Skills Exercise 4_ Finding Articles in Subject-Specific Databases
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School
University of Rhode Island *
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Course
150
Subject
Information Systems
Date
Dec 6, 2023
Type
Pages
5
Uploaded by SargentWorldWallaby32
Skills Exercise 4: Finding Articles in Subject-Specific Databases
Directions:
When a country hosts the Olympic Games, there are a lot of investments and factors that have
both long-term and short-term effects on the country and its economy. You need to find a
popular, trade/professional, or scholarly article that discusses the economic aspects of the
Olympics by following the steps below:
1.
Choose a
subject-specific
database with articles that you think is relevant/would have
information on this topic. Do not use a general, interdisciplinary database (e.g. Academic
Search Complete, JSTOR)—although, it is acceptable to use a subject-specific database
that gives you the
record
of a source but requires you to go to a general database for the
full-text
(this can be confusing, so don’t hesitate to email me if you have a question or
want me to double check your source!).
2.
Find an article that is…
a.
At least 2 pages long
b.
In English
c.
Less than 10 years old
d.
An article
—not a book review, book chapter, editorial, encyclopedia article, etc.
e.
Accessible in full-text through one of the URI Libraries databases (either html or
pdf is fine).
To pass this assignment, you must:
●
Find an article in a subject-specific database that meets all of the requirements above
(under 2).
●
Identify the subject-specific database used to find the article.
●
Create a citation for your article in APA, 7
th
edition with no more than minor errors.
Minor errors
include mistakes like accidentally capitalizing too many words in a title, forgetting
to only include the author’s first and middle initials, formatting one piece of information
according to a previous edition of APA, etc.
Major errors
include mistakes like missing pieces of
information, citing in another citation style, not using a citation style at all, or having more than
three minor errors.
●
Compose an annotation of
at least
130 words that describes the source, identifies if it is
scholarly, trade, or poplar, and evaluates the authority, relevance, and purpose by
applying the CRAAP test.
PART 1: THE DATABASE
What database did you use to find your article?
*
Be specific (i.e. don’t respond with “EBSCOhost” or “ProQuest” since these include dozens of
databases).
How confident do you feel about your answer to Part 1? *Highlight which response you identify with the
most strongly.
Confident
Somewhat confident
Not confident
PART 2: CITING AND ACCESSING YOUR ARTICLE
Cite the article that you chose in APA format (7
th
edition). *There is an example citation at the
end of this document.
*
You may also want to check out the
Excelsior guide for APA citations
or our previous class content from
the APA workshop for a refresh.
Provide the permanent link to the article below
.
*Use the permalink from the database you used to
locate
the article (not the permalink from the library
catalog or where you accessed the article in full text—remember that this is key to proving you used a
subject-specific database to find your article).
Provide a screenshot/picture of the first page of the article that you found (this can be embedded
or uploaded as a separate attachment).
How confident do you feel about your answer to Part 2? *Highlight which response you identify with the
most strongly.
Confident
Somewhat confident
Not confident
PART 3: ANNOTATING AND EVALUATING YOUR ARTICLE
Write an annotation (~150 words) that describes the source (1-2 sentences), identifies whether it
is scholarly, trade, or popular, and evaluates the source for its quality using the CRAAP test,
emphasizing authority using the author’s credentials, relevance to scenario, and purpose. USE
YOUR OWN WORDS. For an example, see end of document.
How confident do you feel about your answer to Part 3? *Highlight which response you identify with the
most strongly.
Confident
Somewhat confident
Not confident
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Example article citation and annotation:
*This is for some of my own research into collaborations between libraries and writing centers (to help
you gauge relevance).
Jackson, H. A. (2017). Collaborating for student success: An e-mail survey of U.S. libraries and writing
centers.
The Journal of Academic Librarianship, 43
(4), 281-296.
https://doi.org/10.1016/j.acalib.2017.04.005
In this article, Jackson explores responses to a survey that examined collaborations of libraries
and writing centers. Jackson found that common areas of collaboration include instruction,
student appointments, student orientations or trainings, faculty orientations or training, classroom
presentations, embedded librarian in writing space, combined programming, and training staff. Written to inform experts and other professional librarians, this scholarly article was published
only four years ago, indicating that it is still highlighting relevant and current trends in library
collaboration. Jackson has the authority to publish on this topic as she has held multiple academic
librarian positions in which she’s collaborated with writing centers and has her master’s in library
and information studies. Her research is reliable because it includes data she has collected,
references to other scholarly works, and is published in a scholarly journal that is peer-reviewed.
This article is relevant to my research needs because it provides a comprehensive overview of all
the different ways that librarians are collaborating with college writing centers, identifying which
collaborations are most common.
If you would like to see how this annotation meets each of the above criteria, see the color-coded
version below:
○
1-2 sentence summary description of the book and what is included in the book
○
Information about the author’s or authors’ credentials and/or expertise
○
Information about the relevance of the source
○
Information about the purpose of the source
○
Other CRAAP criteria (accuracy and currency)
In this article, Jackson explores responses to a survey that examined collaborations of libraries and
writing centers. Jackson found that common areas of collaboration include instruction, student
appointments, student orientations or trainings, faculty orientations or training, classroom presentations,
embedded librarian in writing space, combined programming, and training staff. Written to inform
experts and other professional librarians, this scholarly article was published only four years ago,
indicating that it is still highlighting relevant and current trends in library collaboration. Jackson has the
authority to publish on this topic as she has held multiple academic librarian positions in which she’s
collaborated with writing centers and has her master’s in library and information studies.
Her research is
reliable because it includes data she has collected, references to other scholarly works, and is published in
a scholarly journal that is peer-reviewed.
This article is relevant to my research needs because it provides
a comprehensive overview of all the different ways that librarians are collaborating with college writing
centers, identifying which collaborations are most common.