3. Effective Searching 2: Broadening your search
This short slide deck will provide an overview of
what you should consider when constructing
your search, to avoid missing any relevant
results.
It forms part 2 of a series covering some of the
tolls available to you to construct an effective
search.
Part 1 covered considering the key concepts
around which to structure your search.
4. Define your
information need
• What types
of resource
do you
need?
• Identify
where to
search.
• Identify
your key
concepts.
Broaden
your search
• Be compre-
hensive.
• Ensure
nothing is
missed un-
necessarily.
• “Cast your
nets wide.”
Narrow your
search
• Be focused.
• Exclude any
‘noise’.
• Ensure you
can use
your reading
time most
efficiently.
• “Use the
right nets.”
Evaluate
your results
• Identify
gaps.
• Assess un-
expected
results.
• Review
search
terms with
new knowl-
edge.
Make your
results work for
you
• Be efficient
with your
time.
• Search
alerts.
• Citation
searching.
Effective Searching 2: Broadening your search
5. Effective Searching 2: Broadening your search
We will cover:
(1) Alternative terms (Boolean connectors)
a) Synonyms
b) Changes in terminology
(2) Alternative spelling (Wildcards)
a) Francophone and American English
spellings
b) Style Guides
(3) Word stems (Truncation tools)
6. Effective Searching 2: Broadening your search
Let’s start with:
(1) Alternative terms (Boolean connectors)
a) Synonyms
b) Changes in terminology
(2) Alternative spelling (Wildcards)
a) Francophone and American English
spellings
b) Style Guides
(3) Word stems (Truncation tools)
7. Alternative terms 1: Synonyms
First, you should consider the different keywords
which might describe each of your key concepts
around which you are structuring your search.
For example, if the first key concept for your
research question is: teenagers
9. Synonyms: Using “OR”
… will return all results which include either the term teenager or the term
adolescent, as well as all results in which both terms are mentioned (and no
results in which neither are mentioned)
teenager adolescent
Alternative terms 1: Synonyms
10. Synonyms:
Using “OR”
… and can be
extended to
cover where
there may be
multiple
synonyms to
account for.
adolescent
teenager
juvenile
“young
person”
teenager
OR
adolescent
OR
juvenile
OR
“young person”
Alternative terms 1: Synonyms
11. Synonyms: Using “OR”
Many databases assume if don’t include the “OR” connector, you only want
results where ALL of the terms entered appear.
e.g. sddsfsdsdfsdfsdfsdfsdf
“If you want to search for pages that may have just one of several words,
include OR (capitalised) between the words. Without the OR, your results
would typically show only pages that match both terms.”
https://support.google.com/websearch/answer/136861?hl=en
Alternative terms 1: Synonyms
12. Synonyms: Using “OR”
Some databases assume if the “OR” connector isn’t present, you only want
results where the terms appear exactly next to each other, such as a phrase.
e.g. dffffffdfffffffffffffffffff
Example: Butterfly: Over 3,000 results
Lepidoptera: Over 3,000 results
Butterfly OR Lepidoptera: Over 3,000 results
Butterfly Lepidoptera: 51 results (as at 24th June 2019) e.g. butterfly (Lepidoptera)
Lepidoptera Butterfly: 131 results (as at 24th June 2019)
Alternative terms 1: Synonyms
13. Alternative terms 2: Changes in terminology
Remember, you “search process” is a journey. As
you explore a topic, your knowledge and
understanding changes. This can mean you
become aware of new keywords you may want
to incorporate into your search which at first you
were unaware of.
This might include changes in terminology over
time.
14. Changes in terminology: Using “OR”
“Mental retardation” OR
“Intellectual disability” OR
“Cognitive disability”
Alternative terms 2: Changes in terminology
15. Use of term “Mental Retardation” Use of term “Intellectual Disability”
Mental Retardation was replaced as the preferred term in UK and other academic publications from
1980s...
… but was still the preferred term in the US until the APA, and changes in US Federal Law, officially
changed terminology in 2013.
Alternative terms 2: Changes in terminology
16. Alternative terms 2: Changes in terminology
These charts show the frequency of the
differing terms in the literature over time.
We can see the decline in use of the phrase
“mental retardation” from about 2009…
18. Effective Searching 2: Broadening your search
Now let’s look at:
(1) Alternative terms (Boolean connectors)
a) Synonyms
b) Changes in terminology
(2) Alternative spelling (Wildcards)
a) Francophone and American English
spellings
b) Style Guides
(3) Word stems (Truncation tools)
19. Alternative spellings
First, a caveat: the focus here will be on English
language publications. But the same can be
applied for searching in other languages and
multilingual publications.
It is often wise to try and account for any terms
which might be missed due to alternative ways
they could be written in the English language.
20. Think about Americanised and
Francophone word spellings:
• colour or color
• centre or center
• licence or license
• organised or organized
Alternative spellings
22. Alternative spellings
Failing to account for these can result in you not
seeing all of the results which might be
potentially relevant, just because of a difference
in spelling…
23. Via Flickr Creative Commons, by Pink Sherbert Photography. Original
available at http://www.flickr.com/photos/70873497@N02/6935006104/
Donut
Doughnut
- 10,055 results in Discover (as at 4th August 2020)
- 15,475 results in Discover (as at 4th August 2020)
- Either / Or = 25,150 results in Discover
Alternative spellings
24. Alternative spellings
… or might present the results in a different
order, effectively ‘hiding’ some of the results from
your immediate …
26. You could still use the “OR” connector, but a simpler solution is often to use a
WILDCARD to represent 0,1 or more alternative letters.
– organi?ation will find: organisation or organization
alternative letters
– labo?r will find: labor or labour
missing letters
– d?nut will find: donut or doughnut
multiple missing letters
Alternative spellings
27. A quick note on hyphens
Spider-man Batman Iron man
Be aware of hyphenated words…
28. A quick note on hyphens
How databases account for these in searches can vary, and you may need
to account for this.
Example (from assisting with Systematic Review):
“subjective wellbeing” OR “subjective well-being”
… worked better in some databases than
“subjective well?being”
… because in some cases, a wildcard only looked for an alternative or
missing alpha-numeric character (a-z, 0-9).
Don’t assume… test how the use of a wildcard works for your search, and
in each database you use.
Be aware of hyphenated words…
29. Effective Searching 2: Broadening your search
Now let’s look at:
(1) Alternative terms (Boolean connectors)
a) Synonyms
b) Changes in terminology
(2) Alternative spelling (Wildcards)
a) Francophone and American English
spellings
b) Style Guides
(3) Word stems (Truncation tools)
30. Word stems
You may also need to account for simply how an
author might have used the keyword you have
identified in their text...
31. • Truncation tools
– Word stems (truncation searching)
– negligen* will find:
“Police were accused of negligence”
“Police were accused of acting negligently”
“Police were accused of being negligent”
Word Stems
32. • Truncation tools
– Word stems (truncation searching) for plurals
Word Stems
In this example, video* might be intended to bring back all results
mentioning the terms video or videos….
33. • Truncation tools
– Word stems (truncation searching) for plurals
Word Stems
But a quick check shows it is returning more than just ‘video OR
videos’ (55 extra results in fact, which you may not want to have to
wade through)
34. • Truncation tools
– Word stems (truncation searching) for plurals
– Other results picked up with video*
• Video 615
• Videos 59
• Videotape, videolink etc. 55
– Lesson: be careful what extra terms you might
inadvertently include. Sometimes an ‘OR’
connector might work better for your search.
Word Stems
35. Summary
So in summary:
Broadening your search – Summary
Alternative terms understanding OR comprehension
Alternative spellings organi?ation
labo?r
Word stems negligen*
Terminology and symbols vary, depending on which
database or catalogue you are using. See our database
examples guide.
36. Effective Searching
Define your
information need
• What types
of resource
do you
need?
• Identify
where to
search.
• Identify
your key
concepts.
Broaden
your search
• Be compre-
hensive.
• Ensure
nothing is
missed un-
necessarily.
• “Cast your
nets wide.”
Narrow your
search
• Be focused.
• Exclude any
‘noise’.
• Ensure you
can use
your reading
time most
efficiently.
• “Use the
right nets.”
Evaluate
your results
• Identify
gaps.
• Assess un-
expected
results.
• Review
search
terms with
new knowl-
edge.
Make your
results work for
you
• Be efficient
with your
time.
• Search
alerts.
• Citation
searching.
Senior Manager: Library Research Services james.bisset@durham.ac.uk
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CC0
DEFINE
- This has two motivations:
In terms of form, you must search in the most appropriate places, having decided the type and amount of information you want based upon your information need
In terms of subject, you are also defining your boundaries. It is likely that for any extended piece of research you are going to have multiple ‘contexts’ and ‘avenues’ to explore – and there may be other linked areas you are not interested in. Having a broad understanding of the topic may also help inform your choice of search term, as well as helping you identify those areas you wish to exclude from your search.
BROADEN
Metaphor – cast your net wide to make sure you can capture as much as possible that ‘might’ be relevant, and ensuring you aren’t missing anything which might potentially be useful.
- this is about being comprehensive, rather than focussing to precisely to start with.
This is about ensuring you don’t inadvertently miss anything.
NARROW
Metaphor: ensuring you are using the right nets for the job to allow those results you don’t want to slip through the holes, and those you are to be pulled onto your deck.
- once you have ensured your search can be as comprehensive as possible, you then need to make sure you focus it to help filter out the ‘noise’ and to just return the most relevant results.
This is about ensuring you use your reading time most efficiently.
EVALUATE
This is not about critically evaluating the content and conclusions of the articles.
This is about evaluating your results as a whole to identify problems with your search, or improvements you could make.
- rarely will you find all the most relevant and appropriate results in your first search. Using the results you do find to identify:-
Key authors, or opposing arguments, to explore further
Alternative and additional search terms
Specific topics you might want to focus on
New avenues of research topic or methodology
WORK FOR YOU
Finally, this is about using those key sources you locate to work for you:-
- providing you with a rich source of pre-selected earlier research from their own list of references
- citation searching to see how the ideas and research in the key sources you have identified have been taken and developed further
- Now itself perceived as not politically acceptable and being replaced by terms including “intellectual disability”.
- Still in use in the United States and by the WHO sometime after the phrase became less commonly used in United Kingdom.
- APA officially changed terminology in 2013 and under federal US law
- Changes in terminology and spelling especially important when searching historic sources such as newspapers, official publication and pamphlet collections.
2018: Scopus Data
- “mental retardation” = 641 results
- “intellectual disability” = 2,817 results
- “mental retardation AND intellectual disability” = 136 results
Many databases will search for the exact word/spelling you type in. Others might match to a pre-defined, or AI generated, list of related terms and spellings – although this may not include every possibility.
As postgraduate researchers, there is not just a pressure to “find some stuff”… but you will feel you are expected to have found and read everything which is of relevance to your topic of research, and read around the edges to clearly define your topic.
Reading everything is, of course, an impossible task. So what you actually need to have is the confidence, (for meetings with supervisors, conference papers you deliver, articles your write… and then your final completed thesis, your viva and any subsequent direction your career takes you…) the confidence that you have found (and read) everything of importance, and an ability to articulate and demonstrate why you are confident you have searched for that information effectively.
DEFINE
- This has two motivations:
In terms of form, you must search in the most appropriate places, having decided the type and amount of information you want based upon your information need
In terms of subject, you are also defining your boundaries. It is likely that for any extended piece of research you are going to have multiple ‘contexts’ and ‘avenues’ to explore – and there may be other linked areas you are not interested in. Having a broad understanding of the topic may also help inform your choice of search term, as well as helping you identify those areas you wish to exclude from your search.
BROADEN
Metaphor – cast your net wide to make sure you can capture as much as possible that ‘might’ be relevant, and ensuring you aren’t missing anything which might potentially be useful.
- this is about being comprehensive, rather than focussing to precisely to start with.
This is about ensuring you don’t inadvertently miss anything.
NARROW
Metaphor: ensuring you are using the right nets for the job to allow those results you don’t want to slip through the holes, and those you are to be pulled onto your deck.
- once you have ensured your search can be as comprehensive as possible, you then need to make sure you focus it to help filter out the ‘noise’ and to just return the most relevant results.
This is about ensuring you use your reading time most efficiently.
EVALUATE
This is not about critically evaluating the content and conclusions of the articles.
This is about evaluating your results as a whole to identify problems with your search, or improvements you could make.
- rarely will you find all the most relevant and appropriate results in your first search. Using the results you do find to identify:-
Key authors, or opposing arguments, to explore further
Alternative and additional search terms
Specific topics you might want to focus on
New avenues of research topic or methodology
WORK FOR YOU
Finally, this is about using those key sources you locate to work for you:-
- providing you with a rich source of pre-selected earlier research from their own list of references
- citation searching to see how the ideas and research in the key sources you have identified have been taken and developed further
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