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Please see our group space on Brightspace for more content pertaining to the project :)

Below are some pieces that I enjoyed and were interesting to me, as well as chat logs and some notes from classes and meetings.

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IS40530 Readers' Advisory Service - Foraging

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Here are the chat logs we saved from our "Ask a Librarian" session, in which we got one question relevant to Foraging, and one unrelated to our topic.

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Foraging Project - Early Stages Group Exercise

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Foraging Project - Early Stages Group Exercise

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Here are some initial notes our group took down as part of the face-to-face workshop conducted on campus in UCD.

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Today we started adding content to our collection. We considered the following as we developed our project:

·         Organisation: Deciding the titles of our subpages, and the number of thematic sections.

·         Preliminary Subpage Headings: Cooking, History and Folklore, Identification, Medicine, Foraging Resources, Foraging in Dublin/Ireland, Podcasts and Audiobooks.

·         Scope: We will look at plant-based foraging, focusing particularly on Ireland. We will include some international material as well if relevant/useful.

·         User-centred design: We must consider those with learning disabilities or difficulties such as dyslexia. They must be able to navigate the website easily. Thus, it should not be too complex in design.

·         Accessibility: formatting, consistent layout so as not to confuse users.

·         Usability: font, colour; high contrast colour scheme for readability.

·         Audiobooks and podcasts will be useful for users of varying literacy levels or simply for those who prefer audio over written sources.

·         Our Foraging Resources subpage will include additional and complementary multimedia content. This will include content from: YouTube, TikTok, The Irish Times, Guides, Videos, Blogs.

·         We will also provide links to available foraging courses in Ireland.

·         Deciding our hours of operation: Tuesday, 23 November 2021, 5-7pm.

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INTRO REMOVED FROM REFLECTION DUE TO WORDCOUNT CONSTRAINTS

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INTRO REMOVED FROM REFLECTION DUE TO WORDCOUNT CONSTRAINTS

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I must begin my reflection by acknowledging my initial lack of understanding of the scope of the library professional’s responsibilities. Through the readings for this module, I have gained a clearer understanding of what a librarian does, and what needs to be considered with regards to the successful functioning of a library. One section which particularly stood out to me in "Professional Competencies for Reference and User Services Librarians" (American Library Association, 2008) was Section 5B: ‘Evaluates, collects, retrieves, and synthesizes information from diverse sources.’ I think that before beginning this module I was operating on a romantic, outdated vision of what a library does. This section highlights the scope of services expected from a modern-day library. This section is also significant to me because it stresses the importance of diverse information sources for attaining accurate, unbiased, and verified information – something that is particularly pertinent in the digital age.

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Newspapers
Newspapers are listed in the newspaper database.

Please note that most newspapers are available in microfilm or digital formats, and the hardcopy newspaper is not issued in these cases. Hardcopy newspapers are held in off-site storage and are retrieved on a weekly basis.

The Irish Newspaper Archives is an online resource available in the Reading Rooms providing online access to over 80 Irish national and regional newspapers, both current and historical. In addition, the Irish Times digital archive is also available for consultation in the Library.

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Further Sources for Antananarivo Question.

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Further Sources for Antananarivo Question.

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https://unhabitat.org/madagascar-antananarivo-urban-profile

https://unhabitat.org/sites/default/files/download-manager-files/Antananarivo%20Urban%20Profile%20Madagascar.pdf

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VERIFY WITH OTHER SOURCES - THE ROCKET question. Further Sources for multiple elements of this question.

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VERIFY WITH OTHER SOURCES - THE ROCKET question. Further Sources for multiple elements of this question.

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·         BIOGRAPHY OF RICHARD INCLUDING STATS, JERSEY NUMBER: http://ourhistory.canadiens.com/player/Maurice-Richard

·         INCLUDES STATS, MENTIONS FILM ETC.: “100 Greatest Players” Bio of Maurice Richard on Official NHL website: https://www.nhl.com/news/maurice-richard-100-greatest-nhl-hockey-players/c-284176856?tid=283865022

·         Who’s Who in Hockey Biography available for borrow on archive.org: https://archive.org/details/whoswhoinhockey0000fisc/page/354/mode/2up OR on WorldCat.org: https://www.worldcat.org/title/whos-who-in-hockey/oclc/51558968

·         https://www.infoplease.com/biographies/deaths/2000/maurice-rocket-richard-2000-deaths Maurice Richards’ DEATH NOTICE, 2000: Maurice (Rocket) Richard. Age: 78. Explosive right-winger who won eight Stanley Cups with the Montreal Canadiens and was nothing short of a national hero in his native Canada; blazing speed earned him the nickname "Rocket" when he joined the NHL in 1942; joined C Elmer Lach and LW Toe Blake to form Montreal's "Punch Line" in 1943-44; played all 18 NHL seasons (1942-60) with Montreal; first player to score 500 career goals; first to score 50 goals in a season (in 50 games, 1944-45); eight-time NHL All-Star; league MVP in 1947; led Montreal to five straight Stanley Cups from 1956-60; scored five goals and had three assists, setting a then-NHL record for points in a game (8) against Detroit on Dec. 28, 1944; scored 82 career playoff goals; holds NHL record for career playoff overtime goals (6); caused a riot in Montreal when he was suspended with three games remaining in the 1954-55 season for punching an official; had five-year waiting period waived and elected to Hockey Hall of Fame in 1961; older brother of Henri. He died of abdominal cancer.

6 OVERTIME GOALS BY RICHARD. APA 6TH EDITION: Marsh, J., Maurice "Rocket" Richard (2015). In The Canadian Encyclopedia. Retrieved from https://www.thecanadianencyclopedia.ca/en/article/rocket-richard, 24/09/2021. The Canadian Encyclopedia, 16 March 2015, Historica Canada.

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Best Source - for Question 2 On Hurricanes (this did not fit on one A4 page).

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Best Source - for Question 2 On Hurricanes (this did not fit on one A4 page).

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The NWS website provides: its own checklist for preparing for a hurricane, its own assessment of how dangerous a hurricane is, free and downloadable infographics pertaining to hurricanes (this may be useful to the client if they are conducting this research for a school project, for example). Under LURES criteria for assessing quality of information, I believe this site, being a national, government-funded, research-based source aimed at protecting and informing the public on a national scale, can be relied upon. At the bottom of the NWS webpage, you can also find Information Quality Guidelines, issued by the National Oceanic and Atmospheric Administration (of the United States Department of Commerce), in which it states that their peer review procedures ‘adopt or adapt the National Academy of Sciences (NAS) policy for evaluating conflicts of interest when selecting peer reviewers who are not federal government employees' (NWS). This is therefore a high quality information source.

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Media Literacy E-tutorial, provided by UCD i-School

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Useful strategies and Resources for Combatting Fake News, Mis-/dis-/Mal-information 

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Useful strategies and Resources for Combatting Fake News, Mis-/dis-/Mal-information 

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This discussion relates to other modules I am taking, such as Data and Society. What is here referred to as an 'infodemic' is without a doubt a significant issue which librarians must come to terms with and strive to understand in order to inform and educate the public on the dangers posed by such saturation of information in the media and by the proliferation of mis- and disinformation in the public sphere.

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information overload media literacy WHO.JPG

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I am uploading these screenshots here in order to revisit for personal use in future.

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Key concepts to be aware of as a librarian and as an informed citizen.

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Google's use of the Boolean Search Logic

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Google's use of the Boolean Search Logic

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It is vital to be informed of Open Access databases and materials available to both librarians and to students.

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Some Examples of Scholarly Search Engines

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Some Examples of Scholarly Search Engines

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I found this information provided in the e-tutorial to be useful for future use.

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some examples of scholarly search engines.JPG

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Maurice 'The Rocket' Richard: Summarized Stats via www.NHL.com

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Maurice 'The Rocket' Richard: Summarized Stats via www.NHL.com

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NHL.COM Maurice Richard Summarized Stats.JPG

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Maurice 'The Rocket' Richard: NHL Official Player Profile

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Maurice 'The Rocket' Richard: NHL Official Player Profile

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Maurice 'The Rocket' Richard: Canadian Encyclopedia Entry.

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Maurice 'The Rocket' Richard: Canadian Encyclopedia Entry.

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Maurice 'The Rocket' Richard - Canadian Hockey Player

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Maurice 'The Rocket' Richard - Canadian Hockey Player

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As a starting point for my search, I consulted the textbooks to find where best to start on my search for 'The Rocket'.

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Tutorial 1 - Understanding Information Behaviour: Information Needs

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Tutorial 1 - Understanding Information Behaviour: Information Needs

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*From Werner et al.*

'...specific SEIPS elements:
• Person: The person or teams of persons that perform work in the system
• Tasks: The actions that constitute work performed by the person(s) in the system
• Tools and Technology: What is used to perform work in the system
• Organization: The work is structured in the system
• Environment: The physical space where work is performed' - (p. 195, Werner et al., 2017).

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a) Potential Information Needs of Stakeholders in Werner et al. Study:

Caregivers: behaviour management support, how to respond to certain behavioural changes in their patients, advice; guidance, medical information, information on symptoms, long-term advice for care.

People with dementia: effective care, knowledge of their own condition – eg. Symptoms, long-term development of illness, effects, options.

b) Identify points in the user's experience where information was needed or wanted, accessed, used.

At diagnosis, when a particular behaviour change occurred, when dealing with a new symptom, while strategizing their care workflow – i.e. dealing with potential changes ahead of time, anticipating their own needs, finding community to support them in their role as caregiver and to allow them to cope with this role and the stresses and challenges that accompany it.

c) What were the barriers to information acquisition and adoption?

Technology, access (restrictions on time, geography), general literacy, information literacy, technology literacy, terminology/jargon vs accessible language, physical/mental limitations (stress, access to transport, access to resources, ability to use resources to full effect/personal advantage)

d) What has changed over time, if anything, in information provision for this user group?

Overload and underload is being addressed, tailor the mode of delivery to suit the individual situation of each user, more focussed/specified/tailored design and approach.

Technology based solutions

SEIPS framework; dynamic, gradual, continuous improvement

Verification process has become more important and complex given the amount of misinformation, disinformation and saturation of information available online.

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*Dorner - Information Needs Analysis*

Key points in implementation:

-          user group: identify, analyze, familiarize

-          qualitative analysis of group through chosen method e.g. interviews, survey, focus groups

-          feedback, self-critique, assess whether project was successful or not

-          were needs addressed?

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TAKEAWAYS FROM TODAY'S TUTORIAL:

*Information needs are dynamic*
*User needs can be very specific, and are not fixed; they may change from day to day*

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Tracing the origins of 'Purring', aka, Clog-fighting, in the UK. An early form of wrestling.

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Tracing the origins of 'Purring', aka, Clog-fighting, in the UK. An early form of wrestling.

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Jaouen, G. (2014). Transforming Cornish and Devon Wrestling (Britain) and Gouren (Brittany - France) Through Sportification. International journal of the history of sport, 31(4), 474-491. https://doi.org/10.1080/09523367.2013.869219

According to Jaouen, purring represents just one of many disparate styles of fighting which emerged in the 18th century to the present day, which ultimately contributed to the development of modern wrestling.

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xi.The Devon Method, shin-kicking pp.482...(G. Jaouen, 2014).JPG

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Tracing the adoption of 'Purring' as a style of fighting in America

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Tracing the adoption of 'Purring' as a style of fighting in America

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Jaouen, G. (2014). Transforming Cornish and Devon Wrestling (Britain) and Gouren (Brittany - France) Through Sportification. International journal of the history of sport, 31(4), 474-491. https://doi.org/10.1080/09523367.2013.869219

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x.(G. Jaouen 2014) Purring in America - Kicking, or shin-kicking..JPG

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Leonard, Hugh F. A Handbook of Wrestling, 1897.

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Varying accounts of Lancashire style wrestling

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Varying accounts of Lancashire style wrestling

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Loose Wrestling, Leonard, Hugh F. A Handbook of Wrestling 1897.JPG

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POLICE CASES DURING THE WEEK. (1850, 06/07/1850). Preston Chronicle and Lancashire Advertiser. https://link-gale-com.ucd.idm.oclc.org/apps/doc/Y3207433640/BNCN?u=dublin&sid=bookmark-BNCN&xid=fcda08bb

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Detail - Lancashire Advertiser, July 6, 1850..JPG

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SHOCKING MANSLAUGHTER BY "PURRING.". (1846, 1846/11/01/). The Era. https://link-gale-com.ucd.idm.oclc.org/apps/doc/BA3202406321/BNCN?u=dublin&sid=bookmark-BNCN&xid=91c5c131

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Detail - The Era, newspaper report of Manslaughter by Purring.JPG

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BA3202406321 PURRING MANSLAUGHTER CASE GALE BRITISH LIBRARY SOURCE

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Y3207433640 Lancashire Advertiser July 6, 1850 - ANOTHER PURRING INCIDENT.

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Cassell, K A & Hiremath, U. (2018). Reference and Information Services : An Introduction (Vol. Fourth edition), pp.83. . ALA Neal-Schuman. 

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I found this passage particularly useful and enlightening in the process of preparing to answer the reference questions for Assessment 1. I will use this LURES criteria in order to judge the value of a particular information source such as Encyclopaedias and online databases.

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pp.83 LURES criteria Cassell and Hiremath.JPG

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Self-reflection on Week One of researching for E-portfolio 1 (Friday, 24/09/2021)

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Self-reflection on Week One of researching for E-portfolio 1 (Friday, 24/09/2021)

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This first week of research was a learning curve for me in many ways. I decided to begin with Question 1 only, and zero in on it in an effort to find a complete answer before moving on. I believe I could have better prepared myself, and thus saved myself considerable time, by doing more preparatory reading before jumping into my search. The majority of my work on this subject this week consisted of familiarizing myself with the various resources and online databases available to me, through UCD Library and via the suggestions posted in the 'Materials to support your learning' section on Brightspace. Instead of approaching Question 1 with a defined search strategy in mind, I took the route of simply searching far and wide for information. On the one hand, this was not altogether fruitless, because, as I lack practical experience in the reference services area, it was useful to become aware early on of the breadth of information and aid available to me as a library employee. With that said, I certainly need to approach the remaining 11 questions in this exercise with a more focused, well-considered and informed search strategy.

I enjoyed parsing the various websites and discovering what is accessible to me. I found refdesk.com to be particularly useful, as it lead me to websites such as that of the CIA, which I had never visited before, and which will be useful for other questions.

I believe what I have discovered this week, both through my search for Question 1, and through my reading of Cassell and Hiremath, will be beneficial in my search for the remaining answers.

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Progress with Question 1 - 'Purring' (Oxford English Dictionary, definition 2).

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Progress with Question 1 - 'Purring' (Oxford English Dictionary, definition 2).

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Admittedly, it took me some time to finally consider searching the term 'purring' in the OED. A note to self for future queries - if unfamiliar with the basic term, find its definition first!

This definition from OED is very useful as it already answers elements of the query; namely, the place of origin for the game Purring, the nature of the game, and an indication of its historical context, ie., the era in which it was practiced in society.

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I spoke with Billy Kendricks, a member of the Information Services team in Cregan Library, DCU. Billy described his role as a front-of-house, desk-based role. He provides a point of contact for students and library users.

His responsibilities include: Providing catalogue assistance; phone-call and email queries; responding to requests for scanned documents; social media, exhibitions, and outreach (a key aspect worked on as a team); online communications.

When asked about his average work-day, Billy highlighted that Covid has impacted what a normal day would look like. The focus on online communication has significantly increased. Generally, Billy is stationed for half of the day at the issues desk. Queries can vary widely, from more general to specific concerns surrounding technology use and seeking items for referencing. Billy stressed the importance of social media campaigns, particularly during Orientation weeks. Right now he is focusing on this, by preparing the 'messaging' for the year ahead. This is to make the university's policies/plans clear, and to put students at ease.