Google Scholar Tutorial: Become A Google Scholar Power User – Scholar Profiles (Post 2 of 3)

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Google Scholar Tutorial: Part 2: Using Scholar Profiles

Thanks to everyone who read my first post in this three-part tutorial on becoming a Google Scholar Power User:  advanced features of Google Scholar search.

If you haven’t read it, check it out. If you have, let’s get started with part 2! Here we go! (Note: Post #3 is also available now)

To get the most out of Google Scholar, including the library feature discussed in the last post, you’ll need a Google Scholar profile. If you don’t have one, I highly recommend setting one up. Here’s why:

How to Create a Google Scholar Profile

A Google Scholar profile has many benefits. It is a public profile that provides author photo, institutional affiliation and contact information, and importantly an interactive list of all articles a particular scholar has published. (Get started with Google Scholar profiles). Google Scholar automatically populates your list of research articles by associating your name with articles it has indexed. You can also add co-authors, and keywords for your research agenda.

Click to enlarge. A look at my Google Scholar Profile
Click to enlarge. A look at my Google Scholar Profile

Why Have a Google Scholar Profile

Here are 8 great benefits of a Google Scholar Profile:

1) Help people find your work. Remember that author feature I discussed int he previous post? Google Scholar search results allow searchers to click an author’s name to see what else they’ve published. This links directly to your Google Scholar profile with the list of all your research articles. If you have a website/blog, you can add a link so people can connect with you.

2) Track Citations of Your Work. What’s really great, is your Google Scholar profile summarizes some really informative stats.

This includes the number of citations for each article you’ve published, and up to date summary statistics across time. For example, here is my Google Scholar profile.

These numbers are helpful to have! For example, when doing my mid-tenure review, I provided a brief context / explanation of each publication I had (this was a recommendation made to me by a faculty member). The purpose was to provide an explanation of the significance of the work, and how it related to my research agenda. I noted the # of citations particular publications had received according to Google Scholar.

3) Follow New Citations. You can easily follow new citations of your work, and get Google Alerts emails when articles are published that mention your published works. This is great to know who is citing you, the impact your work is having, as well as finding articles related to your research interest that you may want to read.

4) Follow New Article. Have something in press and want to know when it is published? Go to your profile and click “Follow new articles.” You’ll get an email alert when the time comes!

5) Library. As discussed in the previous post on Google Scholar, you need a profile to use this feature. See explanation in last post.

6) Recommendations – Having a Google Scholar profile enables you to get recommendations. I’ll discuss those in our next post.

7) Easily Find The Work of Your Favorite Scholars You can see the work of scholars whose research you enjoy by searching an authors name in Google Scholar search, or directly from your profile page (assuming they have a Google Scholar profile).

8) Follow Favorite Scholars. Want to get alerts every time a particular scholar publishes something new? Go to their scholar profile and click “follow new articles.” You’ll get an email alert every time they publish something. You can also follow new citations of their work, to receive emails every time someone cites their work.

Next Moves

 

See all my academic Tips, Tricks, and Productivity Posts.

Google Scholar Tutorial: Become a Google Scholar Power User (Part 1 of 3)

This post may contain affiliate links. Please read my disclosure for details.

Google Scholar Tutorial

This is Part 1 in a 3-part Google Scholar tutorial to help you become a Google Scholar Power User.

I love Google Scholar. It is useful for not only your research agenda, but also it is a tool to teach your students about.

When teaching students about finding academic research, no discussion is complete without Google Scholar. In fact, I tell my students this is my go to source… though I’m sure the library probably wouldn’t be happy to hear that.

Google Scholar’s primary purpose is as a search engine for scholarly articles. Simply goto: scholar.google.com and search for an article title, subject (e.g., a theory, construct), keyword, or author.

There’s much more to GScholar than a simple search. GScholar has some little known (and some very new!) features that are very useful. Here’s how to become a Google Scholar Power User, Part 1 – Advanced Search Features: (See: Post #2 in this series on Google Scholar Profiles).

Great Benefits!

It works just like Google, but it indexes academic publications. Many libraries are linked with Google Scholar, such that if you search Google Scholar and an article comes up that your school library has, you can access it directly through your search engine results. (While this often happens automatically when on campus, you can find out if your library has the article when away from campus as well. Go to your settings, click library, and do a search for your universities library. Then click save).

Google Scholar Advanced Features:

1) Advanced Article Access on Google Scholar

Another great benefit is that sometimes articles are hosted online in various places, and you can find access to those articles that you would otherwise not have access to through your library.

Identifying this access is easy. To the right of the search result, you will see [PDF] available from XYZ or [HTML] available from. For an example, here is a search for my own research .  Notice how the “Getting Political on Social Network Sites” is available as HTML from the online journal First Monday.

Example of Google Scholar Search Results. See explanation of features below.
Example of Google Scholar Search Results. See explanation of features below. Click this image to enlarge it.
2) More Access Options

See an article that you want to get access to, but your library doesn’t have it and you don’t see a PDF version offered in the search results? Click “## versions” directly under the search result description. Sometimes, the primary result that Google shows does not provide access to the article, but alternative versions do. By clicking “## versions”, you may find that another version of the article is available online.

3) Related Articles

When conducting research, we’re often looking for research on a particular theory, construct, etc. So, if we find an article that fits our search goals, wouldn’t it be great to see what other articles are similar? The “Related Articles” link under the search entry does just that. For example, if I find an article on agenda setting in social media in a search result, and want to see more like it, rather than try a new search query, I’ll click “related articles” under the article I like for a whole host of articles related to agenda setting on social media.

4) Google Scholar Cited By Function

The cited by feature offers a similar benefit to the “related articles” feature. It is very helpful because you can see who has cited this work. Why is that great? Because if the article you have found is of interest, likely those works that cited it are related and may be helpful! More so, they may have built on that study and thus their theory and findings may provide more recent insights and advancements to the topic you’re studying.

5) More Articles By Author on Google Scholar

If you want to see more articles by a specific author, click an author’s name (such as my name in the example above). This will take you to the author’s profile on GScholar (if they have one) where you can see all the articles they’ve published. This is something I’ll discuss more in a future post.

6) Google Scholar Citations

Want the APA or MLA citation format for the article in your search result? Click cite. A window pops up and you can choose the citation you need. Quick. Easy. Super helpful. You can also import into particular format styles.

7) Google Scholar Library

This is a new feature and one I just discovered. It works sort of like how Mendely lets you create a library of articles. You need a Google Scholar account to use this feature – which is of course free and connected to your Google account.

What you get, is an online custom list of articles. When you enable Library, you are asked if you want to import all articles you’ve cited. That is, Google indexes all the articles you have cited in the online publications Google has associated with you.

To access your library click “My library” at scholar.google.com. To add articles to your library, in a search result, you can click “save” to save that article directly from search results into your library.

It seems the deleting articles requires you to click on them individually and then click delete. I found no mass editing.

You can set up labels to organize articles into categories. For example, I may have a label “politics” another “social networks” and another “blogs.” By clicking an article in your library, then clicking the ‘labels’ drop down you can create and select labels.

This is a brand new feature and it has a lot of potential. Given that I’m a big Mendeley user, the library feature may be redundant. But I’m going to play with it and see if it has added benefit. I do like the idea that it provides direct access to articles available online.

Here is the How to and FAQ of Google Scholar Libraries 

More Google Scholar Tips

The next 2 posts in this Google Scholar Tutorial go beyond the basics of Google Search search results into Recommendations and Google Profiles. Check them out:

  1. Post #2 Scholar Profiles.
  2. Post #3 Scholar Recommendations

What I’m reading: Creatively Canceling School; The Future of Organic on Social Media

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Hello from snowy West Virginia!

We’re facing over a foot of snow here for sure. Our driveway is measuring 18 inches! Though I’ve got a ton of projects to work on and a puppy who is getting restless since the snow is too tall for her to get outside (see Instagram photos on the column on the right, and below), I want to take a quick minute before strapping my snowshoes on to share a few articles from around the web.

Just for Fun

Well, school is canceled for us today. Though the announcement from Shepherd University wasn’t quite as creative as the Durham Academy’s cancellation in Durham, NC.

Continue reading What I’m reading: Creatively Canceling School; The Future of Organic on Social Media

What is The Future of Content Marketing in 2014?

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As I discussed on this blog, 2013 was to be the year of content marketing. (Here are all my posts on content marketing)

Recently, Gary Shirr (@ProfessorGary) brought up an interesting point in a discussion post he made to the Teaching Social Media Marketing LinkedIn group I’m a part of. It got me thinking quite a bit.

Continue reading What is The Future of Content Marketing in 2014?

The Super Social Super Bowl? Great Reads You May Have Missed

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Another week is almost over.  This weather has really made it challenging to get in the flow of the semester. Classes were canceled on Monday, and school didn’t open until Wednesday at noon. I want to take a quick minute to share some great reads from the week:

Super Social

The big talk this week has, of course, been about the social media and the Super Bowl. Here are a list of great articles I came across about how brands used social media for the big game:

Before

PRNewser’s Study: Doritos, M&Ms, and more score perception bumps with super bowl previews – As we know, brands now release their big super bowl ads before the game. What is the effect? This article explores.

Strategy

audi_snapchat

Fast Company had a great article looking at Audi’s plan for the big game. While many were talking about the dog commercial, what went unnoticed by many was Audi being an early adopter of using Snapchat for advertising. From the reactions I saw via Twitter, people seemed to enjoy Audi’s Snapchat photo memes.  Missed them? They were only around for 24 hours (unlike the 10 second limit for interpersonal messages). These messages were unbranded, and not related to cars. Here is one review. Personally, I applaud Audi for trying something new and different!

Winners and Losers

But the big question is often who are the “winners” and “losers” after all is said and done? Opinions of course vary, but you’ll see some trends emerge on these articles.

PR Daily’s “Social media ups and downs for Super Bowl advertisers” –

Marketing Land’s “25 Most Fantastic Social Media Updates From Brands During the Super Bowl

And The Metrics?

Here are some interesting stats from AllTwitter, including noting that game-related Tweets increased by 800,000 from last year.

And Media Bistro put together an insightful infographic of the social chatter, including a look at sentiment for different brands.

So what was my favorite Super Bowl ad? Putting everything aside, I have to say… Radio Shack’s #InWithTheNew 80s giveaway.

Really!?

http://www.youtube.com/watch?v=oUwwZHdx6SU

Talk about the 80s in your ad (oh, nostalgia! My love for the 80s is only eclipsed by my love for the 90s), give away a table-top Pac Man arcade (I spent many of my high school years saving up for one of these only to never get a chance to buy it!) via Twitter to increase engagement, and you’ve got my attention. Doesn’t that make them the big winner? No. I’m not sure what Radio Shack’s future is… they tried to rebrand themselves to “The Shack” just a few years ago. And I honestly don’t know how long they’ll be around. But I loved the commercial… but it looks like despite my Tweet, I didn’t win that arcade game.

Maybe next year!

That’s all for now! I am hoping for warmer weather and less snow in the coming weeks. Though if my WeatherBug app is correct, I won’t get what I wished for. :P

-Cheers!

Matt

Here Are My Spring 2014 Syllabi: Writing and Research

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The snow is coming down here in West Virginia! Classes are canceled today so I will be catching up on research and some other things. But let’s talk classes and syllabi!

In addition to the applied Communication Research class I am teaching this semester (discussed in the previous post) I’m also teaching a few other classes. :) I want to quickly share some of my syllabi for the semester. I’ve uploaded syllabi for these classes to my Scribd account, which is where I host past syllabi and class assignments. Click the link below to see the syllabus. (You can also see all the below-described syllabi as well as past syllabi via the menu on the left, by mousing over “syllabi.”)

Comm 435: Communication Research – This class is discussed in depth in my previous post. Please read it to learn more about that class.

Comm 335: Writing Across Platforms – Changes from Fall 13 include: A lab day for greater access to press release examples and working with peers on the first press release assignment, I’ve re-organized and updated the related social media and blog writing assignments, and have shifted a few lectures around to more effectively deliver material. Other minor changes to make sure content is up to date. I’m also super excited that for our PitchEngine assignment this semester, all of our students will be temporarily upgraded from the free version of PitchEngine to the paid level thanks to the awesome people at PitchEngine! So, students will get experience with advanced functionality.

Hope you find these new syllabi helpful! If you share your syllabi online, please share in the comments below!

Teaching The Applied Communication Research Class

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Metrics, Metrics, Metrics! I hear it everywhere I turn. :) More than ever, we need to be teaching our students research skills.

This Spring 2014 semester I am really excited to be teaching an applied Communication Research class!

For two years at Utah Valley University, I taught communication research with an emphasis on academic research. You can see the syllabus for that class. In that class, student groups planned, wrote up, and executed a semester long academic research study. Though many professors don’t prefer to teach this class, research is one of my favorite classes to teach. I’ve had numerous undergraduate students present their research at undergraduate research conferences and earn travel grants to do so. This is a super valuable experience for those considering grad school. Though it is very time demanding, and some feel teaching others how to conduct research is tedious, I didn’t find it that way at all. Seeing students get that “aha” moment in research and seeing them succeed makes teaching the class very rewarding.

This semester, I’ll be focusing on the more practical uses of research with an emphasis on using research for strategic purposes. This class emphasizes research across new media, legacy media, and interpersonal and online environments. Students will learn both quantitative and qualitative methods.

Our textbook is Paine’s “Measure what Matters: Online Tools for Understanding Customers, Social Media, Engagement, and Key Relationships.” I considered the Stacks book as well, but liked the emphasis on new media in Paine and felt her book may be more accessible to students, as students can be intimidated by a research class.

This hands on class will emphasize the following research skill sets:

  • How to conduct content analysis using a coding sheet.
  • How to conduct a computer-assisted content analysis
  • How to conduct interviews and focus groups
  • How to conduct quantitative electronic surveys using iPads

Students will work in teams to conduct 3 applied projects. The first 2 projects are real-world problems I set up and the students have to solve, and in the 3rd project they have to identify a problem, write a proposal, and execute:

  • Media placement evaluation – Answering questions such as, placement, share of voice, and whether key messages are included in media coverage and to what extent. Done via content analysis of media clippings.
  • Sentiment analysis of social media content – What are people saying about your brand on social media, and what is sentiment towards it? Done via computer-assisted content analysis of Twitter posts.
  • Audience Research – Focuses on 1 of the 5 key PR variables discussed by Stacks (2011): Confidence, credibility, relationship, reputation (which may include awareness), or trust. Students will choose 2 of the following: interviews, focus groups, and surveys.

Students will be introduced to the following software:

  • Computer-assisted content analysis (Yoshikoder will be used as it is free and easy to learn)
  • Digital Survey programming with XLS Forms
  • Open Data Kit Collector – field data survey collection software (we will be using this with the XLS forms on the free FormHub.com online form tool).
  • SPSS – We won’t get too far into SPSS due the other demands on the students time, but students will learn data entry, descriptive statistics, and correlation analysis.

I’ll be posting the syllabus for the class soon! As the semester goes along, I hope to get up a number of blog posts expanding on the class, assignments, and so forth. So check back!

Have you taught research – what do you emphasize in your class? How can I improve my class? What key skill sets should we be teaching  future practitioners?

-Cheers!

-Matt

– top photo CC by IntelFreePress

A Social Media Education Blog by Matthew J. Kushin, Ph.D.