Searching and evaluating

academic sources worksheet

Business and Law Librarians 2021-2022

Workshop structure

INTRODUCTION
ACTIVITY #1: Reading lists (video)
ACTIVITY #2: Selecting what to read (Mentimeter)
ACTIVITY #3: Keyword exercise (Mentimeter)
ACTIVITY #4: Evaluation of sources using CRAAP (Mentimeter)
REFLECTION& FEEDBACK

4 tips to get the most out of this workshop

1. Work through the narrated slides.
2. Take part in the interactive activities using Mentimeter.
3. Reflect on the activities: What did you learn? Are there any activities
where you did not understand the content or results?
4. Attend the live follow-up sessions where there will be opportunity to
discuss the content and outcomes.

Learning outcomes
By the end of this session you should be able to:

 Find items on your reading lists

 Plan an effective search strategy
 Evaluate information sources on a topic

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Introduction
Open up the slides below and watch the introductory video on the first slide.
Then work your way through the rest of the slides.

Look out for the speaker icon in the bottom-right corner of many slides. If you
click on this you will hear us explain more about the content of
the slide.

You can find the narrated slides on Blackboard here:

https://blackboard.uwe.ac.uk/webapps/blackboard/content/listContentEditabl
e.jsp?content_id=_7734704_1&course_id=_335929_1 (Make sure your sound
is on!)

Activities
Activity 1: Reading lists

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  Reading lists should be provided online via your module on Blackboard.
 They provide access to the materials that your tutors want you to read.
 They allow you to manage your reading by noting what you have read,
and will read in future.

Watch the reading lists video below then go into the Academic
Professional Development Module on Blackboard and find the reading list
for this course.

https://vimeo.com/240154631

Activity 2: Selecting what to read

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You cannot read everything on a topic so you need to plan your reading
carefully. How do you decide what to read?

The 4Rs may help you to select what to read:

 Recommended: is it on a reading list? Who recommended it to you? (A

lecturer? Another student? Someone you heard on the radio?)

 Reliable:  Do you know who wrote it and why? Is it an academic

audience?  Is it a peer-reviewed journal? Is the author an expert?

 Recent: Unless it is a classic text for most Business assignments

information should have been published within the last ten years and
usually within the last five years?  Is there a cut-off? 5 years? 10 years?
None at all?

 Relevant: Is it background reading? Will you use it in your assignment? Is

it closely connected / linked to your question /title?

Wei is studying business and management at University. His tutor has set the
class a 1500-word essay on change management. He has carried out a search
and identified some items that might be helpful.

After the lecture, Wei’s friend Alison also told him about a source she had
found useful in her own work. Wei now needs to select which sources he will
read.

Below are the titles of the items on Wei’s shortlist, with Alison’s suggestion
noted. Consider each of the sources in turn. Which do you feel Wei should
read? Which do you think he can ignore? Applying the 4 Rs will help!

ABCD5-30-1: Managing Business: Theory and Practice

Essay: In the UK context, introduce the main approaches to and challenges for
change management

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[ITEM 1] Cameron, E. (2020) Making Sense of Change Management [online].
4th edition. London: Kogan Page. [NB recommended in the reading list for the
module Wei is studying]

[ITEM 2] Adams, M. and Straw, P. (2017) The Little Black Book of Change: The 7
Fundamental Shifts for Change Management that Delivers [online]. London and
New York: SAGE.

[ITEM 3] Pechlaner, H. and T. Tschurtschenthaler (1998) ‘Tourism policy,

tourism organisations and change management in alpine regions and
destinations’, Current Issues in Tourism 6 (6), pp. 167-171.

[ITEM 4] Sanders, S.C. and Casey, C. (2001) Change and Transformation: A

User’s Guide to Changing Practices in the Care Professions. San Francisco:
Blueprint.

[ITEM 5] Ullah, V. (2016). Change management theory and practice. Three case
studies on implementing change in small and medium-sized enterprises’,
Managing Organisations Today 23 (4), pp. 23-37.

[ITEM 6] Wong, T. (2017). ‘What is change management?: an introduction to

transforming your organisation’. In Patrick, R. (2017) Understanding
Organisations. London: Routledge, pp. 34-53.

[ITEM 7] Alison suggested: www.wikisrus.com/managingchange

On Mentimeter rank the sources in order of importance for Wei to

Read (1 = Wei should definitely read, 10 = Wei could ignore):
https://www.menti.com/prgzgav9k9

Activity 3: Thinking about keywords

Double click on the image to open the slide and press play to listen

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Imagine that this is the essay question you have been given:

What are the ethical issues of marketing products to young people

1. What are the key themes?

2. What other keywords could you search for?

One example is that promoting is another word for marketing.

On Mentimeter enter some alternative keywords that you could use in

your search: https://www.menti.com/begp38x82p

After you have submitted your answers, ctrl + click here to see your
answers and those of your fellow coursemates.

Activity 4: Evaluation of sources using CRAAP

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 Double click on the image to open the slide and press play to listen

Read through the three extracts below from different publications. Try
to rank them in order of the most to the least academic piece of
writing. Also, think about what it is that make some extracts more
academic than others.

Rank the extracts on Mentimeter:

https://www.menti.com/pdwt777gmg

Extract 1
Grimm, M. (2004) ‘Is marketing to kids ethical?’, Brandweek 45 (14), p.44-48.

HAVE MARKETERS GONE TOO FAR?

With the cable explosion, kid-targeted ads proliferated in proportion to kid-
targeted programming, from after-school blocks to full networks, then went
well beyond it, to in-school vending contracts and even lesson-plan materials
that incorporated brands. And when not marketing open-ended
toy/merchandise juggernauts like Pokémon, a great majority of the

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expenditures went to hawking stuff with health consequences attached. One
Department of Agriculture study calculated that 95% of the 10,000 food
commercials children see each, pitch high-fat, high-sugar products.

Extract 2
Daems, K. et al. (2019) ‘Personalized and cued advertising aimed at children’,
Young Consumers 20 (2), pp. 13-23.

The purpose of this study is to explore the effect of personalization of

advertising and adding an advertising cue to advertisements on Facebook, on
9-to-13-year-old children's awareness of selling intent, attitude towards the
advertisement (Aad) and word-of-mouth (WOM) intention.
Design/methodology/approach: A 2 (personalized ad vs non-personalized ad) ×
2 (advertising cue vs no advertising cue) between-subjects design was tested
among 167 Belgian children aged 9-13 by means of an in-class online
experiment. Findings: Personalization combined with an advertising cue
increases the awareness of selling intent but influences neither Aad nor WOM
intention. Awareness of selling intent does not affect WOM intention.
Personalization does not increase Aad. Aad has a positive effect on WOM
intention. Research limitations/implications: Implementing a clear advertising
cue enhances children's awareness of selling intent of personalized advertising
but does not affect behavioral intention. Public policy, the advertising
community and the educational system should take these insights into account
when developing regulations, ethical advertisements and educational packages
to improve children's understanding and responses to contemporary
advertising formats. Originality/value: The study is the first one to investigate
the joint effect of advertising personalization and an advertising cue on
awareness of selling intent and on evaluative and behavioral responses of
children. Additionally, the role of Aad and awareness of selling intent for the
development of WOM intention is explored.

Extract 3

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Snowdon, M. (2019) Sweets health warnings are pointless… and seriously
harm your freedom; NANNY STATE STRIKES AGAIN. The Sun [online] 05 June.
[Accessed 14 October 2010].
Those of us who opposed the sugar levy warned that the nanny state zealots
would soon demand similar taxes on a range of everyday food products.
Similarly, we opposed plain packaging for tobacco because it would create a
slippery slope, with food, soft drinks and alcohol next in the firing line.
A report published by the Institute for Public Policy Research (IPPR) yesterday
proved the naysayers correct.
Not only are they calling for plain packaging for sweets, crisps and fizzy drinks,
the IPPR is calling for tobacco style sin taxes on cakes and confectionery, plus
an extensive advertising ban for anything that the Government considers to be
high in fat, sugar or salt.
Some of the IPPR's justifications for these Stalinist diktats border on the
surreal. They claim that plain packaging for so-called "junk food" will "level the
playing field between confectionary [sic] products and fruit and vegetables", as
if children would be eating turnips rather than chocolate bars if it weren't for
colourful wrappers.
Their report stresses the need for health policy to move "from the punitive to
the empathetic" and yet they propose a raft of stealth taxes on ordinary food
products which will raise the cost of living for everybody and clobber the poor
particularly hard.
Where is the empathy there? There seems to be remarkably little
consideration for the adverse consequences of these draconian policies, or the
costs they will impose on consumers.

Workshop feedback
Please fill out this short form to let us know what you thought about this
online workshop: https://tinyurl.com/eyypx9pc

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