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The Context Paper
[for teachers of English 105 and 107;
supplement to the
Freshman
Composition Library Experience]
The main purpose of the context paper is to learn how to find basic
or
background information on a topic. Finding out general background
information is an early step in determining a final topic for a
research
paper, which will have a more focused subject. Traditionally, this
sort of
information was found in ‘reference books’, and reference books were
1)
print and 2) located in a library’s reference collection. This is now
both
true and untrue. For many students in freshman composition, this will
be the
first true assignment requiring use of the university library. For
many,
this will be the first time they use a library of any real size and,
unfortunately, for some it will be the first time they have ever heard
of a
reference source. You may find that you have to address this on a more
step-by-step process than you thought.
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WHAT IS A REFERENCE
SOURCE? |
There are several definitions of a reference source :
Library of Congress: "Any publication from which
authoritative information can be obtained."
Reference and Users Services: "A work compiled
specifically
to supply information on a certain subject or group of
subjects in a
form which will facilitate its easy use."
American Library Association: "Any source used to
obtain
authoritative information in a reference
transaction."
Online Dictionary of Library and Information Science:
"Any
publication used by a reference librarian to provide
authoritative
information in response to a reference question, including but
not
limited to reference books, catalog records, printed indexes
and
abstracting services, and online bibliographic
databases."
As a professor, how do you define "reference sources"
to your students?
If the point of the Context Paper is for the student to become
cognizant
of the Reference section, why not designate certain types of sources
the
student must use? This would ensure the students become familiar with
a
variety of sources; rather than three or four from the "reference
section."
Approaching the assignment in this manner would give the student an
opportunity to use a variety of sources to locate information.
For example, if a student chose the Grand Canyon as the
topic,
what sources would be appropriate for use?
The student could use encyclopedias (print, electronic)
for
general information on the Grand Canyon and an atlas or
gazetteer to find geographical information. Using travel
guides
(Fodor’s) would provide additional information on sites to see
within
the Grand Canyon plus historical and current information on the
Grand
Canyon. Using the Internet to access U.S. government sites
such
as the National Park Service would provide additional information
(do
not forget print U.S. government sources). An additional source
would be
geological and/or geographical sources for information on
the
area. The above do not mention the general sources found in the
stack
areas of libraries. Some of these sources may not be considered
"reference" sources, yet they are sources the students
should be aware
of and be able to use in a competent fashion to locate
information.
Do the students know why a source is considered a reference
source?
Perhaps initiating a discussion on what students consider a
reference
source would be valuable. Within the discussion, the professor could
propose
the above definitions for further discussion with the students.
Students could be instructed to locate information (perhaps a
variant on
their topic if necessary) in the following sources:
- Encyclopedias (paper, electronic, general, subject
specific)
- Atlases
- Handbooks
- Almanacs
- Dictionaries
Students could further be instructed (as the assignment progresses)
to
locate general information sources (commonly considered a book from
the
stacks); a source from an electronic journal, magazine or newspaper;
an
Internet source, etc… . This would be an excellent assignment to segue
way
into how to evaluate sources as to their content and value for an
academic
paper.
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DIFFERENT WAYS TO APPROACH THE CONTEXT PAPER: |
- Create a list of sources, which the student must have as the
paper
progresses (electronic, Internet, dictionary, etc…). Have students add
to
that list. [see example below]
- Develop a website with a list of sources which are defined as
reference.
Perhaps include a checklist with the characteristics of reference
sources so
the student can understand why a source is considered reference
(encyclopedias, handbooks, etc…).
- Students would probably benefit more from having a list of types
of
materials to use in locating information. If librarians cannot agree
on one
definition for reference sources (I know it when I see it), we may be
expecting too much for the students to determine what a
"reference source"
is without any guidance. Rather, exposing them to several different
sources
with a criteria for evaluation and critical thinking skills would be
much
more beneficial to the students.
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FIND REFERENCE IN THE
ISU LIBRARY |
- Finding a print reference source, located in the
1st floor
reference collection: use Keyword in the Online Catalog to narrow the
location of the item
[choose Keyword search --> Set More Limits --> Location:
ISU Reference
Area --> Set Limits].
- Search broad word/phrases. Use Keyword searching
in the online catalog to
combine the topic with words that might appear in the title of a work,
such
as encyclopedia, dictionary, handbook. Use keyword to search
for the word
‘introduction’ in the Title field.
- Locating online reference materials. Connect to
E-Reference
Resources,
especially mega-sites, and
E-Books.
One of the largest potential links is to
Oxford Reference Online.
- Unbeknownst to many, a number of titles on our
Database lists are
e-texts, such as
Many of our database also include
‘reference’, 'book' or 'primary source document' materials,
especially:
Beyond the Library:
Examine Guide to Reference Books
[Reference Z1035.1 .G89}. Also, look at lists of examples of
different types of reference
books that are often included in ‘how to use the library’ books and
'how to
to research' in [discipline] titles.
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LIBRARIAN’S ROLE IN THE
CONTEXT PAPER: |
- Assist in developing a source list for students to use.
- Discuss why a reference source is considered a reference source
and how
to generally define a reference source.
- Provide instruction on how to evaluate print and electronic
sources.
- Provide instruction on types of journals and magazines.
- Provide instruction on how to find viable reference-level
Internet
sites.
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STANDARD REFERENCE CATEGORIES
[teachers can copy and use] |
Source List
Encyclopedias:
Print
Electronic
Subject Specific: The encyclopedia deals with a single topic.
Examples
are a sports encyclopedia or a food encyclopedia.
General: Encyclopedias cover a variety of information. Usually one
letter
of the alphabet for each volume.
Atlases:
Subject Specific: May cover only a particular geographical feature
(rivers, mountains) or a specific country.
General: Cover every country.
Handbooks
Almanacs:
Print
Electronic
Subject Specific: Cover one subject (sports)
General: Cover numerous aspects of information.
Dictionaries:
Print
Electronic
Subject Specific: Deals with one subject (sports) or one language
(Danish).
Directories
Yearbooks
Gazetteers
General sources from the library stacks (the book collection)
Magazine, journal and newspaper articles from print and electronic
sources
Internet sites: Could limit to government or other
"official" sites for
information. Use the Library's
Internet
Search Tools and
Library
Research Guides.
Discuss your library instruction needs at any time with members of
the
Instruction Team. Additional resources for all teachers are
available at
our
Resources for Teaching Faculty page. |
