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Music 111: Stone

This guide is dedicated to Writing Assignment 8 in Music 111.

Database Search Strategies

This tutorial provides strategies for effective database searching, which is different than using a search engine.

  • Use keywords instead of full sentences or questions
    • Search engines allow you to type in a question or a phrase. In order to keep your results from being biased, databases cannot be searched this way because they do not want to guess what you are looking for. It is best to search using  key terms instead of a question or phrase.
  • Use multiple search boxes
    • Search engines commonly use one search box. In databases, it works better to use multiple search boxes—one box per keyword or search term representing a different part of your topic or question.
  • Use quotes around phrases
    • If you use a term that has multiple words in it, use quotation marks around the phrase to ensure that the database searches for the phrase instead of the individual words.
  • Use synonyms using “OR” or in multiple searches
    • It is a good idea to try multiple searches using different terms. You can expand your search by using synonyms in the same search box connected with the word “OR”. If you don’t know any synonyms for a search term, look at your search results. You can use keywords or search terms from the titles or abstracts of other sources.
  • Use the language of the database 
    • You can use keywords or search terms found in the subject terms or subject headings within the database. Databases use tags to group articles on similar topics. Using subject terms or headings  increases the amount of relevant and specific results.
  • Search for all forms of a keyword
    • By using an asterisk symbol after the root of a word, you can have the database search for all potential endings to a word at the same time. This way you don’t have to know the exact forms of words any authors used.
    • Example:
      vaccin* OR immuniz*
      This will search for and find articles that have the word vaccine, vaccines, vaccination, vaccinating, vaccinated, OR the word immunize, immunizing, or immunization

Evaluating Sources Using the CRAAP Test

The CRAAP Test is a basic set of evaluation criteria and questions that you can apply to any source that you find.  CRAAP is an acronym for Currency, Relevance, Authority, Accuracy, and Purpose.  The test also helps consumers of information to identify the rhetorical situations (audience, author, purpose, medium, context, and content) of the media that they consume.  As you search for the best resources for exploring your research topics, these criteria may help you to sort for the best possible materials.

Currency: the timeliness of the information.

  • When was the information published or posted?
  • Has the information been revised or updated?
  • Is the information current or outdated for your topic?
  • Are the links still functional and up to date?   

Relevance: the importance of the information for your needs.

  • Does the information relate to your topic or answer your question?
  • Who is the intended audience?
  • Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?
  • Have you looked at a variety of sources before determining this is one you will use?
  • Does the format fit your needs?

Authority: the source of the information.

  • Who is the author/publisher/source/sponsor?
  • Are the author's credentials or organizational affiliations given?  If so, what are they?
  • What are the author's qualifications to write on the topic?
  • Is there contact information, such as a publisher or e-mail address?
  • Does the URL reveal anything about the author or source?
    •  examples:
      • .com (commercial), .edu (educational), .gov (U.S. government)
      • .org (nonprofit organization), or
      • .net (network)

Accuracy: the reliability, truthfulness, and correctness of the content.

  • Where does the information come from?
  • Is the information supported by evidence?
  • Has the information been peer-reviewed or refereed?
  • Can you verify any of the information in another source or from personal knowledge?
  • Does the language or tone seem biased and free of emotion?
  • Are there spelling, grammar, or other typographical errors?

Purpose: the reason the information exists.

  • What is the purpose of the information? to inform? teach? sell? entertain? persuade?
  • Do the authors/sponsors make their intentions or purpose clear?
  • Is the information fact? opinion? propaganda?
  • Does the point of view appear objective and impartial?
  • Are there political, ideological, cultural, religious, institutional, or personal biases?

The CRAAP Test was developed by Sarah Blakeslee and other librarians at California State University.  Read more via:
Blakeslee, Sarah.  "The CRAAP Test."  LOEX Quarterly, vol. 31, no. 3, 2004, https://commons.emich.edu/loexquarterly/vol31/iss3/4.