Researching
Tabs on this page
There are sub-tabs or sections on this page for:
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Databases
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Note-making
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Using secondary sources
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Evaluating online sources of information
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University and other libraries in The Netherlands
Databases
Why use databases?
What Are Databases and Why You Need Them
Databases
Subscription databases are accessed via Power School Learning. The route is PSLearning> HSLibrary> Databases. All the databases are hyper-linked, and password credentials are provided.
How to use databases
The HS Librarian is very happy to show individual students how the databases work, including talking students through the advanced search screen options. Call into the library or make an appointment, by email, for an individual consultation.
Catalogue for ASH High School Library
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Using Google Scholar
Finding online sources for your research paper
Using quality information in your essay
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You should use high-quality information as the basis of research for your Extended Essay.
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You can obtain high-quality information digitally by using subscription databases.
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The school library subscribes to several good databases.
We recommend the following databases:
JSTOR is an excellent database for a wide range of subject areas, and is very easy to use. The content is academic, including journal articles.
EBSCO is, in fact, a bundle of databases, including History and Literature Reference Centers, as well as more general databases. The content includes serious magazines, reports, and journal articles. This database is good for a range of subject areas.
As the name suggests, the Global Issues in Context database would be a good source of information for EEs in Global Studies.
This is a huge database, good for a variety of subjects, especially sciences. The APA PsychArticles database is included within this database, so a good source of information when researching Psychology extended essays.
A guide to using information on this database for your Extended Essay has been produced. You can access it below.
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Alternative search engines to regular Google
These are some search engines which focus on academic sources of information. Using these could save you time and effort.
Notemaking
Notemaking
This tab is headed notemaking rather than notetaking, because it is better to make your own relevant notes rather than taking text from elsewhere, e.g. an internet site. Avoid 'cut and paste'. Strategies and tips on this page can help you become a more effective maker of your own notes.
Remembering
How to remember what you read by howcast.com
Notemaking advice
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Advice from Harvard University
This page gives good tips for making your own notes for different purposes, including inquiry and research.
Skimming and scanning
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Skimming and scanning reading techniques will help you research and make notes from helpful sources of information. This webpage gives you helpful information on these skills or techniques.
Notemaking grid
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This webpage gives helpful information about how to make notes from sources of information, by using a grid or template.
Reading skills for notemaking
Visual notemaking
The 50/50 Rule Of Visual Note-Taking
Online tools for notemaking
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Don't forget, the notemaking facility in your Noodletools account can help, too.
Using secondary sources
Secondary sources of information
Secondary sources can help to develop your thinking and provide evidence to support your claims in your essay text.
What is a secondary source?
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Should be based on or relate to a primary source
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Person's interpretation/evaluation of an event/text
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Person's critical reaction to a work of art
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Critique should be based on criteria/principles
Is it good to use secondary sources?
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Yes, it can provide evidence to support claims you make
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Knowledge develops on previous knowledge - citing authorities in the subject field adds credibility to your argument
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Yes, if sources are credited/cited appropriately
What types of secondary sources exist?
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Books - pbook or ebook
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Chapters in books
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Introductions to critically edited literature texts
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Articles/academic papers in journals
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Museum collections
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Archives
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Interviews, diaries, etc.
Great advice from one university
Are there any strategies for using secondary sources in my text?
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Sources need to be relevant to your work. Don't use a source just because it looks good or sounds/reads impressively.
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Work secondary sources into your text. You need to justify using such sources.
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Don't use too many sources. Be selective, where you have a choice.
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Use secondary sources critically - don't just accept what is written.
Are there any tips for using secondary sources critically?
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Consider the audience for the source - academic; conference; newspaper; interview; column (opinion piece).
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Think critically about the stance or viewpoint of the author.
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Bibliographic critical thinking - is the author regarded as being credible, does s/he have a link to an academic institution, does the source appear in a reputable journal or published by a reputable pubisher.
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Consider the date of publication, as this can indicate the currency of the information/viewpoint.
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How does the content of the source relate to your own work? Does it replicate it? Are there any gaps? What makes it different from your own work or viewpoint?
Are there any problems with secondary sources?
As with any source that is written at a certain point in time, the source reflects knowledge as it was at the time of writing. Things change, so knowing the date when the source was written is helpful in critically evaluating a source for your information needs.
Can I cite sources of information I have not seen?
You should only use sources of information which you have seen/read yourself. However, there may be occasions when a source you have read quotes another source of information, and it is not possible to obtain or find this second source of information. How you cite it depends on the referencing style you have chosen to use.
MLA. If you’re using the MLA referencing system, this is called citing an indirect source, and this what you do:
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In your reference list/bibliography you reference Source B, i.e. the source you have seen/read.
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In the text, you identify that Source A is referred to in Source B. If it is a quote, then use qtd. as an abbreviation for quoted, such as (qtd. in Obama 453). This in text citation shows that the quote you have used appeared in a book by Obama, on page 453. If you paraphrase rather than quote something, use (cited in Obama 453).
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APA. If you’re using APA, this is known as using a secondary source, and what you do.
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In your text, you mention the work you have not seen and cite in-text the work you have seen, e.g.… Goldman’s study (as cited in Singh & Blake, 2005).
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In your reference list (or bibliography), you include only the source you saw or read.
How can I develop a critical response to a secondary source in a Literature essay?
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Do you agree with the critic? Why?
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Does her/his argument sound reasonable/convincing?
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Does it have any limitations?
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Does it relate to your investigative question (i.e. your EE title)?
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Does the critic's argument go far enough?
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Has the critic forgotten/assumed something?
*** For a source you plan to use, write an annotation/review that is critical, not merely descriptive. Some students benefit from making an annotated bibliography of their sources as they are researching. (The notemaking facility in Noodletools is especially helpful for such tasks.)
What shouldn't I do with a secondary source in a Literature essay?
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Don't just agree with the critic (If you do, fine, but you need to say why).
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Don't simply report what the critic says - you need to justify including the source in your work.
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Don't assume that the examiner knows the critic's work and will automatically realize why you've cited the critic in your work. A succinct and relevant explanation is usually necessary.
Evaluating online sources of information
Introduction
Why?
Not all information is reliable or correct.
Nearly anyone can put information on the Internet, so it isn’t always checked in the same way that a book or magazine article is edited or evaluated before it is published. As a result, accuracy of information on websites varies.
However, as the first place where most students look for information is on the Internet, it is vital you can evaluate how useful individual websites are to you.
Sometimes, a website looks attractive and is ‘interactive’, but the creators of the particular website did not concentrate on making sure the information was accurate or correct.
Questions
The tabs in this libguide provide you with some criteria or questions to help you evaluate whether a website is useful or not.
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Who made or created the website?
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What is included in the website?
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How up-to-date is the website?
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Why was the website created?
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Who is the website for?
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How does the website work?
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Where else can you look?
Using Google effectively
Using Google effectively
Online information about evaluating websites
Evaluating Websites
Who produced the site?
Who made or created the site?
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Who made or created the website (or webpage)?
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Does the website indicate who wrote the text (or information)?
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If so, is the writer or author an expert in the subject of the website?
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If a webpage, is it part of a website of an organization of good repute?
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Has the site been put on the Internet by one person?
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Think about the extent you can reply on or trust a website’s content if you can’t find any names of people or organizations responsible for the website?
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The domain name, such as .gov, .edu, rather than .com of the site's URL also provide an indication of the type of information contained in the website.
What content?
Evaluating the content of the site
Look at what is included in the website; you want to see if the information given is correct.
Here are some tips to help you evaluate:
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Can you easily understand the information?
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Is it clearly presented on the webpage?
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Is there too much information or is it quite brief or basic (in other words, information you knew anyway)?
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Does the webpage give sufficient detail?
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Are there any spelling errors or sentences that just do not make sense to you?
Currency?
Currency of the content
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Is the information current or up-to-date?
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People often put webpages on the Internet, but they are not so efficient about taking down pages which have old information!
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As a result, some webpages contain old or out of date information.
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Is there a date on the webpage which created or made, or updated? (This can help you work out the age of the information on the site.)
Aim of the site?
Why was the website created?
Why was the website created or made?
Sometimes, people or organizations produce or develop websites because they feel strongly about something and want to tell people about what they think. This can be helpful; alternatively, it may be that the information on the website is not correct, but biased.
Here are some factors to help evaluate the extent of bias:
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Does the website provide facts?
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Does the website only give someone’s opinion or thoughts?
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Is the information balanced? People have different opinions and thoughts and sometimes both can be right. If information on a website isn’t balanced, we say it is ‘biased’.
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Is the website trying to sell anything?
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Does it contain advertisements?
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Does the website show good ethical standards in its use of information (i.e. academic honesty).
Audience
Audience of the website?
Who is the website for? Who is the target audience?
For instance, in a library you know there are books for very young children, middle school, older students and/or adults. On the Internet, it isn’t always clear who comprises the target audience for a website.
When looking at a website, ask yourself:
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Is this website meant for children?
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Is it for older students in upper school or even university?
Ease of use
How easy is it to use the website?
How does the website work? Is it well-arranged or organized?
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Can you navigate or find your way around the website easily?
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Can you find the information you want easily?
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Does it have a sitemap or search function?
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Are headings and other aids to comprehension used to good effect?
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Does it have graphics/images that help make the information understandable?
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Does it use a font size that is easy for you to skim-read?
Further information?
Further information?
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Sometimes, no one webpage/site will give you all the information you need.
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Good information sources often provide strategies or guidance about where else to go to get helpful or relevant information.
Does the website you’re looking at give links to other websites? Do these links work?
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The writers of website text should have undertaken research to help them write the website content. Do they tell you where the information they used came from? Are they demonstrating good academic honesty standards?
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Don't forget ... for quality information, use the databases on the HS Library moodle or see an information sheet in the Library.
Using university libraries in The Netherlands
Using university and other libraries
Large libraries, such as those for universities, contain a wealth of information. The ASH High School Librarian contacted a number of specialist information sources in the Netherlands if students from ASH could use these specialized facilities for their Extended Essay and IA needs.
Specialist library facilities available to IBDP students at The American School of The Hague (for Extended Essay and IA purposes)
Here is some information about specialist libraries in The Netherlands that ASH students can use. These are:
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University Libraries
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Koninklijke Bibliotheek/Royal Library
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Peace Palace Library
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Public libraries
Many university courses in The Netherlands are conducted in English, so information and resources for students will typically also be in English. Therefore, using university libraries in NL could be useful for DP students, in relation to the Extended Essay and IA needs.
University libraries in The Netherlands adopt a policy of openness and visitors are welcomed. However, university libraries vary in what they offer to students from other institutions (such as ASH), so please contact individual university libraries ahead of any visit you plan to make, to check what is available to you.
As well as books, university libraries may be able to offer access to specialized journals and databases.
University libraries in the Netherlands often have webpages in English (both for library information and information about faculties at the university).
There is an online catalogue of holdings of academic, public and specialist libraries in the Netherlands. It is called Picarta (but you need a log-in from a university library to access this). Alternatively, it is possible to use WorldCat, which will identify holdings of a particular title nearest to your location.
Leiden University
You can apply for a library card at one of the library desks, the fee is €30 per year. Facilities associated with the library card can be checked here: borrowing and library services (please note that you can access their databases whilst at the university library, but you cannot access them remotely).
The university also has a library location in Den Haag, focused on specialized subjects of governance and global affairs. Details here
Vrij Universitiet (VU) Amsterdam
Visitors can apply for a library card - with valid identification - at the VU lending desk. Visitors pay € 20 per year / € 10 for 3 months / € 5 per month. A library card is required to request and borrow books. Visitors can have access to the digital collection in the library, visitors can apply – with valid identification – for a guest account to log on to the library pc’s.
Visitors can make copies with a library card which they can load/ reload via the web portal https://mynetpay.vu.nl.
University of Amsterdam (UvA)
Visitors not affiliated to the UvA as students are also very welcome at the University Library. The University Library at Singel 425 is open from Monday to Friday, 8:30 – 18:00 to anyone with a valid library card. Also, if you wish to request and consult publications from the closed stacks, or borrow publications, you need a library card.
If you are not a UvA student, you can use the special library PCs in the library to search UvA CataloguePlus, the UvA catalogue or databases. These PCs do not provide access to the Internet. For more information please follow this link
Royal Library - Koninklijke Bibliotheek
ASH students are entitled to a free Koninklijke Bibliotheek subscription (KB Year Pass). You will then have access to licensed databases such as JSTOR via the KB-portal.
Students may obtain a KB Year Pass at the reception desk when they show their passports and proof of address (for example bank slips, school or Dutch authorities). You must also show proof that you are a student at the American School, for example school passes, letters from a teacher/librarian printed on American School writing paper. You will then get a free KB Year Pass and have access to all the KB services and facilities.
Utrecht University
The library at Utrecht University recommends ASH students use the Royal Library in Den Haag since it offer access to persons from 17 years of age.
If, however, students have a reason to use the library of this university, you can apply to the library to get a guest account. Then you can search for information when visiting the library. You can read more information on their website
Amsterdam & Den Haag city libraries
Remember the excellent central libraries in Den Haag and Amsterdam.
The central library in Amsterdam is the largest public library in Europe and has many facilities and resources, including a large music department.
To use various academic and public libraries in Amsterdam, you can get a joint library card. Details at http://www.adamnet.nl/
Peace Palace Library
It may be possible to use the Peace Palace Library (which now incorporates the library of the Clingendael Institute). This library's holdings would be good for social studies research, especially in the field of law, international relations, human rights. If you wish to use this library, you need to contact the library beforehand, to obtain permission. Information about contacting the library, its location in Den Haag and opening hours, here.
Using university and specialist libraries in your own country
Because the research process and drafting the essay goes over the summer vacation period, it could be possible for you to use specialized information sources in your home country, if it is not The Netherlands. Sometimes, a written letter of introduction from the school is required beforehand, so do enquire about access to such sources of information well in advance. The HS Librarian is happy to write a letter or email on your behalf.
Research Links
General Academic Sites
CARROT SEARCH
DATA SET SEARCH
Chemistry
History
Academic Writing
What is Academic Writing?
Author’s viewpoint :
Usually uses third-person pronoun.
Subject/content: Sources of evidence :
More commonly drawn from shared historical events or literature or other forms of knowledge.
Tone :
Tends to be removed from the subject and appears to be objective; tends to hold emotions in check and express concerns through strong arguments and powerful rhetorical devices.
Structure :
Follows a structure that focuses on the development of one clear argument at a time to support a clearly stated thesis.
Location of the research purpose/question :
Stated explicitly, generally located in the first or second paragraph of the essay.
Purpose :
Presentation of facts and ideas with critical evaluation, arguing a point and analysing in detail.
Vocabulary :
Technical words according to subject; no slang or contractions (can't they're, she's, etc.); avoids “you” and “I” (the use of “I” in the introduction and conclusion an essay is permitted but in the body of the essay is best avoided in order to maintain an academic tone).
Do's
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Make your writing clear and to the point.
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Try linking ideas with these expressions: in addition, nevertheless, on the other hand, by contrast, although, alternatively.
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Include some complex sentences in your writing.
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Try using semi-colons if you feel confident about using them correctly.
Don't
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Don’t use “well” or “you know” or “anyway” or “like I just said” or any phrase that sounds like you are having a friendly chat.
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Avoid using “And”, “But”, “Because” or “So” at the beginning of a sentence.
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Keep exclamation marks to a minimum!!!
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Words like “nice” and “a lot” have no power. Try to think of more descriptive words, for example “delicious” or “endless”.