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Engineering 190W - Fall 2021 - Foresta Section: Home


URL: https://guides.lib.uci.edu/ENGR190W-Fall_2021_Foresta

Update

There are several major new changes in the search & discovery area that launched in July 2021.  They include:

  • UC Library Search - the search & retrieval of items in the UCI Library collection in all formats including books, journals, films, databases, audio recordings, scores, articles, etc as well as items found across all ten UC Campus libraries  Filtering using the left side bar will increase your relevancy. 
  • UC eLinks will change to "Get it at UC" - a purple link that turns orange when you hover or click - will happen with different databases over time
  • Web VPN links will change from https://vpn.uci.edu/ to https://webvpn.uci.edu
  • Registering for DUO (multi-factor or second layer of authentication) - you may need to register by following these directions

Ask A Librarian

For Chat, Text, eMail and to schedule with your subject librarian click on "Schedule Appointment" under Librarian's name in right sidebar or for other general assistance or a consultation with any Librarian, use:

 

blue Ask a Librarian icon

Introducing Engineering 190W

This class focuses on your career as an Engineering major and allows you to focus on communicating the major issues that you have focused on and and how to jump-start your career in practice as an Engineer or if you continue your graduate education.  It introduces you to:

  • the work style of engineers in different settings
  • how engineering information is released using specialized content such as patents, standards, papers, proceedings, journal literature, book content and related materials
  • how written and verbal communication, both technical and casual conducted individually and within groups can determine the outcomes you want for success
  • engineering ethics
  • the value of sourcing & correctly citing your information, evaluating it carefully, and being informed about misinformation
  • thinking about presentation, using images, prompts, and addressing different audiences

Evaluating Information

When using Online or Internet Resources, consider Search Engines vs. metasites - evaluate resource - be attentive to domain -may include .com, .edu, .org, .gov, .net

Evaluating Information – Applying the CRAAP Test

For Currency, Relevance, Authority, Accuracy, Purpose

https://www.csuchico.edu/lins/handouts/eval_websites.pdf

 

Goal is to establish relevancy.  The evaluation criteria includes these issues:

 

Scope of coverage

Currency – be able to distinguish currency from timeliness

Relevance – meaningful to what audience; at what level; will you cite it as authoritative?

Authority – stem is author – establishes the source of the information – author/publisher/source/sponsor; organizational affiliations & credentials; contact information

Accuracy – reliability, correctness of content; supported by evidence; is it verifiable; is tone unbiased, objective, impartial & free of emotion; free of errors?

Purpose – are hypotheses and authors’ intentions clear?  Why is content important – to inform, teach, sell, entertain or persuade?  Any political, ideological, cultural, religious, institutional or personal biases?

Ease of use – Capturing, copying, citing; design & presentation

Remember when we cite or quote, we are CHOOSING to bring other voices into our paper or scholarly work.

Let's ask, Why we cite?

  • to give credit to authors
  • to show your work
  • to be a responsible researcher
  • to avoid plagiarism

Think of 5 criteria you use to evaluate information and what questions to you ask yourself to determine relevancy or whether your information need is met?

Evaluation of evaluating strategies

  • consider that we are on information overload - how to distinguish between accurate information & misinformation
  • transition from reading vertically (CRAAP) vs laterally - use 4 moves, known as S.I.F.T, with these action items:
    • stop - open up a browser tab & enter a search term
    • investigate the source(s) - who wrote or said this? who is the author? what process or methodology was used to produce this information and what systems are in place with this source to catch mistakes and correct them?
    • find better coverage - consult other sources, demonstrating the historical context, disciplinary approaches, are there patterns of perspectives or dominant ideas that emerge, and what voices are missing?
    • trace things back to the original context - is the evidence misquoted or misrepresented; where is the data from & how was it collected and can we make legitimate conclusions from it?
    • watch this video on lateral reading strategies (3.47) from the Civic Online Reasoning curriculum, co-sponsored by the Stanford History Education Group

Sources for Media, Film Clips, Video

Library is Open for eAccess

Liaison Librarian

Profile Photo
Julia Gelfand
Contact:
Office: Science Library 228

Phone: 949-824-4971

EMail: jgelfand@uci.edu