Retrieved 9.18.2013 from WISPR at http://webapps3.tlc.ucalgary.ca:9080/wispr2/app Topic selection – overview Coming up with a suitable topic is the key to a research assignment. It is very difficult to write about things you have very little knowledge on, but that is exactly what is expected in many assignments! You need to allow yourself time to explore general topic areas, rather than jumping straight into searching databases or the web for information on the first topic that pops into your mind. You also need to carefully examine your assignment to ensure that you start on the right track. Often, during this stage of the search process, you may have feelings of uncertainty and apprehension. ***** ***** ***** Topic selection – research strategies
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Retrieved 9.18.2013 from WISPR at http://webapps3.tlc.ucalgary.ca:9080/wispr2/app
Topic selection – overview Coming up with a suitable topic is the key to a research assignment. It is very difficult to write about things you have very little knowledge on, but that is exactly what is expected in many assignments! You need to allow yourself time to explore general topic areas, rather than jumping straight into searching databases or the web for information on the first topic that pops into your mind. You also need to carefully examine your assignment to ensure that you start on the right track. Often, during this stage of the search process, you may have feelings of uncertainty and apprehension.
The purpose of this phase is to identify and select a general topic. To do this, you will want to: Read your assignment carefully - note important details of the assignment prior to commencing thinking about a topic. How many pages, 5 or 20, makes a difference in the focus of a topic and the resources you may consult. Often, the assignment's instructions will indicate the number of sources you need, how current the sources must be, and whether you need to use primary or secondary sources. Other considerations include the due date (will you have time to retrieve information from document delivery, interview experts, etc.?), what the paper is worth, where are marks assigned (introduction, abstract, citation style, etc.). Spend time planning with respect to assignment guidelines so that you start on the right track from the beginning. Read your lecture notes for ideas - note interesting topics that have been discussed, or will be covered in upcoming lectures. Review recommended reading lists and your textbook, and course outline for topics and themes that might spark good research questions. Consider possible topics based on personal interest in light of assignment requirements and time commitments. Pay attention in class, following up on topics that spark interest, even if only mentioned tangentially. Talk to others - discuss possible topics with classmates, friends, even family. Consult with informal experts (e.g. TAs, graduate students, professional in the fields). Make an appointment with your professor to discuss preliminary topic ideas. Most importantly, start NOW - it is important to start considering and weighing potential topics as soon as you know that you have a research assignment. Do not wait until a couple of weeks before the assignment is due. Beginning early allows you to explore a variety of topics, rather than being "stuck" with a topic of little personal interest.
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Topic selection – writing strategies Although you may view writing as the final step in the research process, writing can be a useful tool for exploring topics, formulating a research focus, and organizing ideas. Here are a few strategies that can be helpful when exploring topics for research: § Brainstorming. List all the ideas and information about your topic that you can think of; try to get as many ideas on paper as you can, without worrying about the quality of those ideas. One useful brainstorming tool is the KWLChart (what I Know, what I Want to know…) approach outlined in the Activities section of this stage. By focusing on what you want to know, you may identify a promising topic for research and inquiry. § Focused freewriting. Write non-stop on your topic for 10 or 15 minutes without worrying about content or grammar. Then highlight ideas and passages to explore further through another round of freewriting. As you continue looping through this process, you may see a fruitful line of inquiry emerging for your research. For more on freewriting, click here . § Writing a discovery draft. Another good way to explore a topic is to write a discovery draft. For an explanation, see the Coming up with your topic at Dartmouth’s Institute for Writing and Rhetoric . For help with writing or for tutoring resources, see the CUNE Writing Center at http://www.cune.edu/arc . For writing materials for students, faculty, or tutors, see Purdue OWL , Dartmouth’s Writing Materials , or U of Chicago's Writing in College .
§ Mind mapping / webbing / controlled vocabulary. For a visual approach to generating and exploring ideas, try mind mapping. For several examples, visit KwMap.net , or Visuwords online graphical dictionary (for more information, see this guide ), or Concept Map handout. When mapping ideas, try to keep related ideas together, experiment with the use of colour coding, and add questions that occur to you. For a controlled vocabulary approach, try Academic Search Premier (ASP) subject terms at http://www.cune.edu/librarydatabases > ASP > subject terms, or How to generate keywords from U of Texas library. Find a thesaurus, encyclopedia, or other reference book at http://www.cune.edu/librarydatabases > Credo Reference (See Topic Pages ), or Britannica Online, or eBook Collection, or Oxford Reference Online. Find subject terms at Library of Congress subject headings > search authorities, or LCSH PDF files , or WorldCat from FirstSearch [bottom of web page] > Subjects [l. corner] > [enter term]. § Exploring various perspectives on your topic. Systematically brainstorming questions related to various perspectives may lead you to interesting research questions. Here’s an example of how this strategy might work to develop research questions on intellectual property (IP) rights: Social / Cultural – How do IP norms and laws differ among countries and cultures? Economic – What are the economic costs of illegal music downloading and what approach would work best to address these costs? Political / legal – Are IP laws adequate? … enforceable? Are stricter laws politically feasible? Educational – What educational practices discourage (or encourage) IP violations? Geographical – What national barriers exist to IP rights in a globalized economy? Historical – What is the history of the concept of IP? … of IP law? Medical – Do IP laws related to pharmaceuticals have negative medical repercussions? Technological – What IP issues have developed with the growth of the internet? Communication – How is the notion of IP portrayed in mass media? … in blogs? Philosophical / Ethical / Religious – In what situations, if any, can using someone’s ideas or artistic creations without attribution be viewed as an ethical act? Artistic – How are musicians or visual artists protected by or constrained by IP laws? § Using the journalist’s 5W questions – Who, What, When, Where, Why, plus How. This strategy is described as a Writing Strategy under Phase 2, Pre focus Exploration.
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Topic selection – thoughts and feelings The Topic Selection Phase is often characterized by uncertainty and apprehension, but also anticipation as it can be exciting to learn about a new topic area. Some causes of this are: Not understanding the assignment - you may feel uncertain about the assignment when you read through it at first. It may seem overwhelming, difficult, or even impossible. However, spending time reviewing all the criteria for the assignment helps to alleviate
some uncertainty. Often professors and instructors provide detailed instructions in the assignment that you need to consider even before choosing your general topic. Not knowing anything about a topic - professors often provide a list of topics from which you can pick. You may be apprehensive when scanning the list and realizing you don't know anything about any of the proposed topics. Or you are able to choose your own topic for the research paper, but you are unable to do so because you don't know anything yet about the topics discussed in class. You can alleviate some of your apprehension by starting to think about appropriate topics right at the beginning of the term. As new ideas are presented in class and your assigned readings, your knowledge base builds so that you can make a more informed decision on topic selection.
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Visit http://breeze.ucalgary.ca/p38328057/ to view. “Inquiry often begins with observations of something intriguing or baffling, which in turn inspire questions. When you engage in inquiry, you need to ask questions !!! what you know !!! what you want to know !!! and what you’ve learned.”
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Pre focus exploration – overview Frequently characterized by confusion, uncertainty and doubt, this is often the most difficult part of the information search process. So if you are experiencing frustration, don't despair! This is normal. Really, it is. Many students feel they should be able to go straight from topic selection into the information collection stage and frequently try to do so. This will seldom be productive. You need to learn more about your topic, the details, nuances, and issues surrounding it, in order to find a focus for your research. It is a misconception that the more information you find on a topic, the clearer things become. In the process of exploring your topic, you will find information that is sometimes contradictory, questionable or incompatible with your ideas. It takes time and persistence and to wade through this information and make sense of it. One researcher referred to this type of exploration as a process of "patience and faith". Eventually, you will be able to find a focus for your research.
Pre focus exploration – research strategies The purpose of this phase is to investigate information with the intent of finding a focus. To do this, you will want to: Locate relevant information - this can be found in textbooks and class-assigned readings, reference materials (including the online reference sources made available through the library), book chapters, articles in scholarly journals or in magazines, and by talking to experts. You might also want to search http://en.wikipedia.org/ , “the free encyclopedia anyone can edit.” It's one way to begin exploring a topic area; however, Wikipedia is not an authoritative, academic source simply because the authors are unknown . Also see Wikipedia's risk disclaimers at http://en.wikipedia.org/wiki/wikipedia:about#disclaimers and Badke's article "What to do with Wikipedia" at http://www.infotoday.com/online/mar08/Badke.shtml . Read looking for questions rather than just information - be open to the ideas you read about and be conscious of what questions pop into your mind as you are reading. What are the important aspects of this topic? Who are the key people involved? Why was this written? Is there more you'd like to know about that you aren't finding out? Be tolerant of inconsistency - there is often a huge variety of expert opinions on a topic. Scholars do not always agree and are frequently critical of one another's approach or findings. This does not necessarily mean one is right and the other wrong, but simply that there are many possible answers to complex issues or problems. The aspects of a topic where scholars don't agree are often the most interesting ones to research! Take notes on facts and ideas - write things down that stand out, look for aspects of the topic that interest you or for elements of the topic that seem controversial or open to various interpretations. Intentionally seek these aspects as a possible focus for your research. Write down key terms that describe these ideas. Record relevant citations - keep a record of those sources of information you use that you may want to return to. It's very frustrating when you want to use a particularly interesting idea or great quote and can't remember where you found it! For a citation management tool as a Firefox add-on, see Zotero -- visit http://research.library.gsu.edu/zotero for a helpful tutorial -- or visit Mendeley or BibMe – web-based software that helps you store, organize, and use your citations.
Pre focus exploration – writing strategies As you begin to do some reading to familiarize yourself with your topic area and to narrow your focus to a specific research question, the brainstorming and writing strategies mentioned in the “Topic Selection” section will continue to be helpful. For example, as you read, try freewriting in response to what you are reading or try mapping out the ideas, concepts, arguments, and research on your topic. Another key strategy is questioning. § Questioning – Besides using perspectives (social, legal, etc.) as a basis for exploring aspects of your topic, try using the journalist’s 5W questions – Who, What, When, Where, Why, plus How. These questions are among most powerful tools for exploring and narrowing a broad topic area. For example, if you have to do a research paper on some aspect of the World War I, here’s an example of how the journalist’s questions might be applied: WHO: Who was involved in the war and why? Who was affected by it and how? Who were the key political or military leaders of the time and what was their influence on the outcome? WHAT: What caused the war? What was the death toll and why was it so high? What effects did the war have on the economy? … on military strategy and technology? … on the Canadian military? … on medical treatment? … on women? … on particular countries or ethnic groups? What was the war like from the perspective of soldiers? … of those at home? WHEN & WHERE: When and where did the major battles occur and what was their significance? WHY: Why did this war become a “world” or global war? Why did Canada get involved? HOW: Could WW I have been avoided and, if so, how? How did WW I differ from previous or subsequent wars? Note that why, how, and what questions are likely to lead to the deepest analysis and to questions of · Definition – What exactly is the thing in question? What are its components? Do people define this phenomenon differently? · Comparison – How does it resemble or differ from comparable phenomena? · Relationships – of cause & effect; of parts to whole; among various phenomena; etc. – What causal factors are involved in the phenomenon? What are its effects? How are its parts related to the whole? How is it related to other phenomena or things? · Value – Is this thing good or bad? Why? · Policy – What should be done about it? What are the options? How should we evaluate potential solutions or policies? How should we implement them?
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Pre focus exploration – thoughts and feelings The Pre Focus Exploration Phase is often characterized by anxiety and uncertainty. Some causes of this are: Information encountered doesn't fit - it is natural to feel frustrated and possibly overwhelmed when you encounter a large amount of new information, especially when much of that information seems contradictory or inconsistent. This may lead to feelings of personal inadequacy (I can't do this!) or frustration with library systems (this library doesn't have what I'm looking for!) Inability to express information need - because you haven't reached a focus yet, it's often hard to articulate what it is you're looking for. This can increase the frustration of using research tools like the library catalogue and databases because you aren't sure what terms to use. Feeling that time is being wasted - research shows that students frequently feel unproductive during this stage because it may not seem like they are moving forward with their research. Many abandon their topic altogether. But the exploration phase is essential; it simply takes time and patience. Not open to change and adjustment - if you have too firm an idea of what you're looking for at this point, it may only increase your frustration if the information you find doesn't fit. Try to be receptive to new concepts and flexible in your approach.
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Credits Acknowledgements: The framework for the Workshop on the Information Search Process for Research (WISPR) in the Library is based on the theoretical model of Information search as developed by Dr. Carol Kuhlthau. We would like to acknowledge Lorraine Toews, Vivian Steida, and the Health Knowledge Network for permission to use the Search Process graphic, which was originally adapted by K. Alix Hayden to reflect Kuhlthau's theoretical model. Further refinement, enhancements, and revisions were made by K. Alix Hayden, Shauna Rutherford, and Paul Pival for WISPR.
Content Developers: Shauna Rutherford, MLIS is the Information Literacy Coordinator at the University of Calgary. Finding effective and innovative means of teaching students how to find and use information has been the focus of Shauna's career since she began working at the UofC in 1997. Since that time, she has worked with professors and students in the faculties of Communication & Culture, Social Sciences, Environmental Design and Social Work. K. Alix Hayden, PhD has over 13 years’ experience as a liaison librarian in academic libraries and is currently the Liaison Librarian for Nursing and Kinesiology at the University of Calgary. She received her MLIS and MSc from the University of Alberta, and completed her PhD in 2003 from the University of Calgary. Her doctoral work, supported by a SSHRC Doctoral Fellowship, investigated undergraduate students' lived experience of information seeking. Her current research interests focus on merging the theoretical aspects of information seeking into the everyday practice of academic librarianship. Paul Pival, MLS is the Public Services Systems Librarian at the University of Calgary. From 2001 - 2007 has was the UofC Distance Education Librarian. Prior to his arrival in Canada, he supported distance students through the library at Nova Southeastern University in Ft. Lauderdale Florida. Paul has long been an early adopter of technology to train and teach. Jo-Anne Andre, MA, is a Senior Instructor in the Faculty of Communication and Culture at the University of Calgary, where she has taught writing and communication courses since 1990. Her research interests include students' acquisition of academic and professional writing genres. From 1998 to 2009, Jo-Anne directed the UofC Effective Writing Program and the University Writing Centre; in her role as director, she collaborated with UofC librarians on several initiatives related to academic writing instruction. WISPR - Workshop on the Information Search Process for Research by University of Calgary is licensed under a Creative Commons Attribution-Noncommercial-Share
