9.3: Using the Library Resources

Learning Objectives

At the end of this section, the learner will:

• Understand how one goes about seeking information
• Create a plan for an assignment or project
• Explain peer review and its importance

How We Gather Information

Brenda Dervin, a researcher in information-seeking behavior, asserts that an individual’s quest for knowledge can be compared to a journey. An individual finds themselves in a situation where they become aware that there is a gap in their knowledge, then the individual takes steps to bridge that gap, then they continue their journey. Dervin calls this process gap-bridging. Gap-bridging can be broken down even further, as the individual attempts to define the gap they face. Before attempting to bridge the gap, the individual must first face it, define the gap, then consider the strategies they will use to bridge it (Savolainen 2006, 1120).

You are already following this process every day, without even realizing it. For example, let’s say you went to get a flu shot and you were asked “would you like the flu nasal spray? It’s a live vaccine.” You realize you don’t know what is meant by “live” vaccine. In order to fill this gap in your knowledge, you search Medline Plus to learn what a live vaccine is. Congratulations, you just bridged a gap!

The process is the same when you are seeking information for your coursework. It is important that you understand that gap-bridging, or the process of seeking information, is an iterative process. An iterative process is one that you repeat multiple times, getting closer to achieving the correct result with each repeat. You may try your search, discover that the results are not what you’re looking for, then go back and adjust your search terms and try again. Changing your keywords and other search terms will help you to narrow your search. Using this iterative process may feel like a large task, as you realize there may be many gaps to bridge, but don’t hesitate to reach out to your librarian. They can guide you to the most relevant resources.

Step-by-Step Process for Information Research

You will bridge many gaps as you gather information for your assignment, including making certain you understand the expectations of the assignment. When working on a research assignment, use the following steps to make a plan and stay organized as you complete the assignment.

1. Understand your assignment

Make certain that you understand each element of the assignment, and what is being expected of you. Carefully read the assignment, the syllabus, and the grading rubric, if your professor has provided you with one. If there is anything you don’t understand, ask your instructor! They may be able to answer your question quickly, or they may suggest that you stop by their office hours. Many students are too intimidated to visit their professor during office hours, and if you are intimidated, you are are missing a terrific opportunity to learn more and ask questions. Professors have office hours specifically to help you to succeed in your courses. There are no small questions when it comes to understanding your assignment, so please don't be afraid to reach out.

2. Make a plan

Make a list of the tasks you need to complete and set deadlines for yourself to accomplish each one. Be sure to build in extra time in case there are delays. You may need to ask your professor a question, and it may take a couple of days to get a response. You may want a resource from the library that could take a few days to become available. Someone may have checked out the item, or the library may not have it and will need time to borrow it for you from another library. Building in extra time allows for delays without putting you at risk of missing the assignment deadline.

3. Explore a topic that interests you

If you are able, find a topic that interests you. Perhaps it’s a topic that meets your assignment guidelines but also intersects with your interests. Do some preliminary searches to explore the major themes of the topic. Remember creative thinking from earlier in the chapter? This is where it comes in handy.

4. Craft your thesis

Now that you’ve explored your topic, what argument would you like to make? Your thesis is the statement/argument you’d like to make in your paper and is the argument you will support throughout your paper. You may need to refine your argument based on the sources you gather. Remember that your thesis has to be supported by research, you can't ignore good resources simply simply because they don't support your argument.

5. Refine your search/gather sources

Now you need to refine your search to gather sources that address your thesis statement. Keep in mind what types of information your professor will allow you to use. Some assignments lend themselves to using non-academic sources, such as newspapers and blogs, while others require that you only use peer-reviewed research. Depending on your topic, you may need to use non-academic sources for support. For example, statistics are often found on government websites but may be hard to find or non-existent in other sources. Newspapers can provide primary documentation, peer-reviewed sources can provide original research.

Peer review is a process scholars use to ensure that research within the field is reliable and reputable. Before a peer-reviewed journal will publish a paper, other experts in that discipline read it to ensure the research methods are sound and the claims match what the research shows.

6. Complete the assignment

Once you have your sources, it’s time to complete the assignment. If you need assistance with your writing, seek out help from your school's writing or tutoring center, or from your library resource center. There are more resources available than you may realize. Don't be afraid to take advantage of these services, they are designed to support you in your coursework. Make sure you cite all the research you use in your paper.

7. A note about citations

Proper citation in a research paper is crucial for acknowledging intellectual contributions, establishing credibility, and avoiding plagiarism. Some key points to remember:

When to Cite:

• Always cite: information that's not common knowledge, including facts, figures, ideas, and theories.
• Cite even when paraphrasing or summarizing another's work.
• Use citations for direct quotes and whenever you reference another source.

Citation Styles:

• Popular styles include APA, MLA, and Chicago.
• Choose the style: preferred by your instructor or field of study.
• Each style has specific formatting rules for in-text citations and reference lists.

In-text Citation Elements:

• Typically include author's name, year of publication, and page number (for quotes).
• May also include title, volume, and issue number depending on the source and style.

Reference List:

• Provides complete bibliographic information for all cited sources.
• Each entry follows specific formatting rules for the chosen style.

Additional Tips:

• You may choose to use a citation management tool like Zotero or Mendeley to organize and format citations.
• Double-check all citations for accuracy and consistency.
• Consult a style guide or your institution's writing center for further guidance.

Consequences of Improper Citation:

• Remember that you are now part of the academic community and plagiarism accusations can damage academic integrity and reputation.
• Improper citations can undermine the credibility of your research.

By following proper citation guidelines, you demonstrate academic integrity, give credit where it's due, and strengthen the foundation of your research paper.

Remember: Always refer to the specific style guide for detailed formatting instructions. Nursing papers are written using a specific style from the American Psychological Association (APA style). There are many style guides available to help you as you write your papers. Commonly used guides are PERRLA(opens in new window), Grammarly(opens in new window), and Lumivero(opens in new window) to name a few. When writing a paper, refer to the guidelines for your college or university to ensure you utilize the programs responsibly and are violating any integrity policies.

Activity – LOCATING A DATABASE

Locating a Database

Libraries offers hundreds of databases, each containing thousands of articles covering a range of subjects and eras. Many of these are housed in "Library Guides" aka Libguides. LibGuides systems are commonly used by librarians to create research or subject guides. LibGuides function as mini-websites on a topic or subject. They contain resources, tips, and other information that will help you. If you can't find a LibGuide to support your class, ask your librarian. Sometimes there is a generic LibGuide that will help you.

Using your resources: (examples are linked below for your convenience)

• To find a database relevant to your work, visit your library's A-Z databases page, then select the subject you’d like to research for a list of relevant databases. These subjects may be very broad, like English or History. Or you can use a database that your professor has suggested.
• Databases may be accessed from home or elsewhere, even a coffee shop. You will have to log into your college or university account. Databases are considered to be "behind the paywall." This means that your college or university pays for them and part of the agreement is that only registered users can access them.
• You can read most database articles on line.
• Print, save, or e-mail articles from databases.

Libraries often list relevant databases by subject. Locate ‘Nursing’ in the subject guide page. What are some of the top recommended databases for nursing?