{"id":558,"date":"2017-04-03T21:15:14","date_gmt":"2017-04-03T21:15:14","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/?post_type=chapter&p=558"},"modified":"2017-04-13T18:41:31","modified_gmt":"2017-04-13T18:41:31","slug":"publication-formats-and-the-information-cycle","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-fmcc-researchsuccess\/chapter\/publication-formats-and-the-information-cycle\/","title":{"raw":"Publication Formats and the Information Cycle","rendered":"Publication Formats and the Information Cycle"},"content":{"raw":"We can also categorize sources by publication format. That\u2019s because of the difference in timing and effort sources in each format require for their production.\r\n
\r\n\r\n[caption id=\"attachment_399\" align=\"aligncenter\" width=\"1392\"]\"Publication Publication format gives a clue to how much effort and time were invested in production of a source.[\/caption]\r\n\r\n<\/div>\r\nSources in particular formats simply cannot exist until there has been enough time for people to create them. The result is that the sources that are created toward the end of the information cycle may come to very different conclusions about the event than did those sources created early on.\r\n\r\nSometimes the information presented in the later formats is more valid and reliable that what is in those produced earlier.\r\n\r\nA very good example is that conclusions about Columbine and the causes of that tragedy reached by books\u2014which took years to complete after the event\u2014were likely to be very different than the conclusions reached by news coverage created early on. For instance, many early reports concluded that the two teens responsible for the shooting had been shunned by their classmates and that it was the pain of their exclusion that had moved them to take revenge. Consequently, many K-12 schools nationwide took steps to try to ensure that all students felt included in their student bodies. But more time-consuming reportage concluded that the boys were not shunned (one had had a date for prom activities just days before) and that it was mental illness that made them kill their classmates.\r\n
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Movie:<\/strong> Information Cycle<\/h3>\r\nThis video explains what kinds of information sources about an event can exist at any point in time during and after that event.\r\n

https:\/\/www.youtube.com\/watch?v=k1rKEMIa1X4<\/p>\r\nView Movie<\/a> | View Text Version<\/a>\r\n\r\n<\/div>\r\n<\/div>\r\n

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Activity:<\/strong> Information Formats<\/h3>\r\nYou probably noticed that there are some information formats after events that the video does not include.\r\n\r\nThink of ways you get information about events and list them here. Include where the information comes from (its format) and who is supplying the information. List anything you can think of.\r\n\r\nNow compare your list to ours (see bottom of the page) to see if you thought of things we didn\u2019t.\r\n\r\n<\/div>\r\n<\/div>\r\n
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Activity:<\/strong> The Information Cycle<\/h3>\r\nOpen activity in a web browser.<\/a>\r\n\r\n<\/div>\r\n<\/div>\r\n

A Closer Look at Common Formats<\/h1>\r\nBooks<\/strong>\u2014Usually a substantial amount\u00a0of information, published at one time,\u00a0requiring great effort on the part of the\u00a0author and a publisher.\r\n\r\nMagazines\/Journals<\/strong>\u2014Published frequently, contain lots of articles, related to some general or specific professional research interest, edited,\u00a0and selected.\r\n\r\nNewspapers<\/strong>\u2014Usually a daily publication of events of social, political and lifestyle interest.\r\n\r\nWeb sites<\/strong>\u2014Digital item, consisting of multiple pages produced by someone with technical skills or the ability to pay someone with\u00a0technical skills.\r\n\r\nArticles<\/strong>\u2014A distinct, short, written piece that might contain photos and is generally timely. Timeliness can mean that it\u2019s because\u00a0it\u2019s something that is of interest to readers at the point of publication or that is something the writer is thinking about or researching at a given point of time.\r\n
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Tip:<\/strong> Evaluating Articles<\/h3>\r\nEvaluating whether articles are credible<\/b> enough for your information need is similar to evaluating any other source. There\u2019s more information on evaluating in Evaluating Sources<\/a>.\r\n\r\n<\/div>\r\n<\/div>\r\nConference Papers<\/strong>\u2014Written form of a paper delivered at a professional or research-related conference. Authors are generally practicing\u00a0professionals or scholars in the field.\r\n\r\nBlogs<\/strong>\u2014A frequently updated website that does not necessarily require extensive technical skills and can be published by\u00a0virtually anyone for no cost to themselves other than the time they devote to content creation. Usually marked by\u00a0postings that indicate the date when they were written.\r\n\r\nDocumentaries<\/strong>\u2014A work, such as a film or television program, presenting political, social, or historical subject matter in a factual and\u00a0informative manner and often consisting of actual news films or interviews accompanied by narration.\r\n\r\nOnline Videos<\/strong>\u2014A short video produced by anybody, with a lot of money or a little money, about anything for the world to see. Common\u00a0sites for these are YouTube and Vimeo.\r\n\r\nPodcasts<\/strong>\u2014A short audio or video produced by anybody, with a lot of money or a little money, about anything for the world to see.\u00a0Common sites for these are YouTube and Vimeo.\r\n
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Activity:<\/strong> Best Format for the Purpose<\/h3>\r\nOpen activity in a web browser.<\/a>\r\n\r\n<\/div>\r\n<\/div>\r\n\r\n
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Answer to Activity:<\/strong> Information Formats<\/h3>\r\nThe answer to the \u201cInformation Formats\u201d Activity above is:\r\n
    \r\n \t
  • Twitter<\/li>\r\n \t
  • Facebook \u2013 friends, media<\/li>\r\n \t
  • Google+<\/li>\r\n \t
  • Blogs \u2013 all sorts of people, expert and non-expert<\/li>\r\n \t
  • Breaking news apps on phone and iPad \u2013 news sources<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>","rendered":"

    We can also categorize sources by publication format. That\u2019s because of the difference in timing and effort sources in each format require for their production.<\/p>\n

    \n
    \"Publication<\/p>\n

    Publication format gives a clue to how much effort and time were invested in production of a source.<\/p>\n<\/div>\n<\/div>\n

    Sources in particular formats simply cannot exist until there has been enough time for people to create them. The result is that the sources that are created toward the end of the information cycle may come to very different conclusions about the event than did those sources created early on.<\/p>\n

    Sometimes the information presented in the later formats is more valid and reliable that what is in those produced earlier.<\/p>\n

    A very good example is that conclusions about Columbine and the causes of that tragedy reached by books\u2014which took years to complete after the event\u2014were likely to be very different than the conclusions reached by news coverage created early on. For instance, many early reports concluded that the two teens responsible for the shooting had been shunned by their classmates and that it was the pain of their exclusion that had moved them to take revenge. Consequently, many K-12 schools nationwide took steps to try to ensure that all students felt included in their student bodies. But more time-consuming reportage concluded that the boys were not shunned (one had had a date for prom activities just days before) and that it was mental illness that made them kill their classmates.<\/p>\n

    \n
    \n

    Movie:<\/strong> Information Cycle<\/h3>\n

    This video explains what kinds of information sources about an event can exist at any point in time during and after that event.<\/p>\n