Final Portfolio

ENC 4212: Module 7

Cassandra Baker 4/25/2013

Baker 1 Module 1 Assignment PURPOSE/AUDIENCE This document exists to aid Nursing students in research. At the top it claims, This Libguide is designed to help UCF Nursing students enrolled in NUR3165 identify, understand, and effectively use relevant electronic sources, including eBooks and article databases. It primarily explains the library system and attempts to familiarize students with available research options and techniques. The guides intended users are higher level Nursing students, but any Nursing student could be expected to use this guide and so could the Nursing professors. The guide focuses on distance learning students as can be seen in Practice 1 and the third section under Finding Articles about Interlibrary Loans. The informational tabs arent as focused on Nursing students as the Practice exercises are. Anyone could use and follow the informational sections, but the Practice exercises are very specific and could easily confuse any users who arent in the nursing program. Their specific nature will make them much more useful to Nurisng students, and it might be beneficial to make the informational tabs just as specific to the intended audience. STAKEHOLDERS This guide serves to connect many different users to a variety of publications. Each publication connected to the UCF library has a stake in this guide, but it is likely that health, nursing and psychological journals will be most affected, as well as the databases that store and sort them. The guide affects who will be accessing these publications and what they will be searching for. It will also affect the library staff and those who create and run the systems used by the library. By teaching the students how to interact with these systems and referring them to the staff for help, it involves the entire group of people who operate and run these systems. Other stakeholders include professors who are assigning research projects to these students. They may

Baker 2 be relying on a guide like this to give their students the right information and teach them how to choose articles and cite properly. Practice sections 1 and 2 contain most of this information and would be vital. OVERALL IMPRESSIONS Overall the document is concise and helpful. The practice examples are clear, complete, and audience specific while the informational tabs are simple and focused. The practice examples are the real strength of this document and it would be beneficial if they were more consistent. The layout tends to vary between practice sections and they give the impression that they were written by different authors. The informational tabs are successful at giving only the necessary information without overwhelming users, but could possibly be consolidated. There was some redundancy in talking about Interlibrary Loans and a few of the other sections were sparse in information, particularly Finding Articles section 1. INITIAL SUGGESTIONS My first concern in correcting this document would be making the Practice sections more uniform. Practice 2 is busy and inconsistent. The pool ball numbers dont make a lot of sense, especially because they arent found in the other sections. Practices 1 and 3, however, are very basic and simplistic. The visual interest could be toned down in Practice 2 and enhanced in the other Practice sections and the informational sections. This guide mentions that it caters to a certain Nursing research assignment so, if the goal is to help Nursing students through this particular assignment, I would like to know what the assignment is and encourage the authors to put more of a consistent emphasis on it throughout the guide. Consolidation of information tabs would also be a good idea. There tends to be some redundancy in the tabs which can cause users to lose interest quickly.

Baker 3 Module 1 Individual Assignment Reflection I felt like I did very well on this assignment. I liked my organization of it, and I felt like I answered each section thoroughly. I was often able to refer back to this for the assignments following it. It helped me start each assignment with ideas about what I wanted to change. I started this assignment thinking about overall organization and from the perspective of comprehensive editing. I wanted to understand how it was organized, how formal it was, and how to better organize it and make it consistent. I struggled to understand the idea of stakeholders a little bit, but I was able to figure it out and I got a good grasp on it. Working to understand it helped me to develop a strong focus on the audience throughout this course. The feedback on my assignment for this module was very brief and did not at all disagree with my post, so I didnt take much of it into consideration. However, I think this is a great assignment to start the class with. At first, it appears to be long and hard, but it is not as difficult as it seems. It really helped me understand what I would be doing in this course.

Baker 4

Item 1: Purpose and Audience

The Nursing 3165 library guide is, according to the home page of the guide, designed to help UCF Nursing students enrolled in NUR3165 identify, understand, and effectively use relevant electronic sources, including eBooks and article databases. The libguide is intended to help introduce students to the research tools available to them through the UCF library, and demonstrate how to navigate the UCF Librarys online database. The document fulfills the intended purpose through step by step instructions to the primary audience, which communicate the correct method to conduct research through the database, as well as how to properly cite the sources that they find. The primary audience is students enrolled in the NUR3165 class, especially those students enrolled in the class that have never used the UCF library system to complete project and research assignments before. Additionally, the guide takes special care to consider the needs of distance learning students by including helpful information on library services they can take advantage of, like interlibrary loans.

Item 2: Stakeholders
The writer of the document is a member of the library staff, who presumably is creating this guide on behalf of the library to serve the audience, which would be nursing students who are taking the NUR3165 course. There are three major groups that have interests that should be considered, beyond the writer-audience relationship. The first group is the instructors of the NUR 3165 course, who teach the students that this guide was created for. Professors will rely on this guide to help the students choose articles and cite properly, otherwise the professors might have to teach this information and use up valuable class time. However, there is no clear reference to any professors who might have contributed to the

Baker 5 development of the guide. Instructors should have a part in the creation of the libguide, because they would have valuable understanding of what types of resources the students will be using for their research and what types of citations will be expected for their reports. The second party that should be represented in the guide is the authors of the publications that students will be referencing. The creators of these works should be recognized with reminders to the users of the guide about the importance of including proper citation of materials used in research papers. This guide appropriately addresses this need by including information on how to format citations properly within the Citations tab. Finally, this guide will affect the UCF library, who maintains the databases that the students will be using. By correctly teaching the students how to interact with these systems, this guide provides a service to the students on behalf of the library staff. The libguide fulfills that service, by including a wealth of detailed information about getting the most out of the library database.

Item 3: Overall Impressions

The guide attempts to provide a great deal of helpful information in the form of step by step instructions. These steps are typically very detailed and can be followed without difficulty. Included along with the textual descriptions, there are many screen shots that accompany the text and provide a visual aid, which is an excellent addition to the text descriptions. There were problems within the text, including some redundancies in talking about interlibrary loans, and some sections that were lacking in detail (Finding Articles 1). However, the main issue is not the information itself, but how the information is arranged. The organization tabs, which separate the

Baker 6 sections, are formatted in different ways, some with drop down menus, and some without. This provides some difficulty in navigating the website. Within the sections, the text and graphics are cramped together, and are not easily separated at first glance. The text/graphic issue presents major trouble for the reader by decreasing the clarity of the instructions.

Item 4: Initial Suggestions

The libguide has done a good job providing information. The primary issue with the document is how the information is organized. The first and probably most needed change is some additional spacing in between the graphics and the preceding/following text, to visually separate them. The text and graphics tend to run together, and this confuses the reader, especially because there is text within the graphic. Readers organize the information they see into schemata, and that is how they comprehend what they are reading. Documents should aid in the readers comprehension, by having identifiable sections of material, so that the reader knows how each section relates to the overall concepts. To help create a more discernible difference between those two elements, the guide should have some kind of referencing system, to link the images to the text. An examp le would be a label called Object 1 which would be placed just above the first graphic. The text would reference the graphic by including (see Object 1). The tabs which identify each section should be overhauled as well. The Practice tabs do not have drop down menus, which might confuse the reader who has been navigating through drop down menus on other tabs. One way this change could happen is through a consolidation of the practice tabs into a single tab which has drop down items for each section appropriately.

Baker 7 The guide does briefly mention at the beginning that this guide is a part of some module for a class. However, its is unclear how each section of material relates to the assignment or what the assignment is. The writer must be contacted for clarification about this.

Baker 8 Module 1 Group Assignment Reflection This was the group assignment that we probably disagreed on the most. Overall, it was well-done and included everyones input, but we struggled to agree on writing style and presentation. The chief editor wasnt fond of headings while everyone else felt they were necessary for clarity. The final is at no point labeled with the assignment or module number. The sentence structure is also complex and confusing at times. The editor was, however, very open to comments and criticism from the group and we worked well together. It was difficult to decide exactly what we were supposed to submit at the time, but I think we did very well at meeting the guidelines for the assignment. It seemed like it was meant to be more complex than it was. All of module 1 was very appropriate for the opening of the course. It helped me get in the right frame of mind and familiarize myself with the document.

Baker 9 Module 2 Individual Assignment INDIRECT AUDIENCE English is my first language, but there is a good chance that it is not the first language of many of the students interacting with this guide. Readers using this guide to take a quiz or assist in research will want to move through it quickly and find information easily. This can be more difficult for people who do not initially think and communicate in English. These users may want a guide with more illustrations or that uses simple and direct language. They might also be interested in how to search for foreign language materials, giving them a wider range of materials and an advantage in research.

STRUCTURE There is a tendency toward structural variation in this guide. While practices 1 and 3 have horizontal panels, practice 2 has vertical panels. Finding articles 1 also has vertical panels while finding articles 3 has horizontal ones. Practice section 2 is consistently but strangely structured as an individual section. It is extremely busy and colorful. Its hard for one to focus on any given part of because all of the parts are closely crowded together. It might just be too much information for one section, and the method of organizing it is not consistent with the other sections.

AMBIGUOUS AREAS Most of this guide involves simple and straightforward instructions, but not every part of

it is easy to understand. For instance, Now that you have your feet wet, let's explore three

Baker 10 methods of possible search strategies for finding primary research articles written by a nurse in CINAHL in practice section 2 part B might be confusing for some readers. It might be clearer to say Now that you are more familiar with this system, instead of Now that you have your feet wet,. The latter is a more casual and culture specific way of speaking. This long section at the very bottom of citing section 4 is also unclear: Important: Keep in mind that database generated citations are not always 100% correct, so be sure to
double check with the APA manual and your instructor. For example, URLs and database information (such as "Retrieved from CINAHL Database" or "Retrieved from EBSCOhost" or "Retrieved from http://ezproxy.lib.ucf.edu/login?URL=http://search.ebscohost.com") are not necessary for APA (6th ed.) for journal articles found in subscription databases like CINAHL. (Note: This does not apply to regular websites, for which you still would need the list the URL.). Also, it is not necessary ( for APA format) to include the month for scholarly journal articles which are paginated by volume and issue. Again, database generated citations are not always perfect, so be sure to double check them.

The lack of punctuation, changes in font, and strange spacing make a simple helpful hint into a disjointed and confusing block of text. The highlighted section is especially unclear in that the thoughts in this long sentence dont appear to be complete. It would be helpful if this entire section was the same color and the warning was condensed, as it is redundant. The message also needs clarification.

Baker 11 Module 2 Individual Assignment Reflection This assignment was also very helpful at the beginning of the course. The sections on structure and ambiguity allowed me to see the changes that were important for improving and clarifying the library guide. The indirect audience section wasnt as helpful. I think its important, but it was confusing. I never ended up thinking about it again after this assignment despite the fact that it is important to consider when creating this guide. I felt like I did well on this assignment, but not as well as I did on the first one. I found some good specific examples of ambiguity, and I did well in understanding and improving the structure. However, I wish I had been more insightful about indirect audiences.

Baker 12 Mr. Todd,

After reviewing your NUR 3165 library guide, weve found that it is a helpful tool for new nursing students. The information provided was relevant and useful. The first and most important question we have for you is what areas of the guide do you think need the most editing. How extensive an edit are you looking for? Are we permitted to make layout change suggestions? Are you looking for a comprehensive editor or a copy edit? After the initial analysis, we have found a few things we'd like to make suggestions about at this time. Our main concern is with the structure of the guide. Each tab seems set up in a slightly different manner. Finding Articles 3. Interlibrary Loan is the most dense of all the tabs, using large paragraphs and not many images. It also contains some redundancy. For example, the first paragraph states that the Illiad system is how students can "request to borrow books and retrieve electronic versions of journal articles." Then in the third paragraph states that Illiad can be used in "requesting articles, book chapters, conference papers" and Full Text articles. These are very similar sentences. We suggest reading through the tab to determine if there are any other excess words or instructions that could be trimmed out, or to see if the information could be provided in a more 'step by step' manner like the other tabs. Practices 1 and 3 are fitted with horizontal panels while Practice 2 has vertical panels, and Citing 4. Citing from EbscoHOST databases is right aligned with all the other tabs appear to be center aligned. Keeping the same, or similar, formatting for each tab would bring uniformity to the guide and make it easier on students who may already be stressed and don't want to worry if they've accidentally gone to the wrong place.

Baker 13 Our second concern is with terminology. In Practice 3, three items are listed: MEDLINE Ebscohost, PsycInfo, and Academic OneFile." It could be beneficial to clarify what these databases are used for so students know which ones they want in the future instead of only knowing to use them during the practices. Knowing their differences, such as the scope of materials referenced, would help the reader understand the significance of each. Finally, some clarification in syntax and sentence structure could be beneficial. One suggestion is from Practice 2. Right now it reads "Now that you have your feet wet." This wording, while more personal and possibly more engaging, may confuse students unfamiliar with the phrase or culture. It might be clearer to say Now that you are more familiar with this system." One last question from us. What exactly is the assignment that this guide was created to help complete and which sections must be absolutely kept? Be sure to let us know any specific questions you have as well or any section you would like more details about. We hope this is a beneficial overview for you and look forward to your future correspondence.

Rebecca Monaco, Cassandra Baker, Jonathan Haupt, Katherine Thomas Team 2, ENC 4212

Baker 14 Module 2 Group Assignment Reflection We didnt struggle as much with this assignment, but the final product wasnt as good. Our letter ended up being a little choppy and confusing. The information and questions were good for the most part, but we didnt organize the letter very well. Some of our questions are unnecessary. There was substantial input from the members of the group in this assignment, but it was mostly just to agree. I think it was hard for the chief editor to convert all of our ideas into an appropriate letter format so early in the class. This was our only group assignment that wasnt almost exactly like the individual assignment. It was necessary to ask questions of Mr. Todd early on, but this was a more difficult group assignment. In general, though, we did pretty well on this assignment and I think we asked some good questions. The editor did a good job of making a letter that was formal, kind, and informational.

Baker 15 Module 3 Individual Assignment Part 1: Illustrations 1. A) In Practice 2 there is a section called A note about the nursing research subject heading. The graphic in this section has very dull coloring and does not stand out. It is surrounded by a lot of writing that draws ones attention away from the image instead of toward the section. This section is small and pushed to the side, but is nonetheless important because it addresses a common error that users make. The graphic needs to be made larger and brighter in order to be easily readable. It exists as an important warning and needs to be memorable.

B) The images depicting the English Language checkbox and the Peer Reviewed checkbox in Practice 3 are not entirely necessary. They are included because images are helpful for the other steps, but in this case the instructions are clear enough. The pictures do not add to the content or clarity of the information. If kept, they must be moved more to the center of the page instead of tacked on to the edge. 2. Most of the illustrations are vital for understanding the material. They are entirely instructional and only a few may be unnecessary. The problem with the images lies more in the quality than the content. Most of the images could be made smaller, making them less obtrusive and better quality. They are also very light in color and are therefore hard to separate from the information. The size of the images makes the material appear to be much longer and more difficult than it is while the slightly blurry quality makes it harder to focus on the images.

Baker 16 Part 2: Font 1. The font used in this document is the sans-serif font Helvetica and the size ranges between 10px and 12px. 2. I would be most concerned with standardizing headings and capitalizing them to draw more attention to them. This will help readers follow and organize the information in their heads. 3. The Citing 4 page needs to be shifted to left because it is off-center and English is read from left to right. Practice 3 Part B needs more white space because it is cluttered and hard to read. The eye doesnt know where it should start or move to. And, the dividing of the sections into separate blocks and columns is helpful in organizing the pages, but there should be a standard of either blocks or columns in order to prevent confusion and unify the document. 4. The leading is appropriate for this document, but the type size could be increased by about 2 points in order to make the font easier to read online and easier for the visually impaired to read. Its difficult enough to focus ones eyes on the computer screen without having to strain to read small type. Sections without columns also tend to have long lines that take a lot of moving back and forth across the page to read. Shorter lines would be easier to move through quickly.

Baker 17 Module 3 Individual Assignment Reflection At this point it perplexes me that I never found a consistent way to format my individual assignments, despite the fact that I was working to make someone elses work consistent. Its also unfortunate that I submitted this assignment late because I think I did well on it. My examples are very specific and this assignment set me up well to make actual changes in the following modules. This assignment is also very clearly formatted. However, I did struggle a lot with this assignment because I have no experience with visual design and it is not a strength of mine. I dont have a very good perspective on it. But, I did learn enough from the book to improve the guide and become more comfortable working with illustrations. Part two of this assignment was very helpful because font has a large effect on the success of a document. It must be clear, simple, and easy to read. I think its one of the most important things I learned in this class, and this module taught me how to really analyze it.

Baker 18 Module 3 Group Assignment Part 1: Illustrations

Practice 1: Image 1: The first image is the screen shot of how to search for books using OneSearch. It is clear, well organized and makes it easier for students to follow the instructions. The image is clear in the statement and instructions, but needs to be sharpened so that visually speaking it is clear for the reader to see.

Image 2: Further down in Practice 1 is a set of images to the right side of the page, publication date and source type screen shots. Organizationally speaking, they should come directly beneath the instructions they depict because students will logically want to read straight down the page, not jump around the document. Image 3: This image is the UCF Catalog Citation Option image. The image is formatted correctly, has a great typographic cue, and effectively responds to the needs of the reader.

Practice 2: Image 1: Screen shots of various search barsare tightly packed and too close to the text. Additional white space is needed to help the reader distinguish the overall flow of the document.

Image 2: In Practice 2, the main section begins with an image of a search bar, if the image were moved under a title or paragraph explaining what is going to be accomplished in this section, then the image would be more useful. As many of the images in Practice 1 have been laid out,

Baker 19 the image following the text is the best way to help students understand the purpose of each image and set of instructions.

Image 3: In the section called A note about the nursing research subject heading the graphic has dull coloring and does not stand out. It is surrounded by a lot of writing that draws ones attention away from the image. This section is small and pushed to the side, but is nonetheless important because it addresses a common error that users make. The graphic needs to be made larger and brighter in order to be easily readable. It might also help to widen the entire column to about 1/3 of the page.

Practice 3: Image 1: In Practice 3, there are many tiny images in the instructions, especially the ones that say English Language and Peer Reviewed. Showing the photo of just that option doesn't help the student find it any easier. These pictures do not add to the content or clarity of the information and should be removed.

Overall Quality and Suggestions: Overall the illustrations are helpful to the reader, but could be improved. They are vital for understanding the material and there is an excellent use of typographic cues throughout the document in the form of boxes with distinct colors and the use of arrows, indicating critical information to the reader. The problem with the images lies more in the quality than the content. They could both follow a more uniform organizational pattern and be sharper. Most of the images could be made smaller, making them sharper and less obtrusive. The size of the images

Baker 20 makes the material appear to be much longer and more difficult than it is while the slightly blurry quality makes it harder to focus on the images. They are also very light in color and are therefore hard to separate from the information. In addition to the major illustrations, there are also mini graphics. Some make sense, such as the light bulb (Practice 1) but others seem out of place, like the 8 balls in the headers of Practice 2. These mini graphics are misplaced and should be removed, because they do not contribute to the clarity of the document. Organizationally, Images should be placed under the information that they represent so that students are not required to shift their focus and attention away from instructions, look at the illustration, and then look back to the directions instead of moving their eyes in one fluid motion down the page. Perhaps labeling each image with the number that corresponds to the step in the instructions would be also beneficial. While moving the images, care should also be taken to keep them farther away from the text. The text of the screenshots blends with the actual text of the guide and with the text of other screenshots. The problem can be fixed with a greater use of white space between the text and screenshots, and some kind of border between separate graphics that are stacked together. This will help the reader visually identify the information quickly, enhancing readability.

PART 2: Font The font is size 12 sans-serif font that alternates between Arial and Helvetica.

Leading, type size, word spacing, and line length remain consistent throughout the document, but it would be helpful if the notes added throughout were 2 pts smaller than the main text, and the leading between lines could probably do with a slight increase if the author insists upon

Baker 21 including big blocks of text. Because the document is an online source, keeping paragraphs spaced, line lengths short, and leading a slight bit bigger is essential for readers to follow along easily and not hurt their eyes. One detail in particular is highly favorable in this document. The pages of the guide use one or two columns that fit the size of the screen width wise, which allows the user to simply scroll down to view the guide. This line length concept is subtle, but much appreciated from the readers perspective. However, the dividing of the sections into separate blocks and columns should be standardized to either blocks or columns in order to prevent confusion and unify the document. The Citing 4 page also needs to be shifted to the left because it is off-center and English is read from left to right. The only major problem with the font is coloring. Often, text is highlighted with various colors including red and at least 2 shades of blue. The text color changes so much it becomes confusing, and often it isnt necessary. Since much of the blue text is tips, perhaps the tips could be moved to a left column, and placed alongside the relevant material. There is plenty of unused space for the tips to go, and removing them from the main body of the text might clear up some of the clutter. Things that need to catch attention could be a larger font size and highlighted in red or yellow.

Baker 22 Module 3 Group Assignment Reflection I worked as the chief editor for this assignment with Katherine Thomas. We both took extremely different approaches to this assignment and it was difficult to coordinate at times. Her approach was simplistic and straightforward while mine included more important details, but was too long and overly-detailed. The group encouraged us to create a document that was somewhere in the middle of both of ours and we worked carefully to do that. We used her formatting and style and adapted the details of my assignment to it. We struggled far too much in creating this document, but I think it was one of our better final products. There was plenty of disagreement and confusion, but we all worked very hard to fix everything and include every detail without including too much.

Baker 23 Nursing 3165 Library Guide Style Sheet Standard Font: Arial 12pt Automatic Terms that are to be searched or clicked on should be bold, but not italicized. Headings should be bold. Links should be blue. Notes and tips should be red.

Punctuation and Capitalization: Style: Layout Each section should be composed of approximately two vertical columns. Graphics should be centered under the text that they represent. Notes should be on their own separate lines. Numbers should be numerals. Emphasized text should be underlined, not italicized, or bold. Each word aside from a, an, the, for, of, and to should be capitalized in headings. Full-text must be hyphenated.

Baker 24 Module 4 Markup

Baker 25 Module 4 Markup Reflection I enjoyed marking the document and I think I got the most out of this assignment. We were well prepared by the preceding modules to make changes and it was easy to transition into actually altering the document. Some of the symbols used in markups were more difficult to use in practice than they seem in theory, but its helpful to have a system to use that everyone understands. I included the first page of my Practice Exercise 1 markup because it included the most extensive edits. I did well with this assignment at first, but my paper became confusing and overly cluttered by the time I was finished. I struggled to make my changes clear and easy to see and many changes overlapped. I was able to make very specific changes, but I worry that I am the only person who can understand it. Im happy with the style guide that I created, but I continued to think of other things I should have added as the class continued.

Baker 26 Module 4 Review of Partners Edits

Style Guide Textual Information: Lists: To create clearer instructions, a numbered or bulleted system may be used when the reader is told to click on an item, type in an item, etc. Notes or Hints may be added toward the bottom of the list. Consistency: Language, word and link formatting, and graphic images should all abide by a set of rules that remain consistent throughout the work. For example, instead of switching between quotations and boldface when indicating sections on a page to click, one should be chosen and stuck with. Instructions to Click quotations Instructions to Type boldface Headings boldface Notes and hints: red font, italicized Language: Idioms should be avoided, as they may be difficult to understand for non-native speakers. Opinions should be omitted, leaving only clear and direct instructions. Shorthand should also be avoided, as it can create a sense of vagueness in the piece. A system for spelling or word presentation should also be mandated to avoid confusion. Redundancy:
Comment [CB3]: Here you can list any words that were spelled a variety of ways and note which way is the best. It will give you more substance to refer to while editing. Comment [CB2]: Great specifics in the examples. You seem to have covered all the bases. Consider adding more detail to the formatting of headings. Comment [CB1]: It would be helpful to choose either numbered or bulleted in order to further standardize the document. If its appropriate to use both, you could specify the situation in which each should be used.

Baker 27 Phrases, words, instructions, and images all have a place and require due attention, but overstating can create reader irritation or a crowded webpage. Avoid using the image for Get Full Text each time its mentioned. Shorten explanations so that they are direct. Images: Example images that show where to find links and input locations should be maximized to the point of clear distinguishability, but not so much so that too much space is taken up by the illustration. They should be tacked to the right hand side of the page, beside the text it is describing.
Comment [CB4]: Good specifics. Were there any other kinds of images to consider?

Andrew Todd, MLS UCF Librarian

Dear Mr. Todd,

I greatly appreciate the opportunity to work with you on this assignment. The Practice 1 mark-up has been included as an attachment and is prepared for your review. Instructions available on various pages, such as those on Practice 1 EBSCO eBooks, may be better received if divided into bullet points and descending levels of information. For example, in Practice 2 Research Articles, much of the information is presented in a paragraph fashion, creating areas of confusion for readers. Explanations or elaboration on directions should have their own bulleted list, either with generic dots or descending digits that expand on one concept.

Baker 28 A conglomerate of detail, such as the addition exhibited in section G) of Practice 2, may be better received if at least separated from the instructions. Sections that may be eliminated completely would be where information is either restated or titles are unnecessarily reiterated. Additionally, short and concise sentences should be used even when elaborating on a particular segment of a tab. This keeps the readers attention focused on the step-by-step process listed. Areas of lengthy explanations can be noted in several sections, including the reminder at the bottom of Practice 3. As far as images, illustrations should be kept from interrupting text lines, as it draws from the fluidity of the message written. An example of this may be seen in Practice 2 just beneath the section first mentioning the Peer Reviewed check box option. If certain images were somehow situated to the right of the page or as an available link (i.e. See here [new tab link]) it could leave more room for valuable information. There are also some picture resolutions that are not consistent with associated images and are chopped into unnecessary pieces. For example, in Practice 2, the reader can see a section dedicated to the Research Article and Journal Subset check boxes. The screenshot has been downsized to compensate for space and relevance, but shortly thereafter a model explaining Method 1is incredibly oversized. What could take up much less space in the page becomes unnecessarily focused upon with only light step-by-step information given. If downsized, space availability would increase and the blurry, almost grainy texture of the image would decrease. The following image dedicated to Author Affiliation and Publication type seems to be larger still and has a decent amount of surrounding white space, but nearly overpowers the text above and below. These two incredibly large images bookend a screen capture that is nearly a fourth of
Comment [CB6]: Great and specific examples so far throughout this letter. Comment [CB5]: Avoid telling the client that something should be completely eliminated. Even if its true, they may be offended. You could say, Some information that is restated or titles that are reiterated can be eliminated or changed to avoid redundancy.

Baker 29 the quality. A set image capture size and quality should be mandated for any appropriate sections. Such small text strains the eye and does little to aid the coordinating step process.
Comment [CB7]: Good.

Separately, when reviewing the Citing section of the guide, it was apparent that there was a widespread issue with bolding texts, links, highlighted information, and capitalization. In each section, including this one, there are several inconsistencies. For example: ebook or eBook in Practice 1 Check or Check in Practice 2 Search or Search in Practice 3. EBSCO or Ebsco in Citing

Each of these details may seem small, but are important when considering maintaining a consistent formatting system. Any other changes Ive noted in separate editorial review include minor corrections to increase consistency and reduce redundancy. These can all be noted in the attached Style Guide and seen in the scanned Practice 1 example. Again, thank you so much for your time and the opportunity. I wish you all the best with this guide. Sincerely, Alexandra Serra For the Practice 1 Exercise: Numbering the list of instructions is a great idea, and makes the entire exercise much clearer. Your edit also seemed to follow your style guide consistently. You paid attention to the details, and I agree with your suggestions for moving and minimizing the images. You could make better use of the editing systems and symbols found in the book. Overall great job!

Baker 30 Module 4 Review Reflection This review process was interesting because I got to see what I missed in my edits and consider other options. It was also helpful for learning how to communicate about changes with a client and make my work understandable. I found that my partner did very well, but was reluctant to use the symbols from the book. As a reviewee, this assignment was more difficult. I found that my partners criticisms were generally fair, but I had to work hard not to be offended. It helped me understand the perspective of the client much more clearly. Many of her suggestions made sense, but, as the creator of the text, I had the final say.

Baker 31 Module 5 Track Changes

Click Search. You should get approximately 81 results.

Find the article Barriers and Facilitators of Prostate Cancer Screening Among Filipino Men in Hawaii And click on it to see the article record. Scroll down to Major Subjects. Notice that Prostatic Neoplasms is listed as a subject heading for this article. Also, the term "screening" is listed in a different subject heading. Since we entered each term on separate lines in the advanced search screen, this article was included in the results. Alsonotice options to print, email, and cite this article (right-hand side panel). Continue to Part B.

Practice Exercise 2 Part B - Finding Primary Research Articles Written by a Nurse

Part B-Finding Primary (Original) Research Studies Written by a Nurse Now that youve had some practice, let's explore three possible methods for finding primary research articles written by a nurse in CINAHL. Please keep in mind that these strategies are not perfect, so you still need to be attentive when evaluating the results list and read the abstracts/articles. Method 1 - Limiting to Nurse Authors and Excluding Systematic Reviews Continue from the last search. You should see (MH "Prostatic Neoplasms") in the first box and screening in the second line like so:

A) Click on Advanced Search (directly below the search boxes). Scroll down and (re)check the boxes next to Research Article, Peer Reviewed, and English B) Language, and change the Journal Subset to Nursing . Check the box titled Any Author is Nurse This method is one way to limit results to articles written C) by a nurse. Click Search. 2. How many results did you retrieve? a. 1 - 25 c. 51 -75 b. 26-50 d. more than 75 D) Click on Show More on the left hand side under Refine Your Results. E) Uncheck the box titled 'Any Author is Nurse' and click Search.

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F) In the third line, type Nurs* in the box and change the field to AF Author Affiliation. This is another way to limit results to articles written by a nurse. Tip: Using the asterisk * at the end of a root word will also search for variations of the term like nurse, nurses, or nursing.

Click Search again. Notice how the number of results increased. Both methods of limiting to nurse authors work, but the latter may be more effective in many cases. Tip: Try using both methods to cover all the bases and be sure to look at the full text article or PDF to verify the authors' credentials.

G) Add a row. Then type systematic review on the fourth line. Change the field on the right hand side to PT Publication Type. On the left hand side, change the Boolean operator to NOT. Note: A systematic review is an analysis of previously conducted studies done by other researchers rather than an original research study conducted by the author. This method is a good way to filter out systematic reviews from your results . Use the PT Publication Typefield instead of Select a Field or MW Word in Subject Heading, because systematic reviews refer to a particular type of publication rather than a subject heading.

You should retrieve about 43 results. Go back the article Barriers and Facilitators of Prostate Cancer Screening Among Filipino Men in Hawaii and click on it to see the article record. Look at the Affiliation field. Notice that the author is affiliated with a school of nursing.You may also want to see the PDF, as the full text usually contains additional information about the authors. Also, scroll down to the Publication Type Field. This is where you would look to see what type of article you are dealing with. For instance, this article is listed as Research. In many cases, if an article is a systematic review, it would be tagged as such in this field. Remember that there may be systematic reviews in CINAHL that are not tagged yet in the publication type field, so always make sure to read the abstract! Click on the New Search link in the top left corner when finished.

Method 2 - Limiting to Clinical Trials Another simple strategy is to search for a particular type of primary research article that in most cases uses a quantitative design: the Clinical Trial. Start by typing clinical trial in the first search box. Then change the field on the right to PT Publication type. This searches for the term Clinical Trial in the Publication Type field. Add a keyword related to a symptom, patient population, or nursing intervention in the second box. In B) this case, type exercise and women Keep in mind that you could also leave it blank to browse for articles. C) Scroll down and check the boxes next to Research Article, Peer Reviewed, and English A)

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Language, and change the Journal Subset to Nursing . In the third line, type Nurs* in the box. Using the asterisk * at the end of a root word will also search D) for variations of the term like nurse, nurses, or nursing. Change the field to AF Author Affiliation. Click Search. Note: As with all of the other methods, make sure to scan the article record and read the abstract to make sure that you are dealing with a primary research study and not an unwanted article type like a systematic review or an educational/informational article. You should retrieve about 36 results. Click on the title The relationship between psychosocial state and exercise behavior of older women 2 months after hip fracture. 3. In which year, volume, and issue of the Rehabilitation Nursing is this article found? a. 2009, Volume 19, Issue 9 c. 2007, Volume 32, Issue 4 b. 2005, Volume 44, Issue 1 d. 2010, Volume 59, Issue 1 Click on the Get Full Text button another database. on the left hand side to see if the full text is available in

Baker 34 Module 5 Track Changes Reflection I have used Track Changes before and I think its a great program. Id hoped that it wouldnt be as messy as the markup, but it was just as bad if not worse. The notations on the side were overwhelming. It does allow you to make a lot of specific changes, but the program does have its limits. It can be difficult to make any drastic changes to the layout. I felt that I did well on this assignment. I chose the middle two pages of the assignment because they included every kind of heading, along with images, and instructions. I didnt catch everything, but my changes were thorough and consistent. I wish I had chosen a system that could organize the information better because there is a lot of it to read through.

Baker 35 Module 5 Review of Partners Edit I wrote these comments to my partner Katherine Thomas on Webcourses: In the main part of Exercise 2 you made a lot of good edits when it came to the placement of the images. Consider also commenting on their size. In general, you seem to have focused more on comprehensive editing than copyediting and proofreading. This is good, but I think the client also needs us to pay more attention to the details. Consider punctuation, formatting, and sentence structure more closely. I'm not sure why main headlines are to be underlined, but you are right about the colored box. It should be there and is on my version. Yours just must have saved differently. I'm not sure exactly what is being denoted by *. It seems that any tips, notes, and explanations are. While these items do need to be clarified and reformatted, it seems like * just adds more noise without really clarifying. Good catch with the text color on the sidebar. The blue is confusing. Your note to Mr. Todd is polite and brief. It is, however, a little abrupt. Consider explaining your changes a little more broadly and including a greeting or two. Good work!

Baker 36 Module 5 Review Reflection This section was a little harder because the changes seem to be less subjective in Track Changes. My partner made very few changes to the document, so it was hard to give her much feedback. She also didnt give me much feedback, but I took her comments about the illustrations very seriously because I struggle with visual design. I took much less offense to criticisms in this module, maybe because Track Changes gives my work a more professional feel. It might help me to have a more professional attitude.

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Comment [CB8]: Headings stand out more if they are capitalized.

How to Cite From CINAHL and Other EbscoHOST Databases CINAHL and other EbscoHOST databases, such as Medline, PsycInfo, and Academic Search Premier, have a feature that provides article citations. To use the Citing feature for a single article: 1. Click on the article title in the results list to go to the article record.

Comment [CB9]: Pictures need a border in order to stand out more and look more professional.

2. Click on Cite in the right hand side menu. 3. A window will appear with references that you can copy and paste into other applications:

4. Database generated citations are not always 100% correct, so be sure to double check with the APA manual and your instructor. For example, URLs and database information, such as "Retrieved

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from CINAHL Database" or "Retrieved from EBSCOhost" or "Retrieved from http://ezproxy.lib.ucf.edu/login?URL=http://search.ebscohost.com", are not necessary in APA (6th ed.) for journal articles found in subscription databases like CINAHL.

Note: This does not apply to regular websites, for which you still would need the list the URL.
Also, it is not necessary in APA format to include the month for scholarly journal articles which are paginated by volume and issue.

Comment [CB10]: If a note is large, it should probably just be included as a part of the body of the document.

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Baker 42 Module 6 Markup and Track Changes Reflection In this section, both Track Changes and markup worked much better than they had before. I chose my Track Changes of Citing 4 as an example because it had a moderate amount of edits, but the most interesting changes. I chose to include the entirety of my markup because I felt that it showed consistency and cohesion. In general, Track Changes appears to be more professional and allows for more consistency, but markup allows for more freedom. Track Changes is usually easier to understand, unless too many changes have been made. This is also true of markups. In general, it would probably be better to edit for one thing at a time, so that documents dont become too confusing or overwhelming.

Baker 43 Module 7 Overall Course Reflection Overall this was a very successful course. I felt that each module prepared for and lead into the next one. The lessons built upon each other. I also felt that I retained the information well and I find it highly applicable to my future career and everyday life. The group work in this course worked so well because of the due date system. Separating due dates from response dates prevents last minute work. We also had plenty of time to discuss everything fully. Having small groups kept us from being overwhelmed by ideas and comments. The book was appropriate for the course, but wasnt a resource I looked back at often until I needed to see the proofreading symbols. I focused more on the modules and the Nursing Library Guide. Im glad that I took this course, and I believe that it is one that will be a huge benefit to me in the future. It was well-structured and focused on feedback, so I have a good assessment of my skills.