Resource Assignment
jachen1114
SJSUResearchWorkshop.pptx
Research
Workshop
Day 1
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Lecture
Lecture
Homework
Scholarly Resource
Preparing for your Interview
Reviewing the Research Proposal
Effective Online/Keyword Searches
Navigating the Academic Search Engines
Plagiarism
Key Terms
Research and Source Identification
Day 1 Agenda
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he Norton Field Guide describes plagiarism as “using other people’s words and ideas without acknowledgment” (491).
Specifically, plagiarism occurs when “(1) using another writer’s words or ideas without acknowledging the source, (2) using another’s writer’s exact words without quotation marks, and (3) paraphrasing or summarizing someone else’s ideas using language or sentence structures that are too close to theirs” (The Norton Field Guide 495).
Plagiarism
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A technique for manipulating an audience through rhetorical deception.
A method of argument designed to manipulate people into questioning their direct experience. Gaslighting techniques will attempt to have their audience doubt their own memory, perception, and reality. This is achieved through persistent lying, misdirection, and contradiction.
The goal for the individual utilizing gaslighting techniques is to confuse and destabilize their audience. This may occur in individual or group settings.
Gas Lighting
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A technique utilizing deliberate disinformation or hoaxes in order to mislead and damage an audience.
As a technique , the term fake news may be utilized to devalue facts based on empirical evidence for financial, political and personal gain. Confirmation bias and social media algorithms heighten its impact.
Based on the precedent of “yellow journalism—a 19th and 20th century form of journalism in which journalists and newspapers utilized little to no evidence to fabricate news through fantastic headlines. Terms associated with this technique include exaggeration, scandal-mongering, and sensationalism.
Fake News
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A technique utilizing untrue information or facts to deceive an audience.
The term is generally held to be synonymous with lying and propaganda. Lying in that it relies on incorrect statements that contradict the truth. Propaganda because it generally serves political ends, and due to the nature of its origins.
As a technique, the term did not appear until the 1980’s. The technique was credited with development during the Cold War from the KGB, the Soviet Union’s intelligence service.
Disinformation
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Tertiary sources are resources that generalize and summarize information. Think of an encyclopedia or Wikipedia, these things provide information in a general and accessible manner to the broadest audience possible.
You should never use or cite a tertiary resource in an academic essay.
Most major news outlets articles from places like Fox, MSNBC, Brietbart, and CNN are tertiary resources because they generalize and summarize events and information. The exception to larger media outlets are articles and pieces that utilizes evidence similar to a scholarly essay.
Is it ok to use tertiary Sources?
Sources can be both “print and online, general and specialized, [and\or] published and first hand” (The Norton Field Guide 495). It is important to determine if you need to consult primary or secondary sources, and how to effectively begin your research with tertiary sources.
What type of sources do you need?
Identifying Sources
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Consider the following examples of sources. Which are created or examined first-hand and which are interpretations of the origin works?
“Novels and films are primary sources, articles interpreting them are secondary sources. The Declaration of Independence is a primary historical document; a historian’s descriptions of the events surrounding the Declaration’s writing is secondary” (The Norton Field Guide 445).
How do I determine the difference?
The Norton Field Guide describes a primary source as “[a] source such as a literary work, historical document, work of art, or performance that a researcher examines firsthand”(G/I-34).
Primary
Primary and Secondary
Sources
Secondary
The Norton Field Guide describes a secondary source as “[a]n analysis or interpretation of a primary source” (G/I-41).
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Author—Does the person have scholarly credentials?
Peer reviewed—Is there a list of other academics that have reviewed the article?
Source citation—Is there a works cited or references at the end of the source and citations (parenthetically, footnotes, or end notes) in the text?
Publisher— Is the publication/publisher professional or scholarly? Are they affiliated with universities or college or have stated academic missions?
Language and content—Does the source begin with an abstract (summary) or have specialized language and concepts?
Scholasticism
“Scholarly sources are written by academic experts or scholars in a particular discipline and are peer-reviewed…They are also written largely for experts in a discipline…[and as a result] they must meet high standards of accuracy and objectivity and adhere to the disciplines accepted research methods, including its style for documenting sources” (The Norton Field Guide 446).
Scholarly
Scholasticism
Non Scholarly
“Non-scholarly or “popular sources include just about all other online and print publications, from websites to magazines to books written for nonspecialists” (The Norton Field Guide 447).
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The scholastic process of reviewing academic work submitted for publication by peers of a similar discourse community.
“Peer review is a core part of our self-regulating global scholarship system. It defines the process in which professional experts (peers) are invited to critically assess the quality, novelty, theoretical and empirical validity, and potential impact of research by others, typically while it is in the form of a manuscript for an article, conference, or book ( Daniel, 1993; Kronick , 1990; Spier, 2002; Zuckerman & Merton, 1971).”
Tennant, Jonathan P et al. “A multi-disciplinary perspective on emergent and future innovations in peer review.” F1000Research vol. 6 1151. 20 Jul. 2017, doi:10.12688/f1000research.12037.3 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5686505/
Scholarly Peer Review
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The review of journalistic content from a group of writers and editors based on standards of journalistic integrity and ethics based on the objective reporting of information, facts, and events.
In 1997, the respected journalist and founder of PBS Newshour, Jim Leher established a codified set of rules to guide practices based in journalistic integrity:
https://assets.aspeninstitute.org/content/uploads/files/content/docs/cands/MARKETJOURNALISM.PDF
Editorial Review
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Rules of Journalism
Do nothing I cannot defend
Cover, write and present every story with the care I would want if the story were about me.
Assume there is at least one other side or version to every story.
Assume the viewer is as smart and caring and good a person as I am.
Assume the same about all people on whom I report.
Assume personal lives are a private matter until a legitimate turn in the story absolutely mandates otherwise.
Carefully separate opinion and analysis from straight news stories and clearly label everything.
Do not use anonymous sources or blind quotes except on rare and monumental occasions. No one should be allowed to attack another anonymously.
“I am not in the entertainment business.”
Ethics in Journalism
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Search Operators are computer code to assist with search engine optimization
Search Operators
Search Engine Optimization
| Operator | Search Result |
| site: | Get results from certain sites or domains |
| related: | Find sites that are similar to a web address you already know |
| and | Find results that might use both (or multiple) terms |
| or | Find results that might use one of several words |
| info: | Get information about a web address, including the cached version of the page, similar pages, and pages that link to the site |
| cache: | See what a page looks like the last time Google visited the site |
| ~ | Find Related sites |
| “ “ | Find Exact phrase |
| - | Exclude this term |
| .. | Show all results within designated time range |
| intitle: | Shows only results with words in title |
| filetype: | Returns searches with specific file format |
Keywords
Using Keywords from your discourse community assists with your search engine optimization
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Search Engine Optimization in Action
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Locate a primary/secondary and/or scholarly resource that explores an issue or problem of literacy that you wish to explore. This resource should help you understand how this issue or problem impacts the state or a region of California. Utilize the search operators and keyword discussion points for search optimization to assist with locating the resource.
Complete the document titled “Resource Documentation” and submit it to the Canvas folder titled “Research Workshop Assignments”.
Complete and submit the assignment “Source Identification Activity” and submit is to the same Canvas folder titled “Research Workshop Assignments”.
Homework
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Research
Workshop
Day 2
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Lecture
Lecture
Lecture
Homework
Research Proposal
Reviewing Semester
Stakeholder, Issue, Faultline
Research Proposal
Citation Styles
Organizing
Annotating
Day 2 Agenda
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Keywords/phrases: write synonyms or definitions for new (and essential) vocabulary
Important (intriguing, or new) ideas: try to underline/highlight or paraphrase these ideas
Comments/Questions: write down any newly sparked ideas or questions that occur to you while reading
Summary of text (for particular sections or as a whole): write a few sentence or phrases to help remind of you important sections for easy follow up later.
Annotation and Notetaking
How do you organize your resources?
Methods for
Organizing Resources
Annotation, Highlighting, and Notetaking while reading
Color coding systems: Highlighting/Annotating Article
Dialogic Notebook (aka Two-column Notes)
Notecards
Annotated Bibliography
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You can always apply your OWN coded systems. Here are some examples of how to keep track of certain information with colors and symbols
Vocab can be enclosed in a circled or boxed: [ ]
Questions can start with a symbol: ? or Q
Summaries can start with a symbol: *
New ideas/conclusions can start with a symbol: #
Important information (that might be quoted later) can be underlined
You can also use different colored highlighters or pens to help you decipher different pieces of information
Important sentence/phrases (blue)
Key people and dates (yellow)
Vocab (purple)
Etc.
Color and Coding
Methods for
Organizing Resources
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Two-column Notebook
Dialogic Notebook
Methods for Organizing Resources
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Annotated Bibliography
Notecards
Methods for Organizing Resources
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Mission 2
Mission 1
Stages of the Essay
| Stage of Essay | Explanation of Task |
| Outline | The Outline is the frame that you will develop your argument within. It will include information or direction about the major elements in the essay: introduction, body paragraphs with claims/evidence, and conclusion |
| Rough Draft | The Rough Draft (not early/incomplete draft) should be composed in complete paragraphs. Your thesis should no longer be a working thesis; it should be the focus of your essay. The Rough Draft will begin to see your authorial voice, providing critical insight about the Claims and Evidence within the essay. |
| Final Draft | The Final Draft is the polished product that is the essay. Your citation style should be clear and formatted correctly. There should be no issues with grammar or sentence structure. |
| Stage of Essay | Explanation of Task |
| Brainstorm | Begin the process of inquiry and research by posing questions and explore broad topics in your Brainstorm. You should simply write at this stage, consider this space an opportunity to free write. Stop thinking and begin exploring your ideas on paper. Mind map/Web Freewrite List Discussion Other |
| Research Proposal | The Research Proposal is a space in which you provide the specifics of your topic. Generally, the Topic Proposal will include information about: 1) intended audience and/or stakeholders, 2) purpose, 3)research questions/research focus and/or 4) other elements desired by your instructor. |
| Library/LRC Support (if needed) | Consider using one or more of the resources available at the Library/LRC during your research phase. |
| Annotated Bibliography | This application is an important part of the research process. The Annotated Bibliography is the organizing principle behind gathering your sources. Once you have located (x) sources, you will then write several paragraphs (depending on the citation style) detailing the purpose of their presence. |
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Documentation
and Citation
Citations styles (APA/MLA/CMS) include:
Author
Title (small and/or larger work)
Publisher/Publication/Date
Some ask for:
Website/Address or DOI (digital object identifier)
Always follow go with the guidelines given by your instructor!
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Single Author-Book APA and CMS
Mission 1
Documentation and Citation
| (CMS) Single Author-Book | |
| In-Text Documentation (with footnote reference) | Faigley writes of the modern world, “The world has become a bazaar from which to shop for an individual 'lifestyle'”1 |
| Footnote or Endnote Documentation ( at bottom of page) | # Author’s First Name Last Name, Title of Book in italics (Place of publication: Publisher, Year of publication), page number. 1 Lester Faigley, Fragments of Rationality: Postmodernity and the Subject if Composition (Pittsburgh: University of Pittsburgh Press, 1992), 12. |
| Bibliography Documentation | Author’s Last Name, First Name. Title of Book in italics. Place of publication: Publisher, Year of publication. Faigley, Lester. Fragments of Rationality: Postermodernity and the Subject of Composition. Pittsburgh: University of Pittsburgh Press, 1992. |
| (APA) Single Author-Book | |
| In-Text Documentation (mentions author in sentence) | As Faigley (1992) suggested, “The world has become a bazaar from which to shop for an individual 'lifestyle'” (p. 12). |
| In-Text Documentation (no mention of author in sentence) | As one observer has noted, “The world has become a bazaar from which to shop for an individual 'lifestyle'” (Faigley, 1992, p. 12). |
| References Documentation | Author’s Last Name, Initials. (Year of publication). Title of Work in italics. Publication City, State or Country: Publisher. Faigley, L. (1992). Fragments of Rationality: Postermodernity and the Subject of Composition. Pittsburgh, PA: University of Pittsburgh Press. |
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Online Resource APA and CMS
Mission 1
Documentation and Citation
| Web and Online Resource NOTE: Also include a publication date or date of revision or modification; if no such date can be determined, include an access date. | |
| In-Text Documentation (with footnote reference) | Yetman writes of the complexity of slave narratives “found…in several thousand commentaries, autobiographies, narratives, and interviews”2 |
| Footnote or Endnote Documentation (will appear at bottom of page) | Template # Author’s First Name Last Name, “Title of Web Page,” Publishing Organization or Name of Website in Italics, publication date and/or access date if available, URL. Example 2 Norman R. Yetman, "An Introduction to the WPA Slave Narratives," Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938, last modified March 23, 2001, http://memory.loc.gov/ammem/snhtml/ snintro00.html. |
| Bibliography Documentation | Template Author’s Last Name, First Name. “Title of Web Page.” Publishing Organization or Name of Website in Italics. Publication date and/or access date if available. URL. Example Yetman, Norman R. "An Introduction to the WPA Slave Narratives." Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938. Last modified March 23, 2001. http://memory.loc.gov/ ammem/snhtml/ snintro00.html. |
| (APA) Work from a Non Periodical Website NOTE: For work with the Author Unknown (See Norton Field Guide pg. 555) use the complete title if it is short; if it is long, use the first few words of the title under which the work appears in the reference list. For work Without Page Numbers (See Norton Field Guide pg. 556), some electronic works have paragraph numbers, which you should include with the abbreviation para., if you are referring to a specific part of such a sources. In sources with neither page nor paragraph numbers, refer readers to a particular part of the source if possible, perhaps indicating the heading and the paragraph under the heading. | |
| In-Text Documentation | Example 1: Studies reported in Scientific American (2010) and elsewhere show that music training helps children to be better at multitasking later in life (“Hearing the Music”) Example 2: Russell's dismissals from Trinity College at Cambridge and from City College in New York City have been seen as examples of the controversy that marked his life (Irvine, 2006, para. 2). |
| References Documentation | Author's Last Name, Initials. (Date of Publication). Title of Work. Title of Site. DOI or Retrieved Month Day, Year, URL. “Hearing the Music, Honing the Mind.” (2010). ScientificAmerican. Retrieved July 25, 2016, http://www.scientificamerican.com/ article/hearing-the-music-honing/. |
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Stakeholder, Issue, Faultline : Writing Objectively
Objectivity
Allows for a complete picture in understanding the impact of an issue and those who hold a competing stake or interest in the given issue.
S/I/F
Stakeholder – anyone or anything (an agent) holding an interest in an issue.
Issue– specific problem or topic; includes Faultline and Stakeholder
Faultline– where two or more stakeholders compete over an issue
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Focusing Your Issue
Topic
Issue or problem of literacy that impacts California. It may be in the form of an event, action, debate: ex. Anti-Racism; COVID-19; Voting; Testing; Employment
Topic(Big questions)
Ant-racism
Pandemic
Public health
Issue or Problem (Small questions)
How teacher’s inability to understand implicit bias creates a racist classroom environment at SJSU.
The need to communicate COVID-19 testing and social service support to LatinX communities in San Jose.
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Determining Your Competing Stakeholders
Stakeholder’s are everyone and everything impacted by an issue.
For this course, your stakeholder’s must be in the form of Organizations, ecosystems, communities, individuals, etc.
For this course, your stakeholder’s must be located in California.
A) Your Issue and Faultline in California
B) California stakeholders
C) Regional and National stakeholders
D) Global stakeholders
Understanding your Faultline
The Faultline is the physical location where two stakeholders come into conflict, or hold competing interests within the state of California.
The faultline is how we understand the position of a stakeholder and how we begin to address the issue in an objective manner.
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Example of Topic, Issue, and Stakeholders
Issue/Problem: Anti-racism training should be part of hiring at San Jose State University for its faculty.
Stakeholder 1: potential SJSU faculty and lecturers
Stakeholder 2: potential faculty and lecturer at (enter specific college system) that will not undergo the same training
A) Issue/Problem: Anti-racism training should be part of hiring at San Jose State University for its faculty.
B) Local stakeholders: potential SJSU faculty and lecturers, current SJSU faculty and lecturers, California State University System, other CSU’s, University of California System, other UC’s, private colleges in California, 2-year colleges in California, the Governor of California, State of California, California Department of Education
C) Regional and National stakeholders: U.S. Department of Education, 2/4 year colleges and universities across U.S.
D) Global stakeholders: foreign national and city governments that are already utilizing or considering utilizing this program, foreign nonprofits, the UN, international aid agencies, international corporations, etc.
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Looking Forward
Complete the two assignments from the Research Workshop titled “Source Identification Activity” and “Resource Documentation” . Submit both documents to the same Canvas folder, titled Research Workshop Assignments
Project 1
Literacy Autoethnography
Project 2
You will explore the politics of literacy: 1) choosing an issue of literacy with a Faultline in California that has two or more competing stakeholders in 2020 and 2) exploring the history of this specific issue in California. You will objectively explore the two sides of the issue and explain the competing interests of each stakeholder. You must also connect this issue to another subject facing a similar obstacle of literacy to attaining a goal outside of the United States.
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