Lightning Talks: smashing myths at Logan

Photo of Griffith University, Logan Campus sign.

The first in our series of Lightning Talks at Logan campus library went off with a bang!

Over 40 people gathered in the Lounge area to hear three accomplished speakers share their journeys into higher education and their research passions.

Professor Lesley Chenoweth spoke candidly about being first-in-family to attend university. She also passionately discussed Logan Together; a project whose vision is ‘to offer every child in Logan, whatever their circumstances, every opportunity to grow and reach their potential’.

Dr Abdi Hersi followed with a very enlightening talk about Muslims and the Islamic faith. He put to bed some myths surrounding their integration into Australian society.

Did you know, for instance, that Muslim Australians come from all over the world? According to the Australian Human Rights Commission, Muslim Australians are not a homogenous group.

They come from a variety of countries; from Lebanon and Turkey to Bangladesh and Fiji. And interestingly, over a third are Australian-born (that’s around 100,000 people).

The final speaker, Dr Adele Pavlidis, questioned why so many people, women in particular, drop out of playing sport in adulthood. Only three or four audience members indicated that they still currently played a sport!

She spoke about the role of sports in community building and challenged our thinking about the norms of gender segregation in Australian sport. By the end of her talk, she had many of the audience members itching to get back on the court or sports field.

The Lightning Talks at Logan broke down some ivory towers and allowed very important research to be communicated to a broader audience.

Dr Pavlidis said it was ‘so great to be able to share some of my research with a broader audience and see it resonate – you just don’t get the same kind of feedback from journal reviewers!’.

And it wasn’t just the academics who benefited from the event. ‘I did enjoy the talks yesterday, something’s I could relate to fully,’ said one of the students. Another student said the Lightning Talks were inspirational and they were looking forward to the next round.

Will there be a next round? We’ll keep you posted.

Lightning Talks strike Logan’s ivory tower


Talk about a sizzling event with dynamic speakers!  Griffith University Library Lightning Talks are being held at the Logan campus library on Tuesday 18 October.

So what are Lightning Talks? Lightning Talks are similar to soapbox events or speaker’s forums where speakers give voice to a variety of topical issues and invite discussion on current affairs. For example, women scientists recently brought their research to the Brisbane public on soapboxes in the hope of ‘demystifying science and, importantly, bringing it to the people’

They originated at university libraries in the United States. And nowadays a bunch of prestigious Universities like Stanford and Cornell host talks where academics or postdoctoral students give a very short presentation, lasting only a few minutes.

Our academics will have 10 minutes to talk about social justice and community building. They will talk in ‘real’ speak, bringing their passion for research to life. And it won’t just be academics voicing their opinions; they invite you to share yours as well.

Why are we holding these talks? Well, we are hoping to make academics and their research more accessible to you; removing the stigma of academic ‘ivory towers’ and breaking down hierarchical divisions.

Scholars often receive criticism for not being able to communicate about their academic interests outside of their realm and this can contribute to a disconnect between the academic and broader community.

Why Logan library? One of the strengths of the Logan campus is its deep commitment to equity. The Logan library is an inclusive space where students feel well-supported and part of a positive library community.

Lightning Talks are a natural extension of this commitment to inclusivity.

Griffith University Library Lightning Talks

Tuesday 18th October between 12 – 1pm

Library, Logan campus, Griffith University


  • Professor Lesley Chenoweth: PVC and Head of Logan Campus
  • Dr Adele Pavlidis: Griffith University PhD graduate and post-doctoral scholar in the Griffith Centre for Cultural Research.
  • Dr Abdi Hersi: Griffith University PhD graduate, and Project Manager for the School of Humanities, Language and Social Science’s award-winning “Reporting Islam” project

Don’t miss being part of the conversation – come along to this exciting free event! Bring your classmates and your lunch.

Navigate your way through the research cycle


Are you a postgraduate student or Higher Degree Research (HDR) candidate? Wondering how to get the skills to achieve at University? The Postgraduate Research Information Skills Modules is the resource for you.

The online training modules will help you navigate your way through the research cycle. There are three sections: discover, manage and publish.  Each section will help you build your knowledge base and direct you to additional resources.

The Discover section is a ‘pre-flight check’ to help you focus on conducting independent research using Griffith University library resources. It will also teach you how to keep up-to-date in your field.

Manage looks at best practices and tools for managing your information and research data. It includes tips on how to organise and manage your literature.

Publish looks at networks and technologies to support collaboration with other researchers, find the best publishing outlets, measure research impact and discover opportunities for research funding.

We hope you find the Postgraduate Research Information Skills Modules engaging and helpful. Remember, you can contact a library specialist if you need more support.

Becoming more creative in academic work


Are you struggling to come up with new ideas?

Well, London School of Economics and Political Science, Professor of Political Science, Patrick Dunleavy offers some helpful strategies for innovative and creative thinking over on The Impact Blog.

Here’s what we learnt:

1. Don’t overdo the literature review process

We often kill our creativity by over-extending literature searches and becoming bogged down in the small differences in research literature.  New connections are not made via endless searches (although a systematic review can bring unexpected results). Read based on your subject knowledge and write down all musings; however, ridiculous they first appear.

2. Look beyond your own discipline boundaries and formats

Read widely! Check out academic social media and digital scholarship resources, such as academic blogs, Google Scholar and ResearchGate. Review interesting articles in journals from related fields that you don’t normally read.

3. Record first impressions and ideas

Gather data for these ideas so they can be reviewed and harvested later using software such as EndNote.  You can also write, draw, doodle, etc. Don’t try too hard to organize your ideas at this stage.  When you have time, review and compare your ideas. Keep files on your thoughts and emotions for each idea.

4. Don’t expect miracles overnight

Creativity takes time. Being more relaxed and psychologically secure is known to invite more creative thinking. Innovations happen in ‘up and down’ cycles.

Read the full blog post here: Dunleavy, P. (2015) ‘First you see, then you know’: Becoming more creative in academic work’, The Impact Blog, December 23, 2015.

Do you need images for your assignment?


Artist Carl Kahlers studio, interior, Melbourne. Courtesy of State Library of Victoria.

You can access some amazing image resources, such as Artstor, through the library.

An increasing number of galleries, museums and other cultural heritage institutions are also making high-quality images from their collections available online for FREE.

This is brilliant for researchers, teachers, and students who can use the images for papers, assignments and teaching. It’s also an amazing resource for artists and designers who can use Creative Commons and copyright free images in their own practice.

Want to find out more about what images you can and can’t repurpose for your own work? Read about Creative Commons here.

There are heaps of free image resources out there. Here are some particularly good ones to check out:

Trove (via the National Library of Australia)
Trove allows you to search content from libraries, museums, archives and other research and collecting organisations relating to Australia. You can find photographs, artworks, posters, postcards and even objects such as puzzles, board games, and instruments. If you find an image that you want to use make sure to check its copyright status.

With Europeana, you can explore over 50,000,000 artworks, artefacts, books, videos and sounds from across Europe. If you’re looking for images which to use and remix, you can narrow your search to only include results which you can use with attribution or other restrictions. Europeana also curates its content into collections for easy browsing.

Library of Congress Digital Collections
The Library of Congress Prints and Photographs digital collection is brimming with amazing images; from Dorothea Lange’s iconic photographs documenting the Great Depression to a collection of vintage baseball cards. You can search for specific items or browse by collection. If you want to use any images make sure to check if there are any restrictions on their use.

Getty Open Content Program
With the aim of inspiring creativity and artistic expression, the Getty Open Content Program has made  more than 99,000 digital images available. The Getty hold the rights to these images or they are in the public domain. These can be used for any purpose, no permission required.

For more places to find images online, check out the Images library guide. For specialised help please contact the librarians in Arts, Education and Law.

Revolution School: ABC TV

Answer sheetAn interesting program has been airing on the Australian Broadcasting Corporation (ABC) over the last few weeks. A four-part documentary series, Revolution School follows the progress of the implementation of new teaching methods at Kambrya College in Melbourne’s south east. It is currently available to watch on iView.

Kambrya College was ranked in the bottom 10% of secondary schools in Victoria in 2008 based on Year 12 results. Michael Muscat, Principal, decided that the best way to improve the school’s rankings was to turn to positive education, mindfulness and strength-based teaching, through a positive psychology program that was introduced to help students cope better with stress. Applying new programs based on work done by Professor John Hattie of Melbourne University’s Graduate School of Education the school has succeeded in improving its ranking to be in the top 25% of schools in Victoria.

One of the changes made within the school related to the use and adaptation of digital learning technologies into the classroom environment. The methods employed not only extended the reach of the teacher beyond the classroom and into the online space, but also allowed students to engage at their own pace in a medium where they are regarded as digitally capable.

Are you interested in more information? Watch the . Contact one of our Arts, Education, and Law Library Specialists if you want to know more.

How do I reference a secondary source?

Photo of kitten curled up in a ball

Secondary source referencing feels…

So if he said, ‘she said that referencing is complicated’. Do you reference him or her? Wait, what? All we got from that is referencing is complicated…

We don’t have enough fingers (and toes) to count the number of times students have asked: ‘I would like to reference a statement that the author has quoted from someone else…how do I do it?’. This is called referencing a secondary source.

The material you are reading is the secondary source which is referencing an original source. The format, however, depends on the referencing style you are using.

It is best to avoid secondary source referencing as much as you can. If the information is important enough to include in your writing then it is worth reading and referencing the original source. Why? There are several reasons:

  • You can make sure you are using the information in the right context, not depending on someone else’s interpretation. This allows you to reference with confidence. Simply put, it is better to say ‘X said this’ rather than ‘X said that Y said that…’
  • You can deepen your knowledge of the subject. You get a better sense of the scholarly conversation going on. You get to know the prominent voices in the conversation and start to recognize the names that matter.
  • It shows your instructor that you have researched with diligence, engaged with the subject matter and selected your references with care.

We know it is not always possible to access the original source. According to the APA referencing style manual, secondary source referencing is only used if the original source cannot be accessed by normal means, is out of print, or is not written in English.

If you have to reference a secondary source, then be aware of the relevant style rules by consulting the appropriate style guide.

In APA 6 and AGPS Harvard for example, the original author is mentioned in-text along with the reference to the secondary source, but only the secondary source has a reference list entry because it is the work consulted.

On the other hand, some styles require that the original author is mentioned only if directly quoting word-for-word. You can view specific examples in AGPS Harvard, APA 6, MLA and Vancouver styles in the Griffith Referencing Tool.

For information on style guides, see the library guide Referencing: Which style to use. Note that some style guides are provided by the school or available via your course site in Learning@Griffith. Please contact the librarians if you need help with your referencing.