In the last lesson we ventured into the index / abstract world by exploring how InfoTrac Web works. As I mentioned, this is an ideal database to begin with. It covers most subjects in some depth, is fairly east to use, and meets academic standards. It should get you through your first year or two as a university student.

InfoTrac does have limits, however. It is not really intended for deep, all-inclusive research, which might just be what you are interested in. There are, however, numerous guides to articles in the periodical literature that might be of use to you. Depending on the subject, these may be in print form or delivered electronically.

Access to these, obviously, will vary. The easiest to access can be reached simply by selecting INDEXES from the banner at the top of this page. Here you can locate those online, either alphabetically or categorically. These are generally fairly broad like all of the sciences, social sciences or humanities but just as often more restrained dealing with just physics or just anthropology. If you are a science major, remember the Find Journal Articles page, where the search tools are arranged by the different disciplines.

One limiting factor for the online tools is time. Many have limited coverage. The mid-80's is presently a reasonable time to assume access. However, that is not an iron-clad rule and some have quite a history while others keep growing retroactively.

A second approach is to use USCAN. This method actually lets you see a great many resources, both print and online, that might be in a great many different locations.

We recognize the fact that the library means different things to different people. If you are one who really feels as if the library is a vital part of your life, studies and education, get into the stacks and learn the part of the collection that interests you. You will make discovery after discovery. One thing to remember when looking for research topics is that many premier researchers habitually return to the older works looking for ideas that while not viable fifty years ago might be very useful today. An older index might just point you to a terrific project.

Standard Three

The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

Performance Indicators:

Outcomes Include:

You have to be an active participant. There are few better tests of whether you understand the material than to explain what you think you know to your classmates and the instructor.

The difference with this indicator and the one preceding it is that you are not in person.

Here is an option that barely existed 10 years ago. Stories are endless of a student asking a group for help and being assisted by the leading person in the particular field. This might be one of the most pleasant effects of the "Information Explosion."

Performance Indicators:

Outcomes Include:

By adhering to the above strategies, and evaluating your feedback, you will have a good idea of how your needs are being met. Don't be misled by requirements telling you that you only need 1, 3 or 20 resources.

Do you have all of the parts for a strategy? Have you identified a problem, a group or species that has the problem, and one or more possible solutions? Does your information support your thesis? What's missing?

When your results include scholarly works, whether it is a reference work, a book or journal article, you will often find a bibliography. This is not simply a list of articles that the author thinks will interest you. They generally are intrinsic to the article or chapter. Be sure to look at them.

You will also find as you do a search that the terms you begin with, for example, cervical cancer, has a more exact equivalent, such as cervix neoplasm, that may yield a higher number of returns or provide you with more specific ones. Look at the record carefully for these clues.