5. Activity…
• Come up with a search topic
Tip: try and think of questions from students
that have come up in the past.
Make your topic slightly complex (it should
contain at least 3 different concepts).
• Write your topic at the top of a sheet of
paper.
6. Activity…
• Exchange topics with the other groups!
• Read your new topic.
Analyse the concepts its made of and come up
with as many possible keywords for each of
them as you possibly can.
7. Activity…
• Give your topic to another group!
… and have a look at another group’s topic.
• What do you think of the concepts and
keywords that they came up with?
Can you come up with more?
9. Boolean Operators: an exercise
We’re all
Jedi or Sith
A New
Static
Induction
Thyristor
(SITh)
Analytical
Model
Who Wins:
Yoda or
Sith? A
Proof that
Financial
Markets are
Seldom
Efficient
“Only a Sith
Thinks Like
That”:
Llewellyn’s
“Duelling
Cannons”, 1
to 7
Cryogenic
operation of
static
induction
(SIT/SITh)
devices
Switching
performanc
es of SITh
with buried-
gate
structure
Sith NOT Induction
10. Boolean Operators: an exercise
We’re all
Jedi or Sith
Who Wins:
Yoda or
Sith? A
Proof that
Financial
Markets are
Seldom
Efficient
“Only a Sith
Thinks Like
That”:
Llewellyn’s
“Duelling
Cannons”, 1
to 7
Switching
performanc
es of SITh
with buried-
gate
structure
Sith NOT Induction
13. The Science
of Star
Wars:
integrating
technology
Using Star
Wars’
supporting
characters
to teach
about
psychopa-
thology
The
Adoption of
Buddhist
Motifs in
Star Wars
The boycott
of Star Wars
by
academic
scientists
Discursive
Choices:
Boycotting
Star Wars
between
Science and
Politics
Star Wars AND Science
The
butcher, the
baker, the
lightsaber
maker
Boolean Operators: an exercise
21. • Get in pairs
• Use the same 3 resources as in the last activity
• Look up each resource: can you use fields in
them?
• For each resource, note the 5 most useful
fields you could recommend to students
23. • Get in pairs
• Use the same 3 resources as in the last activity
• Look up each resource: can you use limiters in
them?
• For each resource, note the 5 most useful
limiters you could recommend to students
25. • Pick a database and suggested
keywords
• Access the database’s thesaurus
• Draw a « family tree » for one of the
suggested keywords, including
broader terms, narrowers terms, and
related terms.
33. Examples:
• How to get children to help each other in
kindergarten?
• Family office vs. private banking in
Luxembourg
• EU’s charter of fundamental rights and is
influence on tax law
34. • Get in groups
• Associate different
types of users with
different types of
results.
>>Which type of results
would you recommend for
which type of users?
35. Which Resource for Which User?
• Get in groups
• In the table, write down 5 different subject
matters
• Associate different types of users with
different types of resources.
>>Which type of resources would you use to
help which type of users?
36. • Get in pairs
• Decide who will be the « student » and who will
be the « librarian »
• Students, look up what’s on your card…
• Librarians, try and answer their question!
• Go!
42. Activity: Action Plan
Topic suggestion:
“Students dropping out of school, the
relationship between schools and families, and
how parents of foreign origin are perceived.”
Deadline: the search needs to be completed
before 1/07/2016
44. • Get in pairs.
• Go through at least 5 databases and check if
they offer the following advanced functions:
– Search history
– Saving searches
– Saving results
– Creating email alerts
– Generating RSS feeds