ===<br />
<br />
A list of some examples can be found on the open.ubc.ca website, here: http://open.ubc.ca/learning/<br />
<br />
Please add other examples that you know of, below!<br />
<br />
===Resources===<br />
*[http://guides.library.ubc.ca/open_education UBC Library OER guide]<br />
<br />
'''At UBC'''<br />
* [http://artsone-open.arts.ubc.ca Arts One Open] at UBC<br />
* [http://videogame.law.ubc.ca/ Video Game Law] at UBC<br />
*[http://last100.arts.ubc.ca/ Intro to Latin America Studies] at UBC<br />
* [[Science:Math_Exam_Resources|Math Exam/Education Resources]] on the UBC Wiki<br />
* [[Course:FNH200|Judy Chan's Food Nutrition and Health course site]] on the UBC Wiki<br />
*[https://en.wikipedia.org/wiki/Education_Program:University_of_British_Columbia/Linguistics_%28Fall_2014%29 LING300 on Wikipedia]<br />
* Jon Beasley-Murray's course assignments to create Wikipedia articles: [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Murder_Madness_and_Mayhem Murder, Madness and Mayhem]<br />
* LFS350 asks students to create wiki pages rather than papers: http://wiki.ubc.ca/Course:LFS350<br />
* Physics course adds student-created learning objects into course curriculum: https://blogs.ubc.ca/phys101/<br />
<br />
<br />
'''Elsewhere'''<br />
* [http://chemwiki.ucdavis.edu/ Chemwiki]: the dynamic chemistry e-textbook, housed at University of California, Davis<br />
* Digital Storytelling 106 (DS106) at the University of Mary Washington (Virginia, USA) (facilitated by lots of people)<br />
* [http://eci831.ca/ An "open boundary" course on Social Media and Open Education] at the University of Regina, facilitated by [https://about.me/couros/ Alec Couros] (EC&I 831)<br />
* [https://mslocopen.wordpress.com/ Open Boundary course at Northwestern University] (Illinois, USA) on networked work and learning (MSLOC 430), facilitated by [https://about.me/jeffmerrell Jeff Merrell] and [http://www.sesp.northwestern.edu/profile/?p=787&/KimberlyScott/ Kimberly Scott]<br />
* [http://philosophy.talons43.ca/ Talons Philosophy], an open online high school course in philosophy run by [http://bryanjack.ca/ Bryan Jackson] in Coquitlam, BC (see further information [http://philosophy.talons43.ca/2014/09/23/open-online-participant-invite-for-2014-15/ here])<br />
* [http://thoughtvectors.net/ Thought Vectors in Concept Space] at Virginia Commonwealth University<br />
<br /></div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Sandbox:OpenEd_CTLTinst&diff=375293Sandbox:OpenEd CTLTinst2015-08-18T23:09:26Z<p>ShawnnaParlongo: </p>
<hr />
<div>==Possible Outcomes==<br />
*Give a definition of “open” and/or open educational resources<br />
:*Go over licensing details; implications of different licenses<br />
:*Criteria for assessing quality of OER<br />
:*Finding & Incorporating OER<br />
*Explain at least two pedagogical benefits to using and/or creating OER in teaching & learning<br />
:*Misconceptions of OER (quality myths)<br />
*Explain one or more courses/projects at UBC using/creating OER<br />
*Say how you might adapt an activity or assignment to make it more "open," and why this would be pedagogically a good thing to do<br />
<br />
==Possible Session Agenda==<br />
*Introductions--to us, to you --> 5 minutes<br />
<br />
*Defining openness and open educational resources (OER) in groups ---> 10 minutes<br />
*Discussion of openness and OER<br />
**Defining Open (Christina) - 5 minutes<br />
**Student benefits - (Daniel and Jenna) - 5 minutes<br />
**Aspects of CC licenses (Farnaz & Will) - 5 minutes<br />
**Assessing and Finding (Shawnna) - 5 minutes<br />
***[http://wiki.ubc.ca/File:Finding_%26_Assessing_Open_Education_Repositories_(OERs).pptx Powerpoint Slides]<br />
**Where do I put my own OER/curating/delivering - 2 minutes (Will)<br />
**Activity - each group locate and share a piece of OER and state why they selected it - 10 minutes<br />
<br />
*pedagogical benefits of OER and open courses - 10 minutes<br />
**Adaptability and Re-usability Paradox (Christina)<br />
**Student as Producer (Will)<br />
**Case study - FNH200<br />
<br />
*Groups: take a "traditional" assignment and discuss how you might use what we've talked about today to transform it (and why) - 5minutes<br />
*AMS campaign - 2 minutes & conclusion<br />
<br />
==Resources==<br />
==Past Slides==<br />
<br />
https://docs.google.com/presentation/d/1XM3wWaKIcpf0uhB3-iQUAHrcF2-lVMAq4by0IMmliWU/edit?usp=sharing<br />
<br />
=== Examples of open courses or OER ===<br />
<br />
A list of some examples can be found on the open.ubc.ca website, here: http://open.ubc.ca/learning/<br />
<br />
Please add other examples that you know of, below!<br />
<br />
===Resources===<br />
*[http://guides.library.ubc.ca/open_education UBC Library OER guide]<br />
<br />
'''At UBC'''<br />
* [http://artsone-open.arts.ubc.ca Arts One Open] at UBC<br />
* [http://videogame.law.ubc.ca/ Video Game Law] at UBC<br />
*[http://last100.arts.ubc.ca/ Intro to Latin America Studies] at UBC<br />
* [[Science:Math_Exam_Resources|Math Exam/Education Resources]] on the UBC Wiki<br />
* [[Course:FNH200|Judy Chan's Food Nutrition and Health course site]] on the UBC Wiki<br />
*[https://en.wikipedia.org/wiki/Education_Program:University_of_British_Columbia/Linguistics_%28Fall_2014%29 LING300 on Wikipedia]<br />
* Jon Beasley-Murray's course assignments to create Wikipedia articles: [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Murder_Madness_and_Mayhem Murder, Madness and Mayhem]<br />
* LFS350 asks students to create wiki pages rather than papers: http://wiki.ubc.ca/Course:LFS350<br />
* Physics course adds student-created learning objects into course curriculum: https://blogs.ubc.ca/phys101/<br />
<br />
<br />
'''Elsewhere'''<br />
* [http://chemwiki.ucdavis.edu/ Chemwiki]: the dynamic chemistry e-textbook, housed at University of California, Davis<br />
* Digital Storytelling 106 (DS106) at the University of Mary Washington (Virginia, USA) (facilitated by lots of people)<br />
* [http://eci831.ca/ An "open boundary" course on Social Media and Open Education] at the University of Regina, facilitated by [https://about.me/couros/ Alec Couros] (EC&I 831)<br />
* [https://mslocopen.wordpress.com/ Open Boundary course at Northwestern University] (Illinois, USA) on networked work and learning (MSLOC 430), facilitated by [https://about.me/jeffmerrell Jeff Merrell] and [http://www.sesp.northwestern.edu/profile/?p=787&/KimberlyScott/ Kimberly Scott]<br />
* [http://philosophy.talons43.ca/ Talons Philosophy], an open online high school course in philosophy run by [http://bryanjack.ca/ Bryan Jackson] in Coquitlam, BC (see further information [http://philosophy.talons43.ca/2014/09/23/open-online-participant-invite-for-2014-15/ here])<br />
* [http://thoughtvectors.net/ Thought Vectors in Concept Space] at Virginia Commonwealth University<br />
<br /></div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=File:Finding_%26_Assessing_Open_Education_Repositories_(OERs).pptx&diff=375292File:Finding & Assessing Open Education Repositories (OERs).pptx2015-08-18T23:07:56Z<p>ShawnnaParlongo: User created page with UploadWizard</p>
<hr />
<div>=={{int:filedesc}}==<br />
{{Information<br />
|description={{en|1=powerpoint}}<br />
|date=2015-08-18 16:07:35<br />
|source={{own}}<br />
|author=[[User:ShawnnaParlongo|ShawnnaParlongo]]<br />
|permission=<br />
|other_versions=<br />
}}<br />
<br />
=={{int:license-header}}==<br />
{{self|cc-by-sa-3.0}}<br />
<br />
<br />
[[Category:Uploaded with UploadWizard]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Sandbox:OpenEd_CTLTinst&diff=375291Sandbox:OpenEd CTLTinst2015-08-18T23:06:35Z<p>ShawnnaParlongo: </p>
<hr />
<div>==Possible Outcomes==<br />
*Give a definition of “open” and/or open educational resources<br />
:*Go over licensing details; implications of different licenses<br />
:*Criteria for assessing quality of OER<br />
:*Finding & Incorporating OER<br />
*Explain at least two pedagogical benefits to using and/or creating OER in teaching & learning<br />
:*Misconceptions of OER (quality myths)<br />
*Explain one or more courses/projects at UBC using/creating OER<br />
*Say how you might adapt an activity or assignment to make it more "open," and why this would be pedagogically a good thing to do<br />
<br />
==Possible Session Agenda==<br />
*Introductions--to us, to you --> 5 minutes<br />
<br />
*Defining openness and open educational resources (OER) in groups ---> 10 minutes<br />
*Discussion of openness and OER<br />
**Defining Open (Christina) - 5 minutes<br />
**Student benefits - (Daniel and Jenna) - 5 minutes<br />
**Aspects of CC licenses (Farnaz & Will) - 5 minutes<br />
**Assessing and Finding (Shawnna) - 5 minutes<br />
***Powerpoint Slides<br />
**Where do I put my own OER/curating/delivering - 2 minutes (Will)<br />
**Activity - each group locate and share a piece of OER and state why they selected it - 10 minutes<br />
<br />
*pedagogical benefits of OER and open courses - 10 minutes<br />
**Adaptability and Re-usability Paradox (Christina)<br />
**Student as Producer (Will)<br />
**Case study - FNH200<br />
<br />
*Groups: take a "traditional" assignment and discuss how you might use what we've talked about today to transform it (and why) - 5minutes<br />
*AMS campaign - 2 minutes & conclusion<br />
<br />
==Resources==<br />
==Past Slides==<br />
<br />
https://docs.google.com/presentation/d/1XM3wWaKIcpf0uhB3-iQUAHrcF2-lVMAq4by0IMmliWU/edit?usp=sharing<br />
<br />
=== Examples of open courses or OER ===<br />
<br />
A list of some examples can be found on the open.ubc.ca website, here: http://open.ubc.ca/learning/<br />
<br />
Please add other examples that you know of, below!<br />
<br />
===Resources===<br />
*[http://guides.library.ubc.ca/open_education UBC Library OER guide]<br />
<br />
'''At UBC'''<br />
* [http://artsone-open.arts.ubc.ca Arts One Open] at UBC<br />
* [http://videogame.law.ubc.ca/ Video Game Law] at UBC<br />
*[http://last100.arts.ubc.ca/ Intro to Latin America Studies] at UBC<br />
* [[Science:Math_Exam_Resources|Math Exam/Education Resources]] on the UBC Wiki<br />
* [[Course:FNH200|Judy Chan's Food Nutrition and Health course site]] on the UBC Wiki<br />
*[https://en.wikipedia.org/wiki/Education_Program:University_of_British_Columbia/Linguistics_%28Fall_2014%29 LING300 on Wikipedia]<br />
* Jon Beasley-Murray's course assignments to create Wikipedia articles: [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Murder_Madness_and_Mayhem Murder, Madness and Mayhem]<br />
* LFS350 asks students to create wiki pages rather than papers: http://wiki.ubc.ca/Course:LFS350<br />
* Physics course adds student-created learning objects into course curriculum: https://blogs.ubc.ca/phys101/<br />
<br />
<br />
'''Elsewhere'''<br />
* [http://chemwiki.ucdavis.edu/ Chemwiki]: the dynamic chemistry e-textbook, housed at University of California, Davis<br />
* Digital Storytelling 106 (DS106) at the University of Mary Washington (Virginia, USA) (facilitated by lots of people)<br />
* [http://eci831.ca/ An "open boundary" course on Social Media and Open Education] at the University of Regina, facilitated by [https://about.me/couros/ Alec Couros] (EC&I 831)<br />
* [https://mslocopen.wordpress.com/ Open Boundary course at Northwestern University] (Illinois, USA) on networked work and learning (MSLOC 430), facilitated by [https://about.me/jeffmerrell Jeff Merrell] and [http://www.sesp.northwestern.edu/profile/?p=787&/KimberlyScott/ Kimberly Scott]<br />
* [http://philosophy.talons43.ca/ Talons Philosophy], an open online high school course in philosophy run by [http://bryanjack.ca/ Bryan Jackson] in Coquitlam, BC (see further information [http://philosophy.talons43.ca/2014/09/23/open-online-participant-invite-for-2014-15/ here])<br />
* [http://thoughtvectors.net/ Thought Vectors in Concept Space] at Virginia Commonwealth University<br />
<br /></div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:Scholarly_versus_Popular_Sources/Definition&diff=374695Library:Scholarly versus Popular Sources/Definition2015-08-05T22:29:59Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Library:Scholarly versus Popular Sources/Definition/Scholarly}}<br />
<br />
<br />
To see the typical components of a scholarly journal article check out the [http://www.lib.ncsu.edu/tutorials/scholarly-articles/ '''Anatomy of a Scholarly Article'''] from North Carolina State University Libraries. <br />
<br />
====Popular sources====<br />
<br />
While many of your research projects will require you to read articles published in scholarly journals, books or other peer reviewed source of information, there is also a wealth of information to be found in more popular publications. These aim to inform a wide array of readers about issues of interest and are much more informal in tone and scope. Examples include general news, business and entertainment publications such as ''Time Magazine, Business Weekly, Vanity Fair''. <br />
<br />
* Note, special interest publications which are not specifically written for an academic audience are also considered "popular" i.e., ''National Geographic, Scientific American, Psychology Today''.<br />
<br />
====Professional/Trade sources====<br />
<br />
These are more specialized in nature than popular publications, but are not intended to be scholarly. These types of publications are aimed at experts in the field and/or keen amateurs, but the content focuses on news, trends in the field, promotional material etc. Research findings are not typically disseminated here - though they may report that a scholarly publication is forthcoming. These types of publications typically will contain more advertising than a scholarly journal - though it's usually targeted to the field in some way. Examples: ''Publishers Weekly; Variety; Education Digest''<br />
<br />
[[Category:Evaluating/Citing]]<br />
[[Category:Tutorial]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:Scholarly_versus_Popular_Sources/Definition/Scholarly&diff=374694Library:Scholarly versus Popular Sources/Definition/Scholarly2015-08-05T22:29:23Z<p>ShawnnaParlongo: Created page with "== Definition == A scholarly publication is one in which the content is written by experts in a particular field of study - generally for the purpose of sharing original rese..."</p>
<hr />
<div>== Definition ==<br />
<br />
A scholarly publication is one in which the content is written by experts in a particular field of study - generally for the purpose of sharing original research or analyzing others' findings. Scholarly work will thoroughly cite all source materials used and is usually subject to "peer review" prior to publication. This means that independent experts in the field review, or "referee" the publication to check the accuracy and validity of its claims. The primary audience for this sort of work is fellow experts and students studying the field. As a result the content is typically much more sophisticated and advanced than articles found in general magazines, or professional/trade journals. <br />
<br />
In brief, scholarly work is:<br />
<br />
*written ''by'' experts ''for'' experts<br />
*based on original research or intellectual inquiry<br />
*provides citations for all sources used<br />
*is usually peer reviewed prior to publication</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:Scholarly_versus_Popular_Sources/Definition&diff=374693Library:Scholarly versus Popular Sources/Definition2015-08-05T22:29:04Z<p>ShawnnaParlongo: </p>
<hr />
<div><br />
<br />
<br />
To see the typical components of a scholarly journal article check out the [http://www.lib.ncsu.edu/tutorials/scholarly-articles/ '''Anatomy of a Scholarly Article'''] from North Carolina State University Libraries. <br />
<br />
====Popular sources====<br />
<br />
While many of your research projects will require you to read articles published in scholarly journals, books or other peer reviewed source of information, there is also a wealth of information to be found in more popular publications. These aim to inform a wide array of readers about issues of interest and are much more informal in tone and scope. Examples include general news, business and entertainment publications such as ''Time Magazine, Business Weekly, Vanity Fair''. <br />
<br />
* Note, special interest publications which are not specifically written for an academic audience are also considered "popular" i.e., ''National Geographic, Scientific American, Psychology Today''.<br />
<br />
====Professional/Trade sources====<br />
<br />
These are more specialized in nature than popular publications, but are not intended to be scholarly. These types of publications are aimed at experts in the field and/or keen amateurs, but the content focuses on news, trends in the field, promotional material etc. Research findings are not typically disseminated here - though they may report that a scholarly publication is forthcoming. These types of publications typically will contain more advertising than a scholarly journal - though it's usually targeted to the field in some way. Examples: ''Publishers Weekly; Variety; Education Digest''<br />
<br />
[[Category:Evaluating/Citing]]<br />
[[Category:Tutorial]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:How_to_Write_an_Annotated_Bibliography/More_Help&diff=374604Library:How to Write an Annotated Bibliography/More Help2015-07-31T23:07:34Z<p>ShawnnaParlongo: /* Help at UBC */</p>
<hr />
<div>==More Help==<br />
===Check out these other online guides===<br />
<br />
*[http://library.ucsc.edu/help/howto/write-an-annotated-bibliography Write an Annotated Bibliography]. From the University of California, Santa Cruz Library this brief guide includes a good "how to" section on writing annotations as well as example entries.<br />
<br />
*[http://owl.english.purdue.edu/owl/resource/614/01/ Annotated Bibliographies]. From the Purdue Online Writing Lab (OWL), this guide provides clear explanations of the purpose and structure of annotated bibliographies. Also provides links to help with formatting in MLA and APA citation styles.<br />
<br />
*[http://www.lib.sfu.ca/help/writing/annotated-bibliography How to Write an Annotated Bibliography]. From Simon Fraser University Library, this guide explains the proper formatting for an annotated bibliography and provides examples written in MLA and APA style.<br />
<br />
*[http://www.writing.utoronto.ca/advice/specific-types-of-writing/annotated-bibliography Writing an Annotated Bibliography]. From the University of Toronto, this guide explains how to select suitable sources, summarize arguments and assess the "relevance and value" of sources. It also includes a very helpful vocabulary list to help you "summarize and discuss" the texts you've used.<br />
<br />
===Help at UBC===<br />
<br />
*[https://cstudies.ubc.ca/student-information/services/tutoring-services Writing Tutorial Services] - for writing help<br />
*[http://www.library.ubc.ca/home/ask-colorbox.html Ask a Librarian] - for help finding sources for your research and for help finding writing / citation guides.<br />
<br />
[[Category:Planning Research]]<br />
[[Category:Tutorial]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:How_to_Write_an_Annotated_Bibliography/Academic_Integrity&diff=374603Library:How to Write an Annotated Bibliography/Academic Integrity2015-07-31T23:02:20Z<p>ShawnnaParlongo: /* Where Can I Find out how to Cite Properly? */</p>
<hr />
<div>==Academic Integrity==<br />
<br />
Writing your annotations will require that you summarize each article's main arguments. In doing so you may find yourself quoting the author's words. Academic integrity requires that you cite direct quotations from the author's text. Failing to credit an author for his or her work or ideas is an example of plagiarism. <br />
<br />
'''Note''': normally you must also provide your reader with a citation every time you paraphrase or summarize someone else's work or ideas. As noted above, "failing to credit an author for his or her work or ideas is an example of plagiarism" ''even if presented in your own words.''<br />
<br />
However, an entry in an annotated bibliography by definition includes a summary of the original author's work. The reader already understands that your recap represents another person's "work or ideas." In this situation further citations are not necessary, though if you are writing an evaluative annotation your assessment of the author's work is expected to be your own original work. <br />
<br />
'''For more information''' about types of plagiarism, avoiding plagiarism, and what you do and do not need to document check out the website for the [http://help.library.ubc.ca/researching/academic-integrity Academic Integrity Resource Centre.] <br />
<br />
===Where Can I Find out how to Cite Properly?===<br />
<br />
Annotated bibliographies use the same sorts of citation styles that standard bibliographies and lists of works cited do. Your instructor will likely specify the style you are to use - but if not - you will have to choose one and ''use it consistently'' throughout your bibliography. <br />
<br />
*Pay particular attention to the your citation style's rules for:<br />
**how to reference multiple authors<br />
**line spacing<br />
**capitalizing (or not) book & article titles<br />
**indent placement<br />
**page margins<br />
<br />
*Check out the Library's Guide to Citing [http://help.library.ubc.ca/researching/how-to-cite/ '''here'''] to learn more about using APA, MLA, Chicago/Turabian and other styles.<br />
<br />
===More Academic Integrity Resources===<br />
<br />
*For an excellent guide to paraphrasing see: [http://owl.english.purdue.edu/owl/resource/563/02/ Paraphrase: Write it in your own words], from Purdue's Online Writing Lab (OWL). <br />
*For more information about academic integrity and avoiding plagiarism see [http://help.library.ubc.ca/researching/academic-integrity/ UBC Library's Academic Integrity Resource Centre]<br />
<br />
<br />
[[Category:Planning Research]]<br />
[[Category:Tutorial]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:Evaluating_Information_Sources&diff=374412Library:Evaluating Information Sources2015-07-24T21:14:24Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Library:Evaluating_Information_Sources/Why_Evaluate}}<br />
{{Library:Evaluating_Information_Sources/Why_Evaluate/Credit}}<br />
<br />
{{Library:Evaluating_Information_Sources/Authority}}<br />
{{Library:Evaluating_Information_Sources/Accuracy}}<br />
{{Library:Evaluating Information Sources/Scope}}<br />
==Primary Sources==<br />
<br />
{{Library:Guide_to_Finding_Primary_Sources/Preamble}}<br />
<br />
*Learn about finding [http://wiki.ubc.ca/Library:Guide_to_Finding_Primary_Sources#Humanities primary sources in Humanities disciplines]<br />
*Learn about finding [http://wiki.ubc.ca/Library:Guide_to_Finding_Primary_Sources#Social_Sciences primary sources in Social Sciences disciplines]<br />
*Learn about finding [http://wiki.ubc.ca/Library:Guide_to_Finding_Primary_Sources#Sciences primary sources in Science disciplines]<br />
<br />
==Video Recap==<br />
<br />
View the following video for a brief recap of the highlights from this guide:<br />
*Accurate sub-titles have been uploaded. Click the Youtube Subtitles/CC icon to turn them on. <br />
<br />
{{#widget:YouTube|id=VfMh9Gd79iU|height=315|width=420}}<br />
<br />
[[Category:Evaluating/Citing]]<br />
[[Category:Tutorial]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:How_to_Cite/Videos&diff=374411Library:How to Cite/Videos2015-07-24T21:13:57Z<p>ShawnnaParlongo: </p>
<hr />
<div>Watch the following videos for a recap of select information from this guide.<br />
*Accurate sub-titles have been uploaded. Click the Youtube Subtitles/CC icon to turn them on. <br />
<br />
<br />
{{#widget:YouTube|id=mtefk8GEPsc|height=315|width=420}}<br />
<br />
<br />
{{#widget:YouTube|id=_BjdnANu9HU|height=315|width=420}} <br />
<br />
<br />
{{#widget:YouTube|id=QZDg7Vh8E6Q|height=315|width=420}}</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:Scholarly_versus_Popular_Sources&diff=374410Library:Scholarly versus Popular Sources2015-07-24T21:12:39Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Library:Scholarly versus Popular Sources/Definition}}<br />
<br />
==Quick Reference==<br />
<br />
There are key differences between scholarly, popular and professional publications. For a side-by-side comparison check out our [http://wiki.ubc.ca/Library:Scholarly_versus_Popular_Sources/Quick_Reference?action=render '''Quick Reference chart'''.]<br />
<br />
If you'd like to print out a copy of the comparison chart you can [[Media:Scholarly-versus-Popular-Sources.pdf | download a PDF version here.]]<br />
<br />
{{Library:Scholarly versus Popular Sources/Finding Scholarly Research}}<br />
<br />
{{Library:Scholarly versus Popular Sources/Caution}}<br />
<br />
{{Library:Scholarly versus Popular Sources/Confirm}}<br />
<br />
==Video Recap==<br />
<br />
View the following video for a brief recap of the highlights from this guide:<br />
*Accurate sub-titles have been uploaded. Click the Youtube Subtitles/CC icon to turn them on. <br />
{{#widget:YouTube|id=KIbD3fC0K1c|height=315|width=420}}<br />
<br />
[[Category:Evaluating/Citing]]<br />
[[Category:Tutorial]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:Scholarly_versus_Popular_Sources&diff=374403Library:Scholarly versus Popular Sources2015-07-24T17:47:40Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Library:Scholarly versus Popular Sources/Definition}}<br />
<br />
==Quick Reference==<br />
<br />
There are key differences between scholarly, popular and professional publications. For a side-by-side comparison check out our [http://wiki.ubc.ca/Library:Scholarly_versus_Popular_Sources/Quick_Reference?action=render '''Quick Reference chart'''.]<br />
<br />
If you'd like to print out a copy of the comparison chart you can [[Media:Scholarly-versus-Popular-Sources.pdf | download a PDF version here.]]<br />
<br />
{{Library:Scholarly versus Popular Sources/Finding Scholarly Research}}<br />
<br />
{{Library:Scholarly versus Popular Sources/Caution}}<br />
<br />
{{Library:Scholarly versus Popular Sources/Confirm}}<br />
<br />
==Video Recap==<br />
<br />
View the following video for a brief recap of the highlights from this guide:<br />
<br />
{{#widget:YouTube|id=KIbD3fC0K1c|height=315|width=420}}<br />
<br />
[[Category:Evaluating/Citing]]<br />
[[Category:Tutorial]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:Evaluating_Information_Sources&diff=374402Library:Evaluating Information Sources2015-07-24T17:45:02Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Library:Evaluating_Information_Sources/Why_Evaluate}}<br />
{{Library:Evaluating_Information_Sources/Why_Evaluate/Credit}}<br />
<br />
{{Library:Evaluating_Information_Sources/Authority}}<br />
{{Library:Evaluating_Information_Sources/Accuracy}}<br />
{{Library:Evaluating Information Sources/Scope}}<br />
==Primary Sources==<br />
<br />
{{Library:Guide_to_Finding_Primary_Sources/Preamble}}<br />
<br />
*Learn about finding [http://wiki.ubc.ca/Library:Guide_to_Finding_Primary_Sources#Humanities primary sources in Humanities disciplines]<br />
*Learn about finding [http://wiki.ubc.ca/Library:Guide_to_Finding_Primary_Sources#Social_Sciences primary sources in Social Sciences disciplines]<br />
*Learn about finding [http://wiki.ubc.ca/Library:Guide_to_Finding_Primary_Sources#Sciences primary sources in Science disciplines]<br />
<br />
==Video Recap==<br />
<br />
View the following video for a brief recap of the highlights from this guide:<br />
<br />
{{#widget:YouTube|id=VfMh9Gd79iU|height=315|width=420}}<br />
<br />
[[Category:Evaluating/Citing]]<br />
[[Category:Tutorial]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:How_to_Cite/Videos&diff=374401Library:How to Cite/Videos2015-07-24T17:43:34Z<p>ShawnnaParlongo: </p>
<hr />
<div>Watch the following videos for a recap of select information from this guide.<br />
<br />
<br />
<br />
{{#widget:YouTube|id=mtefk8GEPsc|height=315|width=420}}<br />
<br />
<br />
{{#widget:YouTube|id=_BjdnANu9HU|height=315|width=420}} <br />
<br />
<br />
{{#widget:YouTube|id=QZDg7Vh8E6Q|height=315|width=420}}</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:How_to_Write_an_Annotated_Bibliography/Academic_Integrity&diff=374367Library:How to Write an Annotated Bibliography/Academic Integrity2015-07-23T21:33:16Z<p>ShawnnaParlongo: </p>
<hr />
<div>==Academic Integrity==<br />
<br />
Writing your annotations will require that you summarize each article's main arguments. In doing so you may find yourself quoting the author's words. Academic integrity requires that you cite direct quotations from the author's text. Failing to credit an author for his or her work or ideas is an example of plagiarism. <br />
<br />
'''Note''': normally you must also provide your reader with a citation every time you paraphrase or summarize someone else's work or ideas. As noted above, "failing to credit an author for his or her work or ideas is an example of plagiarism" ''even if presented in your own words.''<br />
<br />
However, an entry in an annotated bibliography by definition includes a summary of the original author's work. The reader already understands that your recap represents another person's "work or ideas." In this situation further citations are not necessary, though if you are writing an evaluative annotation your assessment of the author's work is expected to be your own original work. <br />
<br />
'''For more information''' about types of plagiarism, avoiding plagiarism, and what you do and do not need to document check out the website for the [http://help.library.ubc.ca/researching/academic-integrity Academic Integrity Resource Centre.] <br />
<br />
===Where Can I Find out how to Cite Properly?===<br />
<br />
Annotated bibliographies use the same sorts of citation styles that standard bibliographies and lists of works cited do. Your instructor will likely specify the style you are to use - but if not - you will have to choose one and ''use it consistently'' throughout your bibliography. <br />
<br />
*Pay particular attention to the your citation style's rules for:<br />
**how to reference multiple authors<br />
**line spacing<br />
**capitalizing (or not) book & article titles<br />
**indent placement<br />
**page margins<br />
<br />
*Check out the Library's Guide to Citing [http://help.library.ubc.ca/researching/how-to-cite/ '''here'''] to learn more about using APA, MLA, Chicago/Turabian and other styles.<br />
<br />
<br />
===More Academic Integrity Resources===<br />
<br />
*For an excellent guide to paraphrasing see: [http://owl.english.purdue.edu/owl/resource/563/02/ Paraphrase: Write it in your own words], from Purdue's Online Writing Lab (OWL). <br />
*For more information about academic integrity and avoiding plagiarism see [http://help.library.ubc.ca/researching/academic-integrity/ UBC Library's Academic Integrity Resource Centre]<br />
<br />
<br />
[[Category:Planning Research]]<br />
[[Category:Tutorial]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:How_to_Cite/Videos&diff=374193Library:How to Cite/Videos2015-07-16T21:18:28Z<p>ShawnnaParlongo: </p>
<hr />
<div>Watch the following videos for a recap of select information from this guide.<br />
<br />
<br />
<br />
{{#widget:YouTube|id=mtefk8GEPsc|height=315|width=420}}<br />
<br />
<br />
{{#widget:YouTube|id=_BjdnANu9HU|height=315|width=420}} h<br />
<br />
<br />
{{#widget:YouTube|id=QZDg7Vh8E6Q|height=315|width=420}}</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:How_to_Cite_Sources&diff=374191Library:How to Cite Sources2015-07-16T21:12:27Z<p>ShawnnaParlongo: </p>
<hr />
<div>{{Library:How_to_Cite_Sources/Intro}}<br />
<br />
{{Learning Commons:Chapman Learning Commons/How to Cite Sources}}<br />
<br />
{{Library:How_to_Cite/Videos}}<br />
<br />
[[Category:Evaluating/Citing]]<br />
[[Category:Tutorial]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:How_to_Cite/Videos&diff=374189Library:How to Cite/Videos2015-07-16T21:10:37Z<p>ShawnnaParlongo: </p>
<hr />
<div>For a recap of the information from this guide you can watch the following videos.<br />
<br />
<br />
<br />
{{#widget:YouTube|id=mtefk8GEPsc|height=315|width=420}}<br />
<br />
<br />
{{#widget:YouTube|id=_BjdnANu9HU|height=315|width=420}} h<br />
<br />
<br />
{{#widget:YouTube|id=QZDg7Vh8E6Q|height=315|width=420}}</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:How_to_Cite/Videos&diff=374188Library:How to Cite/Videos2015-07-16T21:08:33Z<p>ShawnnaParlongo: /* How to Cite: When & Why */</p>
<hr />
<div>For a recap of the information from this guide you can watch the following videos.<br />
<br />
===Citing: When & Why===<br />
<br />
{{#widget:YouTube|id=mtefk8GEPsc|height=315|width=420}}<br />
<br />
===Elements of a Citation===<br />
<br />
{{#widget:YouTube|id=_BjdnANu9HU|height=315|width=420}} h<br />
<br />
===Using Style Manuals===<br />
<br />
{{#widget:YouTube|id=QZDg7Vh8E6Q|height=315|width=420}}</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:How_to_Cite/Videos&diff=374187Library:How to Cite/Videos2015-07-16T21:03:24Z<p>ShawnnaParlongo: </p>
<hr />
<div>For a recap of the information from this guide you can watch the following videos.<br />
<br />
===How to Cite: When & Why===<br />
<br />
{{#widget:YouTube|id=mtefk8GEPsc|height=315|width=420}} <br />
<br />
===Elements of a Citation===<br />
<br />
{{#widget:YouTube|id=_BjdnANu9HU|height=315|width=420}} h<br />
<br />
===Using Style Manuals===<br />
<br />
{{#widget:YouTube|id=QZDg7Vh8E6Q|height=315|width=420}}</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:How_to_Cite/Videos&diff=374186Library:How to Cite/Videos2015-07-16T20:34:05Z<p>ShawnnaParlongo: Created page with "For a recap of the information from this guide you can watch the following videos. How to Cite: When & Why https://youtu.be/mtefk8GEPsc?list=PLG5UGIHVtlPRYoUsg2CFg6Lx6aPy1Fr..."</p>
<hr />
<div>For a recap of the information from this guide you can watch the following videos.<br />
<br />
How to Cite: When & Why<br />
<br />
https://youtu.be/mtefk8GEPsc?list=PLG5UGIHVtlPRYoUsg2CFg6Lx6aPy1FrnZ<br />
<br />
Elements of a Citation<br />
<br />
https://youtu.be/_BjdnANu9HU?list=PLG5UGIHVtlPRYoUsg2CFg6Lx6aPy1FrnZ<br />
<br />
Using Style Manuals<br />
<br />
https://youtu.be/QZDg7Vh8E6Q?list=PLG5UGIHVtlPRYoUsg2CFg6Lx6aPy1FrnZ</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:How_to_Cite/Major_Style_Guides&diff=371551Library:How to Cite/Major Style Guides2015-05-22T21:14:04Z<p>ShawnnaParlongo: /* CSE (Council of Science Editors) */</p>
<hr />
<div>==Major Styles==<br />
<br />
===ACS (American Chemical Society)=== <br />
ACS is the standard style used for Chemistry.<br />
<br />
*[http://ezproxy.library.ubc.ca/login?url=http://pubs.acs.org/isbn/9780841239999 ACS Style Guide (ebook)]<br />
*[http://resolve.library.ubc.ca/cgi-bin/catsearch?title=ACS+Style+Guide ACS Style Guide (available at UBC Library)]<br />
<br />
{{Learning_Commons:Chapman_Learning_Commons/APA}}<br />
<br />
===ASCE (American Society of Civil Engineers)===<br />
*[http://www.asce.org/Content.aspx?id=29594 ASCE Author's Guide: Writing Style]<br />
<br />
===Biology 140===<br />
*[http://www.zoology.ubc.ca/bio1 UBC First Year Biology Website]<br />
<br />
{{Learning_Commons:Chapman_Learning_Commons/Chicago_Style}}<br />
<br />
===CSE (Council of Science Editors)===<br />
<br />
*[http://resolve.library.ubc.ca/cgi-bin/catsearch?title=Scientific+Style+and+Format Scientific style and format: The CSE manual for authors, editors, and publishers]<br />
<br />
===HARVARD===<br />
A parenthetical style used most commonly in the UK and Australia. <br />
<br />
*[http://guides.is.uwa.edu.au/harvard Harvard guide from the University of Western Australia]<br />
*[http://libweb.anglia.ac.uk/referencing/harvard.htm Guide from Anglia Ruskin University]<br />
<br />
===IEEE Style (Institute of Electrical and Electronics Engineers)===<br />
IEEE Style is used primarily in Electrical and Computer Engineering<br />
<br />
*[http://www.ieee.org/documents/stylemanual.pdf Documentation: IEEE Style Manual (official)]<br />
<br />
===Legal===<br />
Used primarily in Law<br />
*[http://libguides.library.ubc.ca/legalcitation Legal Citation Guide]<br />
<br />
{{Learning_Commons:Chapman_Learning_Commons/MLA}}<br />
<br />
===Vancouver Style / Uniform Requirements for Manuscripts Submitted to Biomedical Journals===<br />
Commonly used in medical and scientific journals<br />
*[http://www.library.uq.edu.au/training/citation/vancouv.pdf Vancouver Style 'How To' Guide (University of Queensland Library)]<br />
*[http://libguides.library.curtin.edu.au/content.php?pid=141214&sid=1335392 Vancouver Referencing (Curtain University Library)]<br />
*[http://www.ncbi.nlm.nih.gov/books/NBK7256/ Citing Medicine: NLM Style Guide for Authors, Editors, and Publishers (National Library of Medicine)]<br />
<br />
[[Category:Evaluating/Citing]]<br />
[[Category:Tutorial]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:How_to_Cite/Using_Style_Guides&diff=371548Library:How to Cite/Using Style Guides2015-05-22T21:11:29Z<p>ShawnnaParlongo: </p>
<hr />
<div>==Using Style Guides==<br />
<br />
<br />
Most citation styles require that you cite the same or similar elements for each material type but differ on things like the order and layout in which the elements appear. So, while the details may be different, the basic pieces of information you'll need to cite will often be the same.<br />
<br />
<br />
===Which style should I use?===<br />
<br />
Your instructor may assign a specific style for you to follow. If so, use the style consistently throughout your paper - in the layout of the paper (margins, line spacing, cover page), in the footnotes/in-text citations and in your final list of references. <br />
<br />
*If you are not assigned a specific style to use then you are free to choose whichever style you would like to use - again, be consistent.<br />
**Many programs and disciplines have a preferred style, e.g., Psychology - APA style; History - Chicago style; English - MLA style. If you aren't sure which style to choose it's probably best to use the style most preferred by your program/discipline.<br />
<br />
===Are some Help-Guides/Sites better than others?===<br />
<br />
It depends on your needs:<br />
<br />
*If you need to cite a ''wide variety'' of sources and material types you probably need a very detailed guide. <br />
**In this case the official manual for the style is your best bet. <br />
**For example, [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=3849138 MLA], [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=4004820 APA], [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=4344032 Chicago], and [http://www.ncbi.nlm.nih.gov/books/NBK7256/ Vancouver/Uniform] styles all have official manuals which the Library owns. These are exhaustively detailed and act as the "final say" if you find conflicting advice elsewhere.<br />
<br />
*If you just need a ''quick refresher'' on how to format something in a style you've used before an online guide or tip-sheet might be best.<br />
**[http://www.ubc.ca/okanagan/library/citations.html UBC Library] has some great tip sheets for using APA, MLA and Chicago/Turabian styles<br />
**[https://owl.english.purdue.edu/ OWL] from Purdue University has great quick-guides to using APA and MLA styles<br />
**[http://libguides.library.curtin.edu.au/content.php?pid=141214&sid=1335392 Curtin University Library] has a guide for Vancouver/Uniform style<br />
<br />
===I'm looking at the style guide - now what?===<br />
<br />
If you've never used a style guide before it can be confusing to navigate. The index may be the easiest way to get to the page you need to consult - but first you need to analyze your source and determine which citation elements you'll need to record.<br />
<br />
[[File:Citation-analyze.gif|400px|Analyze your sources]]<br />
<br />
'''<big>Start with</big>''' authorship:<br />
<br />
*Does the source have an author? Multiple authors? Is the author unknown or pseudonymous? You'll find the rules for formatting all these options in the index under "Author(s)," "Authorship" or similar term. <br />
<br />
[[File:Citation-index.jpg|600px|Check the index]]<br />
<br />
'''<big>Now look</big>''' at the format type of your source. Finding the rules for citing different types of sources works the same way as finding out how to cite different types of authors - consult the index.<br />
<br />
*Are you quoting a book? A journal article? A blog entry? A sacred text? A section of a website? <br />
*Different format types have different elements that must be recorded – so look the format up in the index to see all the pieces of information you need to include in the citation.<br />
<br />
'''<big>Finally,</big>''' make sure that you look up the rules for formatting your citation both in the text of your paper and in the list of works cited/bibliography. <br />
<br />
*Often the formatting rules are substantially different, e.g., you may find that the rules make you indent your in-text citations differently from how they appear in the bibliography, or the way multiple authors are handled may be very different.<br />
<br />
[[Category:Evaluating/Citing]]<br />
[[Category:Tutorial]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:Module_2_Overview_of_Website_Content&diff=369650Library:Module 2 Overview of Website Content2015-05-06T16:57:05Z<p>ShawnnaParlongo: </p>
<hr />
<div><br />
== UBC Library Homepage==<br />
<br />
The UBC Library homepage offers a variety of services and resources to students for their coursework, but navigating the website can be confusing. This tutorial will introduce you to key features of the library homepage. <br />
<br />
To find the UBC Library homepage go to: [http://www.library.ubc.ca www.library.ubc.ca] <br />
<br />
<br />
<br />
[[File:Library homepage.png|750px|center]]<br />
<br />
<br />
<br />
===== Key Features of the Library Homepage =====<br />
There are a number of features and services on the library website. While this can be daunting, learning about the website will make your searching experience easier. The features shown here highlight services and resources you will need to complete research for your courses. <br />
<br />
<br />
<span style="color:#006699">'''1'''</span> '''Search Collections'''<br />
:Search Collections is a portal where you can search through all the materials the Library owns or licences.<br />
<br />
<span style="color:#006699">'''2'''</span> '''Use the Library'''<br />
:Use the Library shows links to information on borrowing, library equipment and services, booking study rooms and accessing online materials from home.<br />
<br />
<span style="color:#006699">'''3'''</span> '''Get Research Help'''<br />
:Get Research Help links to guides covering the research process - including getting started, evaluating and citing sources and getting published.<br />
<br />
<span style="color:#006699">'''4'''</span> '''Search Box (General)'''<br />
:The large search box tab labeled ''General'' allows you to search through the Library's collections. This search box is called '''Summon'''. Summon is the Library's most comprehensive search engine. Fast and powerful, it is a good starting point no matter what your topic. Use it to find information in any discipline and pretty much any format: journal articles, print and electronic books, dissertations, maps, CDs and DVDs and much more. You will learn more about Summon in this tutorial.<br />
<br />
<span style="color:#006699">'''5'''</span> '''Login'''<br />
:To access your library account and library resources away from campus, login to the library using the '''Login''' link. To login you will need your [http://it.ubc.ca/service_catalogue/login-passwords/campus-wide-login Campus Wide Login (CWL)] or your UBC Card barcode and pin. Your library account provides you with information about materials you have borrowed and late fees. You will also be able to renew materials you have checked out. <br />
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To learn how to find links to the most commonly used pages on the website and how to use all the search tabs in the Library search box, watch this short video:<br />
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{{#widget:YouTube|id=CQw7BH2vIrw|height=360|width=480}}<br />
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[[Category:Tutorial]]<br />
[[Category:Undergraduate Library Tutorial]]<br />
[[Category:Planning Research]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:Module_2_Overview_of_Website_Content&diff=369649Library:Module 2 Overview of Website Content2015-05-06T16:55:18Z<p>ShawnnaParlongo: /* UBC Library Homepage */</p>
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== UBC Library Homepage==<br />
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The UBC Library homepage offers a variety of services and resources to students for their coursework, but navigating the website can be confusing. This tutorial will introduce you to key features of the library homepage. <br />
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To find the UBC Library homepage go to: [http://www.library.ubc.ca www.library.ubc.ca] <br />
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[[File:Library homepage.png|750px|center]]<br />
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===== Key Features of the Library Homepage =====<br />
There are a number of features and services on the library website. While this can be daunting, learning about the website will make your searching experience easier. The features shown here highlight services and resources you will need to complete research for your courses. <br />
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<span style="color:#006699">'''1'''</span> '''Search Collections'''<br />
:Search Collections is a portal where you can search through all the materials the Library owns or licences.<br />
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<span style="color:#006699">'''2'''</span> '''Use the Library'''<br />
:Use the Library shows links to information on borrowing, library equipment and services, booking study rooms and accessing online materials from home.<br />
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<span style="color:#006699">'''3'''</span> '''Get Research Help'''<br />
:Get Research Help links to guides covering the research process - including getting started, evaluating and citing sources and getting published.<br />
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<span style="color:#006699">'''4'''</span> '''Search Box (General)'''<br />
:The large search box tab labeled ''General'' allows you to search through the Library's collections. This search box is called '''Summon'''. Summon is the Library's most comprehensive search engine. Fast and powerful, it is a good starting point no matter what your topic. Use it to find information in any discipline and pretty much any format: journal articles, print and electronic books, dissertations, maps, CDs and DVDs and much more. You will learn more about Summon in this tutorial.<br />
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<span style="color:#006699">'''5'''</span> '''Login'''<br />
:To access your library account and library resources away from campus, login to the library using the '''Login''' link. To login you will need your [http://it.ubc.ca/service_catalogue/login-passwords/campus-wide-login Campus Wide Login (CWL)] or your UBC Card barcode and pin. Your library account provides you with information about materials you have borrowed and late fees. You will also be able to renew materials you have checked out. <br />
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To learn how to navigate the library homepage and more about the features mentioned above, watch this short video:<br />
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{{#widget:YouTube|id=CQw7BH2vIrw|height=360|width=480}}<br />
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[[Category:Tutorial]]<br />
[[Category:Undergraduate Library Tutorial]]<br />
[[Category:Planning Research]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:Undergraduate_Library_Tutorial/Introduction&diff=369520Library:Undergraduate Library Tutorial/Introduction2015-05-04T22:44:06Z<p>ShawnnaParlongo: </p>
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<div>{{Library:Undergraduate_Library_Tutorial/Introduction/Banner}}<br />
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:<span style="color:#2F5D7C">'''''<big><big><big>Welcome to the Basic Library Skills Tutorial!</big></big></big>'''''</span><br />
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:The '''Basic Library Skills Tutorial''' will introduce you to the core knowledge needed to complete quality research using UBC Library resources. Each module should take no more than 20 minutes to complete and follows this basic structure:<br />
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:# A list of core learning objectives for the module. <br />
:# Textual information explaining the concepts and ideas of the module.<br />
:# A short video visually illustrating the activity described in the text of the module.<br />
:# A self assessment of the knowledge you obtained from the module. <br />
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:<span style="color:#2F5D7C">'''Module 1 - Preparing for Research'''</span> <br />
::* This module covers understanding the requirements of an assignment, developing a research question using a variety of techniques and making your research topic ready for searching using Library resources.<br />
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:<span style="color:#2F5D7C">'''Module 2 - Overview of the Library Website'''</span><br />
::* This module illustrates the key features of the UBC Library website, including your Library account.<br />
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:<span style="color:#2F5D7C">'''Module 3 - Finding Books'''</span><br />
::* This module illustrates how to read a book citation, locating a book by title and topic using Summon and the library catalogue and finding a book on the shelf.<br />
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:<span style="color:#2F5D7C">'''Module 4 - Finding Articles'''</span><br />
::* This module discusses the features of a journal article citation, locating a journal article by title and topic using Summon, narrowing down your results and idenitfying subject specific databases using Research Guides.<br />
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:<span style="color:#2F5D7C">'''Module 5 - Evaluating Information Sources'''</span><br />
::* This module illustrates the importance of understanding the publishing life cycle of information, evaluating information sources to use in your research and identifying scholarly and popular sources.<br />
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[[Category:Tutorial]]<br />
[[Category:Undergraduate Library Tutorial]]<br />
[[Category:Planning Research]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Library:Undergraduate_Library_Tutorial/Introduction/Banner&diff=369519Library:Undergraduate Library Tutorial/Introduction/Banner2015-05-04T22:43:11Z<p>ShawnnaParlongo: Created page with "center"</p>
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<div>[[File:Library_panorama.jpg|700px|center]]</div>ShawnnaParlongohttps://wiki.ubc.ca/index.php?title=Sandbox:Welcome_to_Koerner_Library&diff=369452Sandbox:Welcome to Koerner Library2015-05-04T19:25:34Z<p>ShawnnaParlongo: </p>
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<div>[[File:Koerner Library Front Entrance.jpg|Front entrance, Koerner Library]]<br />
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== Koerner Library == <br />
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...is the humanities and social sciences branch at UBC - V and has books, journals, cds and dvds, newspapers, maps, government publications and much more. The subject areas we cover include: Anthropology, English, Geography, History, Political Science, Psychology, Sociology, Religious Studies, Social Work, Film Studies, Theatre and more. For a full list of the areas we cover visit the [http://directory.library.ubc.ca/people/subjectlibrarians/People.division_id:17 Humanities and Social Sciences Librarians’ page].<br />
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===Learn About===<br />
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<big>To learn more</big> about the '''services and collections''' available at Koerner watch this quick virtual tour of the main floor:<br />
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{{#widget:YouTube|id=1ZBTXCseG0E|height=315|width=420}} <br />
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*You can also watch a [https://www.youtube.com/watch?v=RJdMvzxe7Lc virtual tour of floor 2], which introduces the research help desk, our labs, and our public workstations and printers.<br />
*Watch our [https://www.youtube.com/watch?v=FpIlzABr8rY virtual tour of floor 1] to learn more about our group study rooms, compact shelving and how the call numbers are labelled on our bookshelves.<br />
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<big>To learn what</big> a '''call number''' is, and how to use them to locate items on the Library shelves click to open <br />
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<big>To learn more</big> about how the '''Library website''' is organized and which quick links will answer our most commonly asked questions watch this brief video:<br />
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{{#widget:YouTube|id=xcugMtFnBZI|height=315|width=420}}<br />
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[[Category: Tutorial]]<br />
[[Category: Koerner Library]]</div>ShawnnaParlongo