Gata Anca 10 Identifying Articles

7/27/2019 Gata Anca 10 Identifying Articles

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Articolul tiinific n limba englez:

identificarea articolelor tiinifice

necesare n baze de date

1) State of the art

Assess the state of the art means going through the literature

to discover what the scientific community knows on the subject.

It means getting acquainted with previous works that have

tackled the chosen theme. This enables the student to knowwhat has been said and what has not been said yet. It is also a

way to see the various aspects and dimensions of the general

theme.

Reading too much or not reading enough are the two ways to

fail the state of the art. These methods can lead either to total

confusion or to a lack of diversity in the approach of the subject.

For the state of the art to be rightly carried out, one should

select its reading according to two essential criteria: the

relevance with regard to the initial question and the intrinsic

quality of the sources, referring respectively to external and

internal review of the documents.

Starting from the initial question is the best way not to veer off

the subject. First, one has to establish a diversified list of

keywords. A research theme often integrates in a broader field.

For instance, if one studies abstention in Belgium, it is better

not to limit oneself only to those two keywords, and broaden

the research to themes such as participation and electoral

behavior, that are part of the subject. Then, one can start by

consulting recent general works, like introduction manuals or

encyclopedias. These general works often constitute good


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sources of information and other references can be found in the

bibliography. After that, one must narrow down ones research

by identifying scientific articles, monographs, theses, research

notes, and other relevant secondary sources thanks to the

various databases available at the library. One can, for

instance, launch a keyword research in articles published in

major scientific journals over the past ten years (see Appendix

5). These more specialized references will in turn lead to new

sources, always more relevant. Progressively, the unavoidable

books and articles quoted by all authors having researched the

question will be identified. Thus, anchoring in the initial

question enables one to avoid over-reading, to actively search

answers and information by taking notes and absorbing ones

readings.

Proceeding this way, the student can easily compile several

dozens of references and then has to sort them out. At this

point, the criterion to be retained is that of quality of the

sources. Is the author competent in that field? Is this a recent

work? Is it an article aimed at a scientific audience or a general

one? To achieve a thesis, some twenty references may be

enough. But in order to find those precious references, the

student certainly will have to consult a hundred of sources.

Problems linked with availability of books at the ULB library or

with difficulties to read in English cannot justify that a major

author or journal has been ignored in the thesis. The solution

lies in consulting other libraries or resorting to the interlibrary

loans service (see Appendix 4).

The student, going through the literature, will be in a better

position to precise the initial question, to find definitions of the

concepts used, and to identify an original hypothesis. The state

of the art is such a crucial that several theses devote an entire

section to it, notably to situate the thesis in the theoretical


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debates between key authors and to justify of the scientific

interest on the matter.


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2) Google as a research engine

Prezentarea continutului articolului

Google and the scholar: the role of Google in scientists'

information-seeking behaviour

Hamid R. Jamali, Faculty of Psychology and Education, Tarbiat Moellem

University, Tehran, Iran

Saeid Asadi, Department of Library and Information Science, Faculty of

Humanities, Shahed University, Tehran, Iran

Introduction

Web search engines are probably the most important means of retrieving information for web-

based information systems. Among the major search companies, Google has gained a

reputation as one of the leading and most popular search engines. In 2006 in the USA there

were 91 million queries searched daily on Google alone. The total number of queries searched

daily on all search engines was 200 million (Sullivan, 2006).

Besides being fast and user-friendly, Google's popularity is mostly due to the relevance of the

retrieval results for a typical query. In other words, recall and precision are often high forGoogle's search results. By implementing the PageRank algorithm (Brin and Page, 1998),

Google introduced citation models in web search in order to improve the quality of search

results. Tracking web citations became possible because of the hyperlink structure of the web

resources. The rich structure of the web link graph has enabled the estimation of the global as

well as local popularity of the documents on the web (Asadi et al., 2009).

Google has been constantly creating new services such as Google Books and Google Scholar

to cover special contents. Among these search facilities, Google Scholar is important because

it is designed specifically to retrieve scholarly literature on the web. Almost all types of

scholarly publications available on the web are covered by Google Scholar including full-text

papers from conferences and scholarly journals, citations, presentations and technical reports.

Compared to specialised citation indexes such as Web of Science, Google Scholar has shown

more success in reflecting the quantity of citations in published papers and scholarly

publications (Noruzi, 2005; Harzing and Wal, 2008).

Google search engine has gained increasing popularity among academic communities and

students and it now plays a crucial role in their information-seeking behaviour. In addition to

its dominance in general searching on the web, past research (see literature review, which

follows) has also demonstrated the impact of Google within research and educational fields.

To serve academics' and scientists' information needs it is necessary to have a better

understanding of Google's role in their information-seeking behaviour and the impact it hashad on their information-seeking habits. This paper aims to contribute to this understanding. It
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focuses on the role of Google's general web search engine in physicists' and astronomers'

information-seeking behaviour. More precisely, the paper aims to identify how and why

scientists use Google to locate journal articles and what other applications it has in their

information-seeking needs. Information-seeking behaviour is defined as the process or

activity of attempting to obtain information. Web searching is a subset of information

seeking, particularly concerned with the interactions between the information user and theweb using general web search engines.

Literature review

Google has elicited much controversy and debate within the field of library and information

science. Librarians, information scientists and academics have written both in praise and

contempt of Google (e.g. Janes, 2002;Pomerantz, 2006; Crane, 2007; Miksa, 2007;Carr,

2008;Nichols and Rowlands, 2008). Librarians have criticised Google for what they believe

is a negative effect on students' and academics' information-seeking behaviour (Sorensen and

Dahl, 2008). Bell (2004)summarised this situation by stating that Google has become the

symbol of competition to the academic library (p. 15). Pennavaria (2003) maintained thatGoogle is a bad place to start an academic research paper (p. 11). Yi (2005) highlighted the

need to fight against research by Googling (p. 51). Referring to the massive impact of

search engines on people's information-seeking behaviour, Mostafa (2005) stated that

Googling has become synonymous with doing research (p. 51). However, this type of

attitude seems to be partly based on anecdotal observations by librarians and academics rather

than on robust research evidence.

Although there is wide recognition that Google is a research tool frequently used both by

students (OCLC, 2002;Becker, 2003; Griffiths and Brophy, 2005) and academic scientists

(Hemmingeret al., 2007); there is no consensus on the negative or positive influences of

Google on academics' information-seeking behaviour. But there is no doubt that Google has

had considerable impact on the information seeking habits of people.

One aspect of Google's impact seems to be the increasing desire among users for simplicity.

Fast and Campbell (2004) found that students admired the organisation of an online public

access catalogue (OPAC), but preferred to use the web in spite of its disorganised state.

Griffiths and Brophy's (2005) study of student searching behaviour in the UK showed that 45

per cent of students used Google as their first port of call when locating information, while

the university library catalogue was used by just 10 per cent of the sample. They described

this situation as the age of information satisfying, whereby users are satisfied with a few

relevant hits. Brophy and Bawden (2005) compared Google and library databases and showedthat the main discriminating factors seem to be quality (favouring library systems),

accessibility and coverage (favouring Google). They concluded that accessibility is likely

(rightly or wrongly) to be favoured over quality as a determinant of choice by the student

users considered.Brophy and Bawden (2005)also referred to Zipf's principle of least effort

and Simon's concept of satisficing, which they identified as natural human impulses to

accept convenient access to information that is considered good enough. A wide review of

literature relating to the information-seeking behaviour of the Google generation (Rowlands

et al., 2008) also showed that many young people do not find library-sponsored resources

intuitive and therefore prefer to use Google or Yahoo! Instead, these offer a familiar, if

simplistic solution, for their study needs (p. 296). This is in line with the earlier findings by

Bell (2004) indicating that libraries can no longer cater for people who want fast easy accessto unlimited full-text content using interfaces that require no critical thought or evaluation.
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The popularity of Google is not limited to students. Academics are also heavy users of Google

for research purposes. The results of a survey of physicists by CIBER demonstrated Google's

importance. In CIBER's survey, after visiting a journals' web site, Google was the second

most frequently used method for identifying research articles (Nicholas et al., 2005). This

posed a question about Google: whether scientists intentionally use Google for finding journal

articles or whether they use it to look for any kind of information and as a consequence arepresented with journal articles among the results.

Fry (2006) claimed that researchers avoid traditional information sources and use search

engines instead. She stated that search engines are used in some disciplines as a way of

bypassing traditional gatekeepers such as publishers and libraries. An example of this type of

use would be where researchers use bibliographic databases to identify interesting material

and then use Google to see if the paper is available on the author's homepage as a free

download. According to Fry (2006) there are indications that researchers prefer to locate

material using internet search engines rather than digital libraries or subject portals. A study

of graduate students' information-seeking behaviour in different fields by George et al. (2006)

showed that students in all fields use Google to search for articles. However, the amount ofuse varies from one field to another, for example, from 35 per cent in Humanities to 65 per

cent in Computer Sciences. On average, 50 per cent of the students who participated in the

study used Google to search for papers and articles.

An observational study at three universities in Sweden byHaglund and Olsson (2008) showed

that most of the researchers used Google for everything, that they were confident that they

could manage on their own and that they relied heavily on immediate access to electronic

information. They concluded that librarians have to put some thought into the fact that library

use is considered complicated, but Google (etc.) is easy. They not only found that the use of

Google (and other search engines) was widespread, but also discovered the almost complete

dominance of Google as a starting point for searching for scientific information.

But what is the reason for the Google's popularity within academia? Based on findings from

several research projects, in a viewpoint article entitled In praise of Google,Nichols and

Rowlands (2008) listed seven reasons for Google's popularity:

1. It offers the ultimate one-stop information shop.2. It has very, very high visibility in a relatively anonymous information

environment.

3. It is convenient and universally accessible.

4. It opens the information horizon and encourages greater use ofinformation resources.

5. It attracts trust and is held to be authoritative.

6. It is fast.

7. It is free.

The previous review of the literature shows Google's considerable popularity and academics'

and students' increasing reliance on it, not only for general web searching but also for

research-related purposes. It is known that scientists increasingly find the articles they readthrough Google, but it is not known whether or not they intentionally use the Google general
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search engine to search for scientific papers. There is still need for further study on the use of

Google by scholars, the role it plays in their information-seeking habits and the impact it has

had on their behaviour. This is the area in which this article aims to contribute.

Methodology

This article draws on a mixed-methods study of the information-seeking behaviour of

physicists and astronomers (Jamali, 2008a). In the original study the following steps were

taken:

First, 26 PhD students and 30 faculty members and research staff of the Department of

Physics and Astronomy at University College London were interviewed between October

2005 and April 2006. In total, 56 interviews were conducted, which represented 23 per cent of

the population of the department of 242 staff and PhD students. The interviews, lasting on

average about 44 minutes, were digitally recorded with the agreement of the interviewees and

were fully transcribed and analysed using categories that enabled the researchers to code and

retrieve. The sampling method was purposive stratified non-random sampling. In this method,a case or cases were selected non-randomly (volunteer, available, and so on) from each

subgroup of the population under investigation (Tashakkori and Teddlie, 1998). All data in

the study were anonymised for ethical reasons. The interviews included questions about

information-seeking behaviour (such as methods used for finding articles and keeping up-to-

date) and some aspects of scholarly communication (such as depositing papers in e-print

archives, publishing articles and so on).

Parallel with conducting interviews, information-event cards (see Figure 1), a tool designed to

collect critical incident information, were given to the volunteer interviewees. Each

participant was given four cards to complete regarding their first four information-seeking

events, preferably within the first week after having been given the cards. A total of 82 cards,

were completed by, 24 participants.

Once the preliminary analysis of the interviews was finished, an online questionnaire survey

of the same population was conducted in May 2006, with a 47.1 per cent response rate (114

respondents out of 242 survey recipients). This was a good response rate given that academic

web-based survey participation rates range from 3 per cent to 62 per cent for electronic

surveys (Hemmingeret al., 2007). The results of the survey were analysed using SPSS. Both

the interview protocol and the survey questionnaire were piloted.

Although the original research explored several aspects of the information-seeking behaviourof the population, for this article only the data relating to the role of search engines and web

searching in the scholars' information-seeking behaviour were extracted from the data

collected through the three methods described previously. For details of these methods and

other results of the study, see Jamali (2008a) and Jamali and Nicholas (2008).

Findings

Use of Google for identifying articles

One of the questions in the questionnaire asked the respondents how frequently they used a

range of information-seeking methods for identifying articles, such as searching Google,searching general databases, searching specific databases, tracking references, using ToC e-
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mail alerts, and browsing or searching e-journal web sites. Regarding the frequency with

which different methods were used for identifying research articles, Google emerged on top

with 18 per cent of respondents declaring they used it on a daily basis (see Figure 2).

Searching subject databases (11 per cent), browsing or searching e-journal web sites (9 per

cent) and tracking references at the end of articles (8 per cent) were the other methods used on

a daily basis. The respondents were also asked what their most used method was for findingarticles. Tracking references at the end of papers turned out to be the most popular method of

finding articles, with 61 per cent of respondents using it daily or two to three times a week,

followed by Google (58 per cent). A total of 46 percent of respondents never used Google

Scholar for identifying research articles. The figure was 35 per cent for ToC e-mail alerts.

This is in line with the findings of some past studies such asNicholas et al. (2005) that

showed that scientists find a considerable number of articles they read through Google. But

the question here is whether scientists intentionally search Google when they know they are

looking for articles. To cast some light on this issue, the interviewees were specifically asked

if they used Google for finding articles. The majority (all except two interviewees) answered

that they did not. When they knew that they were looking for journal articles, they usedscientific databases such as Inspec or ADS to find the necessary literature. Often they did not

have a clear idea of which format or from what source they might find the information they

were seeking. It should be noted that the participants did not choose Google intentionally as a

search tool for identifying articles finding articles was a by-product of Google searching as

the following interviewee response illustrates:

No. Although I do find that increasingly when I Google for other things it does increasingly lead me to papers,

which the first time it happened I was very surprised.

This seems to explain why the results of CIBER's survey (Nicholas et al., 2005) and the

survey in this study showed that a high percentage of the articles used by scientists wereidentified through Google.

The reliance on Google is somewhat different in the different subfields of physics. For

example, the interviews demonstrated that individuals in the Optical Physics Laboratory were

more likely to rely on subject searching in general databases to find background information

and scientific papers relating to their projects. Interestingly, they tended to rely somewhat on

Google for this purpose too. This is because their research has several facets including

astronomy (as optical devices are made for telescopes), physics, engineering and some

technical aspects. Finding technical information, especially if they are held by commercial

companies, can be difficult. Moreover, academic libraries cannot afford to subscribe to all of

the relevant journals that these groups of physicists wish to access. Therefore, they resort to

Google knowing that it may enable them to find the information whether it is in scientific

papers or on an author's web site. A member of staff in the Optical Laboratory explained that

Google is considered a good tool for finding information in their field because the scientific

information, even papers, is stored in locations such as personal webpages and open access

repositories as well as in journals to which a user may not have access:

What I do like to use if I'm looking for more the astronomy side I use ADS which is the NASA database. Andthen sometimes I just search on Google. I just noticed this, well especially in optics, people tend to, because

some of the journals you have to pay for, there's a subscription and you can't just download them for free, butyou normally have the personal web sites, so a lot of people will put the paper on their web site. Sometimes

that's the best way of finding the paper if you just type in Google, especially if you know an author or a groupthat are doing a particular research, you sometimes just go to their web site and just see their recent papers.
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Researchers in High Energy Physics (HEP) relied mostly on searches in subject databases for

identifying articles they read. HEP section of arXiv and Spires databases were the two

specialised databases most used by HEP physicists. The second most used method was

searching in Google. This might be because of the high availability of open access material in

HEP, which are searchable by general search engines such as Google.

Use of Google for problem-specific information seeking

In the information-event card study participants were given booklets to record their

information-seeking events over the period of one week. The information-seeking events were

not restricted to specific types and they could include any active seeking of information from

any source. In total, 88 information-seeking events were recorded by 27 participants. More

than half (56 per cent) of the information-seeking events were fully successful as participants

found all the information they sought. A further 20.5 per cent were partially successful as the

participants found some of the information they sought.

The information-seeking events can be classified into two broad categories based on the typeof the information sought:

1. Unspecified information on a specific subject: participants looked forgeneral information (in any format) on a particular topic, for example,looking for scholarly papers on a theory to gather background informationin order to prepare for a presentation. Of the 88 events, 56 (64 percent)were of this type, of which 22 ended with success.

2. Specific information items: participants knew exactly what piece ofinformation they were looking for. These tended to be very specific, smallpieces of information such as bibliographic information to ensure a

reference at the end of a paper is written correctly, or the definition of aword or expression to ensure correct usage. Of the 88 events 32 (36percent) were of this type. Out of 32 cases (87.5 per cent) of information-seeking events in this category, 28 ended with success.

Table Igives the list of sources used for information seeking and the number of information-

seeking events in each case, together with some examples. The total is not based on a 100 per

cent because more than one source or method might have been used for each information-

seeking event. As we can see, Google for general searching on the web was used the most,

followed by e-journals and then asking colleagues or friends. There was no incidence of users

using Google to conduct a literature search or to search for a paper. Rather it was largely used

for finding specific pieces of information. However, as mentioned, Google increasinglypresents scholarly information (such as books and articles) within its search results. This trend

has meant that Google is increasingly becoming the tool used to identify a considerable

number of papers that scientists read.

It is worth noting that all those who used printed journals and printed books, used these from

their own collections and did not go to the library for that purpose. This is a concern for

libraries, which may need to rethink their relationship with their clients.

Reasons for preference for Google

Several reasons for the preference for Google has emerged in the interviews, namely:
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A good point to start. Google is good as a starting point and for getting aquick overview. Several interviewees stressed that Google is a good tool tostart looking for information in an area about which not much is known asGoogle can give a quick overview of the search area and lead to key itemsor information sources that can be explored subsequently: Things likeGoogle give you a sort of a quick and nasty way of getting into something.

A popular brand. Three of the interviewees, all students, said that they justlike the Google brand. These students started their academic life afterGoogle had been launched (in 1998) and may have become familiar with itduring the early days of their student life. The following quotation is from astudent: I also kind of like the brand Google because it's very easy andcool and that's why I might use Google first.

A handy tool. Google has a simple interface and homepage, and nowadaysits search box is often part of users' web browsers, for example, theFireFox web browser is normally installed with a Google search boxintegrated in it. An interviewee mentioned that he had set Google as the

homepage of his browser.

A variety of functions. Google has other functions and applications thatcould be used by scientists. For example, calculations and conversions canbe done using Google. It also can be used for equations. These calculationfunctions were especially popular among students and five of theinterviewees mentioned using this aspect of Google.

Finding PowerPoint files. Google finds PowerPoint presentations andtherefore has wide applications for teaching, for example, as well as inpreparation for giving a talk or making a presentation.

A source of change. When the interviewees were asked about changes intheir information-seeking behaviour over their careers, Google wasmentioned by seven interviewees as one of the main sources of changes intheir information-seeking habits over time.

Criticisms of Google

The interviewees, however, were also critical of their use of Google in that they were aware

of the issues concerning the credibility and accuracy of information. They mentioned that

Google presents too many hits for a search and users need to be able to filter through the

results to find what suits them:

I find Google a bit, a bit annoying because no matter what you put in, you get 20,000 answers back. Half of

them are referring to the same thing, linked through different ways and you've got to be very, very careful what

sort of search words you use. You either get too little or too many.

Google is just the world library. The important thing is to be able to discriminate between rubbish, because you

know Google will give you a lot of rubbish and things that are not published.

Discussion

As a major search engine, Google has become one of the most essential tools for searching

information for both academic and non-academic purposes. The findings of this study support

those of past studies (e.g.Nicholas et al., 2005) in that a considerable number of articles readby scientists are identified using Google. It also revealed that as yet scientists do not
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intentionally use Google to find articles unless they know what paper they are looking for and

want to find a free version of it. We must also consider the information literacy skills of users

in their use of Google. Those without formal information-retrieval training might naturally

gravitate towards a search engine they were already familiar with in their non-academic lives,

while others might use Google in the full knowledge of other search strategies available

because they feel it is most likely to satisfy their particular search needs.

The study also lends support toHaglund and Olsson (2008) in that for many researchers,

especially in the sciences, Google is the first choice for searching and retrieving information

of all kinds. Researchers use Google for scientific information, looking for everything from

methodological information to ISSNs, some even moving from subject specific databases to

Google (and Google Scholar). The role that Google plays in scientists' information-seeking

behaviour becomes potentially even more important when it is looked at in the context of the

increasing trend of scientists' extensive reliance on online material. Some scientists now

consider that what is not online is not worth the effort to obtain and hence to read ( Jamali,

2008b), so it is important to ensure that what is available online can easily be found.

As mentioned, this increasing trend of reliance on and use of Google may be a cause for

concern for librarians and information professionals. It should be noted that although Google

still does not search much of the hidden web (Hagedorn and Santelli, 2008), it is now

becoming a popular replacement for or at least supplement to scientific databases.

It must be noted that due to the limitations of the research fields covered in this study (physics

and astronomy) and the fact that the research population belonged to just one department of

one institution, caution should be exercised in generalising the findings.

Conclusions

This study revealed the increasing use of Google by scientists for finding scholarly articles.

The findings showed that currently scientists do not intentionally use Google to search for

articles, although this seems to be changing as they become more aware of the inclusion of

scholarly articles in Google search results. Although at the time of the data collection for this

study Google Scholar was not yet very popular, this may have changed since and scholars

may now have turned their attention to Google Scholar for finding articles instead of Google's

general search engine. This is an area that should be investigated further. The study also

demonstrated the importance of Google in scholars' problem-specific information-seeking

behaviour. Google seems to be a popular starting point for this type of activity.

Information literacy skills may play a role in this type of information-seeking behaviour.

Improving the information-seeking skills of users may change this behaviour to the advantage

of specialised information systems. The preference of users for Google-type search tools

might also encourage information service and database providers to implement some of the

characteristics of Google, such as simplicity, into their services.

There are some areas that merit further exploration. A well-designed study needs to be

conducted to examine the increasing role of Google as a research tool and not just a general

web-searching tool. Given the new generation of researchers who have grown up with easy

access to online information and simple-to-use tools and who may therefore have a preference

for Google-type search tools (Rowlands et al., 2008), more research is also needed to furtherinvestigate the impact of Google on scholars' information-seeking behaviour.
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Figure 1Information-event card


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Figure 2Frequency of the use of Google for identifying scientific articles


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Table IDistribution of resources and methods used in information-seeking events

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