Module 2

Introduction
Whether you are searching for traditional library resources or using electronic
resources available over the Internet, the development of a search strategy is
essential. A search strategy is simply a plan for conducting an information search.
The process begins with selecting a general topic, focusing the topic so that it is
appropriate for the assignment by narrowing or broadening, creating and refining
search statements, deciding which resources are appropriate to search, revising
search statements appropriate to the resource, and finally conducting the
information search.

Selecting A Research Topic

Before attempting to search for Internet resources, you should have a clear idea of your
topic and the kinds of information you will need.

To identify a research topic, try:

 Suggested topics from instructors, texts, or readings
 Your own business, hobby, sports, or personal interest area
 A site like Hot Paper Topics, which compiles a list of common topics seen in
college level courses.

The following sites may also be helpful.

 Frontline
 PBS News Hour
  Public Agenda Online

The following library databases might also be consulted. These are subscription
databases which require a student to log in with a Borrower ID number and PIN. Library
databases will be discussed in more depth later in this course.
 CQ Researcher
 Issues and Controversies
 Opposing Viewpoints in Context

One of the most common problems in trying to come up with a topic is narrowing a
broad subject to a topic that is specific enough to handle within the constraints of a
research paper. The following list provides three subjects and some possible topics
within each subject.

Subject: Alternative Medicine

Topic: Can hypnosis cure disease?
Topic: Should insurance companies reimburse patients who use "unproven"
treatments?
Topic: Does the interest in alternative medicine suggest that conventional medicine is
failing?

Subject: Animal Rights

Topic: Should animal tissues and organs be transplanted into human beings?
Topic: Is animal dissection or vivisection still necessary as a teaching tool?
Topic: Should animal experimentation for cosmetics be abolished?

Subject: Home Schooling

Topic: Does home schooling isolate children socially?
Topic: Should home schooling parents be required to be certified in the subjects they
teach?
Topic: Should public schools offer extracurricular activities for homeschooled children?

A specific topic may not be obvious when you first start a research project. You may
need to practice some of the activities outlined in this module, where you will
purposefully attempt to narrow and focus your topic.

Focusing Your Topic

You may need to begin your research project by using resources such as encyclopedia
articles or books to gain a basic understanding of the scope of your topic. Look at the
basic concepts or ideas your topic involves and decide whether you need to focus on a
specific aspect of the subject. You may need to narrow or broaden the scope of your
topic. The Internet Public Library provides a guide on Looking For and Forming a Focus.

One basic source for background information on research topics is Encyclopedia.com, a

group of encyclopedias that offer a free abridged version on the Internet. There are also
a number of specialized encyclopedias available either on the Internet or accessible
through your local library system. Articles written in an encyclopedia often give a good
general introduction to a topic.

My Facts Page: Encyclopedias at Refdesk.com provides a list of online subject

encyclopedias.

Wikipedia is a free online encyclopedia created and maintained by users. Because the
authors are unknown and entries can be edited by anyone, credibility of the content is
sacrificed. Read their disclaimer here. The pros and cons of Wikipedia will be discussed
in more depth later in this course.

Questions to help you state a topic: When selecting your topic, consider the following
questions.

● What terms and keywords are frequently used to describe the topic?
● What dates are important to the topic?
● What specific places are important to the topic?
● What important events are related to the topic?
● Which people, groups or organizations have made a significant contribution or
have been involved in some way with the topic?
● Which subject or discipline is the topic part of?
● Are there any conflicting views or controversies surrounding the topic?

As you answer these questions by thoughtfully examining your topic, you will be building
a body of search terms, concepts, and ideas that will help you engage in productive
research as you continue with the process.

You may also need to visit your local library or search an online library catalog to find
background material, usually in books, for your topic and to get a sense of how much
information will be available on the topic.

● LINCCWeb provides access to all of the Florida Community and State College
library catalogs, and specifically to Indian River State Colleges’ databases. Items
may be requested by current students from any of the statewide collections.
● The State University Libraries of Florida provides access to eleven of the Florida
State University library catalogs.
● WorldCat provides links to library catalogs worldwide.

Interlibrary Loan: Indian River State College offers interlibrary loan services that allow
you to borrow materials located in remote library catalogs. It may take a week or so to
borrow material via interlibrary loan so begin your research early. In addition, any
student enrolled in a state institution of higher education in Florida has reciprocal
borrowing privileges at all community college libraries and all state university libraries.

Searching the online catalog: As you peruse the online catalog for books and material
in alternative formats, consider the following questions:

● Approximately how many titles are in the online catalog on your topic? What, if
anything, can you tell from the listed titles, dates and authors?
● Are there subheadings displayed for the topic?
● Are cross-references or alternative headings displayed for the topic?
● Will your local library be able to support your topic, or will you need to get
material from other libraries through interlibrary loan?

Stating Your Topic As A Working Thesis

As you begin to develop a thesis for your research project, it is important to note the
difference between a topic and a thesis. A topic is a general area of inquiry and is
frequently stated as a question; a thesis is more specific and can be defined as an
opinion statement. Purdue University has some examples and helpful hints for writing a
thesis statement on their Online Writing Lab (OWL) website.

At this early point in your research, you can expect the thesis statement to be a
preliminary or working one. As you learn more about your topic, you will be able to
revise the thesis. The working thesis will help keep you on track as you research your
topic. The following illustrates some topics and preliminary thesis statements.

Topic: What effect does the use of alcoholic beverages have on college students?

Thesis Statement: College students who are binge drinkers are more likely to engage
in risk-taking behavior than students who are either moderate drinkers or who abstain
from drinking alcohol.

Topic: Should animal tissues and organs be transplanted into humans?

Thesis Statement: The potential medical benefits of xenotransplantation outweigh any

ethical concerns the public may have.

Topic: What effect does television violence have on children?

Thesis Statement: The implementation of V-chip technology to block violent or sexually

explicit television content will reduce the incidence of school violence.

Creating Search Statements--Identifying Keywords

The next step is to create a search statement, also called a search string, which you will
use to search for appropriate resources. First, identify the main concepts or keywords in
your preliminary thesis.

By creating a list of keywords, you can increase your search capacity. This enables you
to find more information on your topic. Try to think of all the ways your topic could be
described. For example, if you are researching on acid rain, you might also use words
like pollution, air pollution, carbon dioxide levels, ozone depletion, etc.

Choose your keywords carefully. Do not use a complete sentence or phrase as you do
in spoken natural language. Leave out minor words, such as articles ("a", "an", or "the"),
and prepositional or verb phrases ("on...", "in...", or "going to…"). Stick to the keywords,
usually nouns or noun phrases that express the major concepts of your thesis.

For the thesis, "College students who are binge drinkers are more likely to engage in
risk-taking behavior than students who are either moderate drinkers or who abstain",
you might choose the nouns and noun phrases alcohol, alcoholic beverages, binge
drinking, risk-taking behavior and college students as keywords. For the thesis, "The
implementation of V-chip technology to block violent or sexually explicit television
content will lessen the incidences of school violence", you could use television, TV, V
chip, school violence and children.

As you begin your search, you should write down all search terms so you can decide
which were effective and which were not. You may find terms you wish to eliminate from
your results list or terms you want to always appear in your results.

To identify alternative keywords, use a thesaurus (Webster's Collegiate Thesaurus is

available online), check the Library of Congress Subject Headings, a reference book
available in most libraries, or try browsing or searching web subject directories you will
learn about later in this course. The subject directories may provide alternate keywords
or related topics that you wouldn't necessarily think of on your own.

Refining Search Statements

The next step in developing your search statement is to refine your keyword search
string. This may help to narrow or direct your search so that you retrieve the most
relevant results. When results are relevant, they are on target or very close to the
information being sought. Complex search statements could be refined by adding words
and characters such as Boolean operators, quotation marks to indicate exact phrases,
truncation symbols, or field search limiters.

Boolean Searching
Boolean searching is based on a system of symbolic logic developed by George Boole,
a 19th century English mathematician. Most computer databases and Internet search
engines support Boolean searches. Boolean search techniques help reduce the number
of irrelevant documents in the search results.

The power of Boolean searching is based on combinations of keywords with connecting

terms called Boolean operators. The three basic operators are the terms AND, OR, and
NOT. Many general search engines, such as Google, replace Boolean operators with
symbols, for example + for AND, - for NOT.
The examples above illustrate general topics expressed with just two keywords. Actual
search strings, which express complex topic ideas, may consist of several keywords
and combinations of Boolean operators.

For example, the thesis statement "Automobile air bags are not safe for children" might
result in the search string:

automobiles AND air bags AND children AND safety

Nesting
Most databases and major search engines support complex Boolean searches. If you
have a complex search using more than one operator, you can nest your search terms,
using parentheses. Search terms and operators included in parentheses will be
searched first, then terms and operators outside the parentheses. A search for:

(ADD OR attention deficit disorder) AND college students

will search for documents containing either the acronym ADD or the words attention
deficit disorder, then narrow the search results only to those documents that also
contain the words college students.

Phrase Searching
Pay attention to phrases in search strings. If you are looking for information on the
capital gains tax, you need to enter that part of your search string as a phrase.
Otherwise, you may retrieve irrelevant documents which contain all of the keywords, in
any order, anywhere in the document. Most search engines and databases support
phrase searches. Internet search engines usually require quotation marks to indicate
exact phrases such as: "capital gains tax", "physician assisted suicide", "human
genome project".

Truncation
Another useful search parameter is truncation. Truncation allows the searcher to insert
a truncation symbol, usually an * or ?, as a wildcard at the end or the middle of a word.
For example, the search term teen* will locate the terms:
● teen
● teens
● teenager
● teenagers
● teenaged
● teensy
● teeny

Try not to use truncation on a very short root word as too many words would be
retrieved, and the relevance of the search would be affected. Some search engines
automatically truncate your search terms to find plural, -ing, or -ed endings. Truncation
symbols will vary. Some search engines and databases do not support truncation.

Field Searching
Field searching is a technique that allows you to search a particular part of a computer
record. For example, in many search engines and electronic databases, you can specify
that a specific word in your search string be found in the title of the document.

You may also be able to search for an author's last name, a range of dates, full-text
documents, or material in a particular language. In web search engines, you may be
able to search by domain name, URL, or type of file (picture, sound or video). This
search technique works efficiently when you need to narrow your search in a very
specific way. Some web search engines make field searching available only in the
advanced search mode.

Deciding Which Resources to Search

Once you have identified the keywords for your topic and have created search
statements that reflect the relationship between the keywords, you should also consider
the types of resources that will be most appropriate for your topic. Often your professor
will require that certain types of resources be used. Both free Internet resources and
library-based electronic resources can be used to access a wide variety of types of
information.

You may be required to use scholarly or peer-reviewed publications in addition to

popular resources. Depending on your research project, primary source documents may
be essential. The discipline area in which your search topic falls may require that the
information be current. Finally, you may need to access information from a variety of
different formats such as audiovisual, graphical or raw data.

Scholarly vs. Popular

Professors will often require that students use a certain number of scholarly resources
for research projects. Scholarly information will present original research findings and
provide much more detail and usually a better understanding of a topic than will a
popular or general interest publication. In some cases, deciding what is a scholarly
publication versus what is a popular publication may be easy, especially when
considering print sources; in other cases it may be more difficult to make the distinction.
Some of the distinguishing factors that are obvious in a print source (e.g., price,
availability, etc.) will not be relevant for an electronic publication. Use the following table
as a guide to help differentiate between popular and scholarly publications/Internet
sites.
 Popular Sites Scholarly Sites
AUDIENCE General readers Scholars, researchers, professors,
students
APPEARANCE Colorful, eye-catching, Attractive but also serious
engaging, lively, slick
ADVERTISEMENTS Many, colorful; banner Few, if any, advertisements
ads that change on a
regular basis
PRODUCER Commercial Universities, individual faculty pages,
organizations, non-profit professional associations, some
organizations, personal commercial or non-profit
home pages organizations
AUTHOR Staff writers, journalists, Professionals, experts in the field,
usually not experts, web credentials given with the site
sites are frequently
unsigned
CONTENT & FOCUS Non-technical, Original research, specific narrow
informative, introductory focus
information,
entertaining, news
oriented, opinions
LANGUAGE, STYLE Easy to read, engaging Formal language, specialized jargon
used, requires prior knowledge of the
subject matter
LENGTH Usually short to medium Usually rather lengthy in order to
in length, providing provide in-depth analysis of a topic
broader overview of
topics
ILLUSTRATIONS Heavily illustrated, Few illustrations, little or no color, will
photographs, eye- include appropriate research oriented
catching tables, charts, and graphs
DOCUMENTATION Very little Documentation, bibliographies,
documentation, if any footnotes
TIMELINESS Up-to-date Timeliness is not as important;
thoroughness, originality, and in-de
WORDS IN TITLE No specific words Titles may use language of the
included or excluded; discipline; frequently words such as
titles may be cutesy or research or study will appear in the
contain slang title
EXAMPLES Dotinga, R. (2016). Did Compton, W., Jones, C., & Baldwin,
Painkiller Crackdown G. (2016). Relationship between
Cause Heroin Nonmedical Prescription-Opioid Use
Epidemic? WebMD and Heroin Use. New England
News from HealthDay. Journal of Medicine, 374, 154-163.
Retrieved from: doi: 10.1056/NEJMra1508490
http://www.webmd.com/
mental-
health/addiction/news/2
0160113/did-painkiller-
crackdown-cause-
heroin-epidemic

Primary vs. Secondary

Depending on the general subject area or discipline of your research, primary sources
may be a major focus. Primary sources take different forms depending on the discipline.
In literature, a primary source is the novel, short story, poem, etc. Primary sources in
history include laws, letters, oral histories, diaries, and newspaper articles on events. In
science, primary sources include reports of original research. Primary sources tend to
stand on their own and be firsthand observations of an event.

A secondary source is one which analyzes, critiques, reviews or explains a primary

source. They are often authored by people who were not present when the event
occurred or the person under study was alive. Many are written by scholars who have
carefully studied the primary source and have drawn their own conclusions from it. One
type of source is not, by nature, more or less reliable than the other. Some examples of
both primary and secondary sources follow.

Primary Sources Secondary Sources

The Autobiography of Charles Darwin Darwin Remembers: A Play by Fred Sandford
The Declaration of Independence Founding.com: A User's Guide to the Declaration
of Independence
Plato's Republic Stanford Encyclopedia of Philosophy: Plato

Current vs. Historical

For some disciplines, timeliness or currency of information is crucial. In the sciences
and medicine, it is very important that the most recent information on a topic be
retrieved. In history or literature, currency may not be as important. Frequently,
professors will place time limitations on assignments and this will help guide your
research. Some search engines and library-based electronic databases will allow you to
specify a time frame for a search.

All databases will allow you to refine your results by publication date. If you have a
topic in a medical or technical field, you probably will not want sources older than 5
years from the current date, as the information may become outdated or superseded
quickly. Conversely, if your topic concerns a historic event, for instance, coverage from
a hundred years ago is likely as valid as present day research.

Resources By Discipline
Information is organized into disciplines or subject areas. The discipline or subject area
in which your research topic falls will have a bearing on the type of research you will do.
In addition, the same research topic you choose for a general composition class in
which you primarily retrieve Internet sites and articles from library-based general
electronic resources will take on a very different flavor in an upper-level discipline-based
class.

Depending on the discipline area, the following considerations may be important:

● One or more organizations may be responsible for the dissemination of
information.
● There may a standard terminology for the discipline.
● There may be a standard index for the discipline.
● Scholarly resources may be preferred over popular resources.
● Primary resources may be preferred over secondary resources.
● One or more of the following investigative methods may be preferred:
○ laboratory experiments
○ simulations
○ field work
○ interviews
○ surveys
○ statistical analysis
○ tests and measurements
○ original thought and analysis
● Current resources may be preferred over historical resources.

Resources By Format
Since research material on the Internet is available in many different formats, you may
find that an audio file, an image, or a video clip may be appropriate for your research
topic. For example, if you were required to make an oral presentation of your research
project in addition to a written report, and you were going to create a presentation with
PowerPoint, you might find it helpful to import audio files, images and video clips into
the presentation.

Revising Your Topic and Searching

Research is seldom a neat, tidy process. Sometimes your first search attempt will not
give you the results you anticipate. You may either find too much information on your
topic, not enough information on your topic, or the information you find may not be
helpful. In this case, it may be necessary to change or redesign your topic question or
statement.
One of the most common problems encountered in research is retrieving search results
that are too broad or unrelated. In that case, you will need to rethink your search
strategy to limit your search results.

Try the following to narrow and define your search:

● Use the AND Boolean Operator to add relevant terms to the search.
● Use the NOT Boolean Operator to eliminate terms from the search.
● Search for one or more words in the title field as opposed to searching
throughout the full-text of a document.
● Use phrase searching to define your search terms.
● Use vocabulary that is more specific.
● Choose a narrower category of a major topic.

When there are too few sources on your topic, try the following to expand or broaden
your topic:
● Combine synonymous terms with the Boolean OR Operator.
● Use wildcards and truncation to retrieve alternate spellings or endings of root
words.
● Think of the topic in broader terms and use a more general vocabulary.
● Make sure you are using the appropriate vocabulary for the discipline in which
your topic falls.
● Eliminate the least important concept to broaden the search.
● Revise the date range. Perhaps your topic is so new that there is not much
scholarly information available yet.
● Try the option available in some search engines that will look for related
documents to one or more of your relevant hits.
● Use a thesaurus.

Finalizing Your Thesis

Now that you’ve done your initial searching and decided on a firm direction for your
topic, you are better equipped to revisit your thesis to make it stronger.

A strong final thesis should be:

● Focused on a single position or point of view in your thesis statement.

Addressing too many ideas in a project is likely to make your point muddy and
incomplete.
○ Weak thesis: Underfunded arts programs, underpaid teachers, and
standardized testing are all factors in underachieving students in public
schools.
○ Stronger thesis: The emphasis on standardized testing is a critical factor in
the underperformance of public school students.
● Clear and concise. Present your argument or point precisely without
generalizations.
○ Weak thesis: The lack of funding in public schools is a major issue in the
 American education system.
○ Stronger thesis: Underfunding arts programs in public schools does not
adequately prepare students for college.
● Declarative, explaining your position or point-of-view as a statement rather than a
question.
○ Weak thesis: Does car exhaust impact climate change?
○ Stronger thesis: Car exhaust is a leading contributor to climate change
● Written in third-person voice. Rather than addressing “I”, “we”, “you”, “my”, or
“our” in your thesis, look at the larger issues that affect a great number of
participants. Think in terms like “citizens”, “students”, “parents”, “teachers”,
“artists”, etc.
○ Weak thesis: I think using your cell phone while driving is the leading
cause of traffic deaths for people in my age group.
○ Stronger thesis: Cell phone use is the leading cause of traffic deaths in
teenagers.

A Sample Research Problem

The following is a sample research topic and a thesis statement that illustrate how a
researcher might work with keywords, Boolean operators, nesting of operators, and
truncation to get better results.

Sample Research Topic: "Does recycling E-Waste lead to environmental problems in

and of itself?

Background: As more and more computers, cell-phones, televisions and other

electronic media are dismantled and recycled, a whole set of environmental concerns
are created. Frequently these materials are sent to developing countries without any
concern for their environment.

You may find this too broad a topic. The following thesis statement is more specific:

“Companies that produce recyclable electronic products must be responsible and pay
for safe and reliable methods of disposal, as well as safe, environmental friendly
recovery of component parts and rare-earth metals.”

Keywords for this might include:

 e-waste
 recycling
 electronic devices
 environmental pollution
 third-world countries
 toxic metals
 recycling fees
Some of the possible search statements which could be used for this thesis are:
 environment AND recycling AND “electronic devices” AND “third-world countries”
 (“e-waste” OR “electronic devices”) AND environment AND “third-world” and
corp*
 (“toxic metals” OR “rare-earth metals”) AND “recycling fees”

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Learning Resources Standing Committee. Last revised June 2015 by the LIS 2004 Course Revision Committee.