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Using search engines effectively is now a key skill for researchers, but could more be done to equip young researchers with the tools they need. Here, Dr Neil Jacobs and Rachel Bruce from Jisc's digital infrastructure team share their top ten resources for researchers from across the web.

The power of Google - ready for a surprise?

Google can do maths too. See what happens when you try.

Paul Stokes, Jisc's programme manager for technical directions says: "Not many people know about Google picture search. Drag and drop a picture onto the images search to find similar images."

If you want to find out more about how to use Google effectively, Paul recommends power searching with Google.

Every click of the mouse, every search box, needs to work hard to make the best use of a researcher's time.

For each gem of a resource that a researcher discovers, there may be a dozen abandoned web pages, armies of half-read abstracts and false leads. Knowing how, and where, to search for resources is vital for saving time and getting quickly to the results that matter.

One of the best ways to increase your hit-rate is by going beyond Google to a specific academic search engine or database.

Here, we outline the top search engines and resources that work hard for researchers to help them get the figures, answers and arguments they need.

Scientific queries

What is it? A so-called 'answer engine', the service answers queries directly based on the search terms rather than providing a list of results.

Key features: Search for information about domain names and compare websites. It also has various maths and statistics functions.

Neil says:

"WolframAlpha is probably the most innovative of the answer engines. It attempts to answer free-text questions or provide information about things rather than supply a list of web sites tagged as connected with a subject."

Open access search engines

What is it? An experimental service, allowing keyword and semantic search of over 10 million open access articles.

Key feature: If you find an article you like, CORE will find similar ones by analysing the text of that article.

What is it? BASE is one of the world's most voluminous search engines especially for academic open access web resources from over 2,000 sources.

Key features: Allows you to search intellectually selected resources and their bibliographic data, including those from the so-called 'deep web', which are ignored by commercial search engines. There are several options for sorting the results list and you can browse by Dewey Decimal Classification and document type.

Neil explains:

"BASE is bigger than CORE, but the discovery tools are not as advanced."

Library catalogues

What is it? A Jisc service allowing you to look through the catalogues of over 70 major UK and Irish libraries.

Key features: Good for locating books and other material held in research collections in the UK; especially useful for humanities.

Rachel explains:

"It gets over 13 million searches a year from higher and further education, so it is a very well used service."

Delving for data?

Searching for research data is not yet easy. Dr Neil Jacobs says: "Researchers probably start with the disciplinary repositories with which they're familiar, although there are some catalogues of different collections of data."

These catalogues include:

1. In Australia there is a registry in Research Data Australia

2. For environmental data, there is the NERC Data Catalogue Service

3. Public data is searchable in the European Union Open Data Portal

4. Particular software platforms also have their own searches, eg Dryad, which is specifically for data, and FigShare, which contains some data, but also researchers' other items such as PowerPoint slides and images.

What is it? Many university libraries have one of these services working behind the scenes, they index a vast range of academic resources and provide sophisticated search tools.

Key features: The search includes journal articles, e-books, reviews, legal documents and more that are harvested from primary and secondary publishers, aggregators and open-access repositories.

Rachel comments:

"Many researchers might not even know their library has this tool - it just looks like the library catalogue to them - but is much more than that."

What is it? One of the world's most comprehensive research databases, this Jisc service gives you access to over 28,000 journals and more than 52 million article citations and conference papers through the British Library's electronic table of contents.

Key features: Researchers can get email alerts of the table of contents in journals, keeping them up to date with the latest literature in their field.

Neil says:

"This is a very popular feature and is an easy way to search back to previous articles to support your research."

What is it? This is a meta-catalogue of cultural heritage collections from a range of Europe's leading galleries, libraries, archives and museums. The catalogue includes books and manuscripts, photos and paintings, television and film, sculpture and crafts, diaries and maps, sheet music and recordings.

Features: You can download your resource, print it, use it, save it, share it and play with it.

Neil tells us:

"This is hugely important for the humanities and some social sciences."

Social web

What is it? Harness the power of social discovery and particularly the #icanhazpdf hashtag for locating PDFs that you do not have access to through your institution.

Features: Tweet an article you need using this hashtag and someone will point you to a copy that you can access.

Reference management and discovery services

What are they? They are both ways to share reference lists, citations, and even full papers in the case of Mendeley.

Key feature: Save, organise and store your references so that you can remain organised ready for the final write-up.

Rachel says:

"You can read a review comparing them on the University of Cambridge website."

Do you know these more well-known search engines and databases?

This article originally featured in issue 37 of Jisc Inform.

About the author

Director open science and research lifecycle, Jisc

I lead our research activities in the area of open science and the creation and management of research across the whole research lifecycle.

I work with colleagues across Jisc to set the direction and to help take the many relevant activities (eg open access or open metrics) we have in the area of open science and research management to the next stage to ensure we more effectively support UK research and also continue to have fit-for-purpose research infrastructure. By working together with research sector leaders and representatives, including research funders, we can ensure policy, practice and digital provision is aligned.

I also lead the development of our research strategy, which crosses the whole range of research support we undertake. It is essential to work with colleagues who provide the network, security or content and applications so we can respond to the needs of the research and university sector and prioritise what we should deliver for research in the coming years.

Another part of my role includes work on international projects, including the European Open Science Cloud, and international partnership, for example the Knowledge Exchange partnership - where Jisc works with similar organisations in Denmark, Finland, France, Germany and the Netherlands to advance open scholarship.

0203 006 6061

@rachelbruce

rachel.bruce@jisc.ac.uk

Head of scholarly communications support, Jisc

Neil is head of scholarly communications support for Jisc. He was formerly programme director of information environment (IE) work overseeing a variety of projects and programmes in the areas of access to and management of digital resources.

His work covers the issues of technical interoperability, cultural and organisational change, sustainability and business models in relation to Jisc's digital infrastructure work in linked data, digital repositories, scholarly communications, and research information management.

07841 951 303

@njneilj

neil.jacobs@jisc.ac.uk

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Ten search engines for researchers that go beyond Google

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Using search engines effectively is now a key skill for researchers, but could more be done to equip young researchers with the tools they need. Here, Dr Neil Jacobs and Rachel Bruce from Jisc's digital infrastructure team share their top ten resources for researchers from across the web.

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So you've installed Jing, but now what? Learn how to take your first capture, and we bet you'll get the hang of Jing very quickly.

Do you see the sun? It looks like the image below--the faint one without the mouse cursor. It's discreetly tucked away somewhere on the edge of your screen, always ready when you need to make a capture. (Oh, and you can always moveor hide the sun if you want.)
Taking your first capture:
The general workflow is to select something on your screen, then choose whether you wish to create an image or video. Record or annotate as desired, then save or share your finished capture. Below is a more detailed breakdown.

1. Mouse-over the sun and three little rays appear.

The one with the cross-hairs isCapture. This is how you start your capture.

The one in the middle isHistory. Copies of your captures are located here.

The one with the two gears isMore. There are many settings you can change inMore. For example, you can setup Hotkeys, or make it so the Jing sun doesn't appear on your screen.

ClickCapture.

2. Select an areaof your screen to capture.

You can select a window, part of a window, or click and drag the cross-hairs to select a region.

Decide if you want to capture an image or video. For this first capture, we suggest you click theImagebutton. You can add arrows, text and highlights to images.

If you decide to record a video, note that if you have a microphone, you can narrate your video in addition to capturing the action on the screen. Videos are limited to 5 minutes in length for Jing. Need to create a longer video? Check out Snagit.

3. Do something with your finished capture.

You couldsavethe capture to your computer.

You can alsocopythe image to yourclipboard. This makes it easy to switch to another application like a document or email and paste the image.

Sharing toScreencast.comreturns a convenient link which is copied to your clipboard. This is a very powerful option in that you can paste the link into chats, emails, and instant messaging clients.

That's the basic idea! You quickly capture an image or make a little video. Then, you either share it or save it!

Please check out our Frequently Asked Questionsand other things you might like to know.

For all technical support issues, please contact TechSmith's free Technical Support. Have an idea to make Jing better? Share your feedback!

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So you've installed Jing, but now what? Learn how to take your first capture, and we bet you'll get the hang of Jing very quickly. Do you see the sun? It looks like the image below--the faint one without the mouse cursor.

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https://youtu.be/WUApcBloiMI

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How Social Media Can Better Our Education System

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FREE Homeschool Teaching Resources Websites Preschool

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Magic of Music in Computer Science Learning

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Integrating online resources into your teaching

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What do you think of this resource? Please click http://svy.mk/e6BP1G to complete a quick survey Download the supporting PDF file for this episode http://bit.ly/fk8gAF from the Learning to Teach Online project website. So many resources are now being freely shared online that it can be advantageous for teachers and students to develop an understanding of appropriate and legal use.

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Substitute... Augment... Modification... Re-definition > degrees of integrating technology

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The SAMR Model Explained by Ruben R. Puentedura

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Free account allows a limited amount of presentations

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Content & Resources: Protecting your own copyright... Much as Poetry Ireland stipulate, original copies as proof of origination...

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Content & Resources: Protecting your own copyright... Much as Poetry Ireland stipulate, original copies as proof of origination...

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Personal work

Copyright of your original material is conferred automatically – you don't have to apply or register for it. You are entitled to prevent unauthorised copying of your work but this is difficult to enforce.

Who owns the work?

The Irish Copyright Act stipulates that the author is the first owner of the work except where a work is made during the course of employment. In this case the employer if first owner, subject to any agreement to the contrary.

Refer to sections 21-23 of the Act for further information.

How to prove copyright

Retain a paper copy /manuscript of your work, and state on it that you are asserting your ownership rights.

How to state ownership

Place the copyright symbol ©, year of publication and name of copyright owner on your paper manuscript. E.g. 'Copyright © 2014 John Smith'

Some tips to follow:

Always provide good copyright information on your work / web page’s

Indicate what can be copied, and for what purposes.

For a ‘work’ that is being continually updated, like a website, use the copyright symbol and also show the period from first publication until the most recent year it was updated  - example 'Copyright © 2010 – 2014’

Material you want to protect, and don't want copied, should not be put on a web site.

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Content & Resources: Copyright for eLearning. Where Scalar might be relevant... first person plus third party media

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Content & Resources: Copyright for eLearning. Where Scalar might be relevant... first person plus third party media

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Using copyright material
Your own work

If your online course is to consist only of work created by you (lecture notes, reading list, etc.) there is no need for further action with regard to checking copyright. There are some grey areas, the most notable being SLIDES from your own lectures. If the slides contain only material for which you hold the copyright (text written by you, images you have created, e.g. diagrams, photos . etc.) they can simply be added to your online course. If they do contain any third party material (the most common culprit being images) you will need to obtain copyright permission to use materials which belong to other individuals or organisations.
Practical help: See below for more information on how to obtain copyright and also the section on images for advice on where to find 'free' images.

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Copyright protects any piece of original work as soon as it has been recorded either on paper, in an audio recording, on film, or electronically (including on the Web). Copyright exists to allow creators to control the use of their work.

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ON ACADEMIC PUBLISHING ONLINE & ONLINE MEDIA CONTENT: SEE THE EXAMPLE OF 'SCALAR'

Scalar is described on the website of The Alliance for Networking visual culture as:

"A free, open source authoring and publishing platform that’s designed to make it easy for authors to write long-form, born-digital scholarship online. Scalar enables users to assemble media from multiple sources and juxtapose them with their own writing in a variety of ways, with minimal technical expertise required. Scalar is a semantic web authoring tool"

See: https://scalar.usc.edu/scalar/

They have showcase projects on the website, however this is a better example, especially see the way the captions/citation tool works to deal with the issue of republishing and distribution of copyright material.

See: http://scalar.usc.edu/nehvectors/how-to-see-palestine/index

LINKS Ireland:
General. Legislation in Ireland. Published by the Attorney General:
Copyright and Related Rights Act 2000
Relevant to Intellectual Property Issues and Design Protection:
Irish Patents Office
Policy:
Intellectual Property Unit (Dept. of Enterprise, Jobs & Innovation)
Very good information on context:
Irish Copyright Licensing Agency
Membership organisation raising issues and awareness:
Copyright Association of Ireland
The Legal News section is good for checking in on what current issues are, current cases in law etc:
Irish Film & Television Network ‘Copyright Guide’Quite interesting insight into how tenuous unpublished ownership can be:
Poetry Ireland
Absolutely retail focussed, as was the history of the organisation, but useful to look from another perspective on the issue of public domain:
Irish Music Rights Organisation
The licensing regarding use of material/films in traiing programmes is quite relevant:
Motion Picture Licensing Corporation
Excellent introduction into the rights management practices in commercial news media:
Newspaper Licensing Ireland

LINKS  International:
Good at up to date events and news and debates:
International Federation of Reproduction Rights Organisations
Intellectual Property issues in a global frame, broadens some of the particular issues in OERs:
World Intellectual Property Organisation

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1 Understand clearly your own learning situation, are you operating a business model that affects how copyright applies to you.
2 Build a clear practical policy that protects you and enables staff to teach and students to learn - do not build a wall.
3 Consult regularly with your teaching staff whether they have questions or new ideas.
4 Engage actively and purposefully with others in your sector and plan to allot management time to learning about VLEs and what contribution you can make to the professional scene as a provider.
5 Good content is hard won, afford it the respect it's due.

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What to do?

A Meet the barrister, listen in full, note observations and suggestions, regrets for the unexpected surprise, explain what's going to happen next, thanking them for drawing attention to the situation.

B Meet all involved in the teaching of the VLE, explain what's happening and what are the likely next steps and what to expect.

C Seek advice: from colleagues managing the VLE about what internal policies there are, are they custom and practice, or written and published.

D Seek advice: from colleagues within the organisation who are responsible for the company's compliance with data protection legislation and an independent audit of the materials in the VLE.

E Ask how did this happen? (1) were VLE management and staff correctly informed and supported in understanding copyright in the context of educational programmes and commercial training course? (2) are the IT and operational systems working correctly to aid in the fair use of materials?

F Ask for input from the eLearning community in the legal territory or territories involved - if the company is in Ireland and students are from overseas, is the problem more complicated?

G Advise: immediately, for the short term, all teaching staff about basic procedures to be followed to respect the levels of access permitted by copyright holders through re-publication and distribution attached.

H Advise: immediately, for the short term, all management and staff who in the company or elsewhere can be directly contacted with a query.

I Advise: immediately, for the short term, all enrolled students of their obligations in line with the ethos and legal obligations of the company providing the programme/course.

J Long term: put a clear policy and practices in place and make this effective by actively introducing and refreshing people on their obligations, right across management and teaching staff.

K Long term: aim to lead on promoting the value of open scholarship for learners outside academia, and promote the value of post graduate study through the Professional PhD.

L Outcome 1: everybody learns; barrister is 'contained'.

M Outcome 2: commission a tailored eLearning Short Course on 'Copyright and OERs in Context' for anyone who'll be teaching on the company CPD course.

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Why?

A Get the report from the horses mouth; having had time to prepare to listen and learn - not 'just take a complaint'.

B Flatten out responsibility for the 'problem', treat as a systems issue first not personal, ensure staff feel like they are part of the solution...

C Establish liability and immediate risk to the company.

D Establish what precedents have been researched and cases made where they may be grey areas - what are the grey areas?

E To find out the scale of the problem for the organisation, what can be controlled, and the scale of the issue more widely, not in the control of the organisation.

F Be brave, not embarrassed, an opportunity to perhaps connect with professionals and experts who may be beneficial in the long term. A complex area, changing and taking shape as situations like this arise.

G Reinforce the educators'/trainers' liabilities if they are employees or contracted services.

H Understanding the context and accepting that something might not always be clear, there must be a dedicate fast response to queries and clear understanding not just of who is responsible but what the level of expectation is for any one person to resolve a query.

I Module leaders or programme coordinators to circulate reminder; establish a Forum thread and FAQs. Check course documents, contractual clauses for funded students, publicity materials, correct errors and add clarity as necessary.

J (See What To Do M, Outcome 2) Telling people once is not enough; laws and legislation may change; open sources may emerge; etc and the company is best positioned to be the gatekeeper here and keep any teaching staff up to date.

K Take a cross sectoral attitude, look for like-minded companies.

L You don't want something like this to linger negatively and affect reputation.

M Contact the great people coming out of the TELTA CPD course at LTTC DIT.