what sources can i use for a research paper

Choosing & Using Sources: A Guide to Academic Research

(48 reviews)

Cheryl Lowry, Ohio State University

Publisher: Ohio State University Libraries

Language: English

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Reviewed by Elbert Davis, Assistant Professor, Marshall University on 10/24/21

Comprehensiveness rating: 5 see less

The author does an incredible job in explaining the research process, from choosing a research question to how to search for sources (and citing those sources), and more. There are relevant self-check quizzes throughout the book to check for understanding, along with other supplemental resources. As the book was published through The Ohio State University, some of the sources are only available to OSU students, but the author makes it clear when this is the case.

Content Accuracy rating: 5

The author did an excellent job with the accuracy of the book, Two specific examples that stood out: taking care to mention that Wikipedia is a great as a starting point, but not as an endpoint for research. Lowry also clearly explained that educational use did not automatically mean fair use, which seems to be an issue with students and faculty alike.

Relevance/Longevity rating: 5

The book should remain relevant in years to come, as academic research seems to follow the same basic pattern. The only issue would be if The Ohio State University changes the links used in the book, although I expect these to be easy to update. The book would still be able to be used without the supplemental links though.

Clarity rating: 5

The book seems to be targeting an introductory audience. Lowry does a great job of breaking down the jargon of academic research into plain English for the beginning researcher.

Consistency rating: 5

I thought the author used approprate terminology for a student learning about academic research.

Modularity rating: 5

The book is designed into specific chapters for the different aspects of choosing a source. While there are specific sections devoted to The Ohio State University library, I would not expect to have any trouble assigning the other chapters in my courses.

Organization/Structure/Flow rating: 5

The author started at the beginning, with how to design a research question before going into choosing a source, which gave good background knowledge.

Interface rating: 5

The contents of the book were clean and crisp. No distortions were noted. Navigation from the table of contents was easy.

Grammatical Errors rating: 5

No grammatical errors were noted.

Cultural Relevance rating: 5

Nothing offensive was in the book.

I have a difficult time in getting beginning graduate student to understand the different types of sources and fair use. I think using most chapters of this book would help a great deal in that comprehension.

Reviewed by Kelly LeFave, Instructor, Portland Community College on 6/15/21

Comprehensiveness rating: 4 see less

This student friendly overview of academic research, including a strong focus on information literacy, covers many of the salient points that college level writing and writing for research classes curricula contain, making it a strong choice as a comprehensive and useful overview. Chapters include enough depth of coverage to make the leap from information to practice for students; self-directed activities are provided to check knowledge, work through concept applications, and offer more specifics. The book provides an easy-to-navigate Table of Contents, but an Index and Glossary do not seem to be available.

Content Accuracy rating: 4

Some errors appear that a thorough proofread would catch. Some resources may need to be updated since information practices and modes change so quickly; some references and links direct students to OSU information that would not apply to all readers.

Relevance/Longevity rating: 4

The book’s topic – academic research – necessarily demands constant updating given our fast-changing digital landscape and the shifting paradigms we are witnessing for locating and evaluating information in our times. Resources can become obsolete fairly quickly in this environment. The book’s content is largely up-to-date, though a thorough review of linked resources, perhaps annually, would be beneficial. For instance, a video on RSS mentioned a Google feature that looks to be no longer available, though finding alternatives proves simple when searched online. The book’s organization makes updating or replacing linked resources easy, so keeping the content relevant would be straightforward with regular review.

Content is presented in a style engaging for students, using the “you” pronoun address to walk readers through a thinking process that applies and links ideas to practice; this effective approach is used for many of the book’s concepts. The writing strikes a good stylistic balance between engaging the student reader and informing/challenging that same reader by modeling research brainstorming or methods. The style seems appropriate for college level readers and college level curricula. The topic of academic research does include some technical terms at times, but the book’s approach is to define and explain such terms a part of its content.

Stylistically and organizationally, the content is consistent and easy-to-follow. A user begins to anticipate knowledge check activities or “try it out” activities at particular points in each section. The knowledge check quizzes, which are simplified multiple choice questions, seem at odds with the highly contextualized concept explanations in much of the book’s prose; perhaps a different approach to knowledge check quizzing, which as an element can be helpful, would work better.

Modularity rating: 4

Headings and subheadings follow a logical organization and are easy to navigate in the book. Some sections do refer to—and link to—other book sections, but most would work as stand-alone modules. An instructor or course designer could pick and choose sections and adapt them for their own purposes. As a whole, the book remains self-referential to the context of a specific university, which limits the easy adaptation of the book, and perhaps even sections, for faculty and course designers at other educational institutions.

The book’s organization is easy to navigate and coheres with the overall focus on presenting academic research and information literacy in a way that invites students toward a practical and fuller understanding. Topic order makes sense and is organized via headings and subheadings well.

Overall, no significant navigation issues or interface distractions.

A few errors that look like typos remain in the book. Otherwise, grammatical errors are not an issue for readability.

Cultural Relevance rating: 4

A more nuanced and inclusive awareness of cultural relevance and diversity is worth considering for the book. The choice of some example topics, such as school shootings, might be distracting or traumatic for some student populations, while adding more examples that showcase interests or topics related to non-dominant cultural ideas would widen the sense of inclusivity throughout the book. Choices might be contingent on the demographics of the Ohio State University population, but more awareness of this aspect of the book might also make it more appealing as a resource for others to adapt

Reviewed by Nell McCabe, Associate Professor, Berkshire Community College on 6/15/21

This text is very-student friendly and covers all aspects of writing a student research paper, including steps that students frequently overlook such as the value of preliminary research and the different ways to incorporate different kinds of... read more

This text provides a well-balanced, research-driven approach to guiding students through the process of writing an academic research paper. Spelling mistakes, flaw grammar and usage, and factual errors are few and far between (as in I didn't find any during the course of this review).

Kinds of sources and the means of evaluating them are broad enough to be long-lasting, but the examples and other supporting details are timely and relevant.

This text uses student-friendly language and avoids jargon and other symptoms of academia run amok, while still maintaining high standards and expectations for students. Connections between the different stages of conducting research and developing an argument are well laid out and clear.

Terms associated with locating, evaluating, and incorporating a range of different kinds of sources are clear and consistent throughout the text.

The chapters do stand alone and I could image someone using bits and pieces or leaving out bits and pieces, but since the text is primarily focused on supporting the needs of a college research throughout the research process, it is hard to image much need for separating it into discrete modules. You could certainly rearrange the order of the chapters too if that worked better for your approach to teaching student research.

The flow of one chapter into the next is well-integrated and smooth. The order of the chapters

I had no issues with the interface; everything worked as expected.

Cultural Relevance rating: 3

The book does not go out of its way to make obviously inclusive examples. Increasing the cultural perspectives represented in the examples would enhance the overall value of this text.

Reviewed by Darci Adolf, Director of Library & Media Services, Oregon Coast Community College on 6/11/21

I found "Choosing and Using Sources" to be quite comprehensive and included the major areas that I cover in my LIB 101 Research skills class. In my class I like to cover each area of Eisenberg's Big6 Research model: Task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation. I was pleased to find the subject of synthesis covered under the writing chapter-- many research textbooks leave this out. I did not find anything that talked about Evaluation of the process and product. Also, I would've liked to have seen social justice and equity issues in information publishing and access addressed as a chapter or portion of a chapter. The textbook has a great Table of Contents, but no index.

This textbook seems to contain accurate and error-free content. I spot-checked most of the chapters and didn't find anything I didn't believe to be true, and links weren't broken. Because this book is mostly factual in nature, there aren't areas where an author's opinion was used over facts, and opinions seem to be be appropriate and unbiased. For example, the author remarks on the use of blogs in research: "Blogs – Frequently updated websites that do not necessarily require extensive technical skills and can be published by virtually anyone for no cost to themselves other than the time they devote to content creation." This is a wide-held belief among librarians.

The content appeared to be up-to-date throughout the book. The area that might change the quickest is the types of sources, Chapter 2 in the book. They did a good job including an overview of all of the major source types and should stay relevant for a good period of time. Because they've listed these source types in a single chapter, updates to the text should be fairly straight forward and easy to do without disturbing much of the rest of the book.

Clarity rating: 4

The text was clear to me, a seasoned librarian. But I think there were terms used throughout the textbook that might not be familiar to a student first starting out in library research. So I would add some clarification around some of the language if I were using this textbook for a lower-level class. For example: There are several types of specialized databases listed including: Bibliographic, Full-text, Multimedia, etc. Many first year students wouldn't know those terms, or others such as "circulation, World-cat, discharge, InterLibrary Loan" and so forth.

The text was consistent throughout in terms of terminology and the overall frame. As I mentioned previously, some of the terms might need to be defined for the first-year student, either in-text or in a separate glossary. The framework is well-done, with clear chapters and sections--it was definitely written by those who teach research at the college level.

The textbook has 13 chapters that are again sub-divided into six or more sub-topics. This makes it very easy for an instructor to pick and choose which topics to cover. The thirteen broader subjects makes it easy to use the entire textbook for a term-- or just choose the pieces you want to use. For example, I would use the "Ethical Use and Citing Sources" chapter if I were doing a one-shot in a classroom, but might choose to use most of the chapters for an online class.

The structure was easy to follow. If I were setting it up myself, I'd probably combine the chapters on Ethical Use of Sources (Ethical Use and Citing Sources, Why Cite Sources, and Challenges in Citing Sources) with the chapter on "How to Cite Sources," but it's easier to have them separate and combine them for a class than to have a big block of text that would make it difficult to work through.

The textbook online version was done in Wordpress, and was easy to view and navigate. There were several other choices for students, including a PDF that could be viewed off line. There were charts, graphs, and links throughout that added to the content, but not so much as to be distracting. Any visuals were simple and enough white space was left as to not overwhelm, with colors that were contrasting visually.

I spot-checked throughout the text in each chapter and did not find any grammatical errors.

The textbook seemed to be inclusive of all races, ethnicities, and backgrounds.

Ohio State University has included a lot of links to their own pages, handouts, and resources that would need to be changed or omitted by a new user. For example, they have a handout from the OSU Writing Center, and they link to the OSU World Cat platform. These would need to be changed by the adopter.

Reviewed by Kaia Henrickson, Assistant Professor of Library & Information Science, Information Literacy Librarian, University of Alaska, Southeast on 11/4/20, updated 12/16/20

This text does a good job highlighting the steps in the research process, from formulating a strong research question, to finding and evaluating sources, to incorporating ideas from research into writing, and finally, to citing and using sources properly. Each chapter can stand on its own as useful content for a research-based course, or the entire text could be used to walk students through the entire research and writing process. Based on tutorials created for Ohio State University Libraries, some sections, like Chapter 5 on search tools as well as some of the activities, are fairly specific to OSU. Still, much of the text and many of the activities are applicable to all student researchers. This would be a great base text for someone who wanted to remix and add in information from their own university library and student service supports to replace the OSU-focused sections.

The material is accurate overall.

Text content, as well as videos and activities, are fairly current. Sections are small, so making updates should be fairly easy.

While the text is generally clear, there are sections that are a bit cumbersome or wordy. The Evaluating Sources section, especially, seems overly complicated.

References and links to other helpful sections within the text are appropriate and useful. Key concepts and ideas are repeated and built upon as the text progresses.

Each chapter is divided into manageable sections, and there are few sections which require a lot of scrolling. Those that are longer are broken up by subheadings. Embedded video content, visuals, and boxes are used to break up the text for easier reading and more visual appeal.

The text clearly progresses through the steps in the research and writing process from start to finish, but it can also be accessed by section if a particular subtopic is all that is needed. Each chapter stands on its own, as well as being integrated into the whole.

Interface rating: 3

The web version of the text has no paragraph indents or lines of space between paragraphs, which makes it a bit difficult to read, especially when there are longer blocks of text. There are many videos included that only have automatically-created closed captions (and a few with no closed captions available at all). A few of the graphics are blurry, but most visual and audiovisual content is clear and easy to read. With some of the linked activities, it is unclear what to do when you have selected an incorrect answer, and there is not much feedback for students who answer questions incorrectly.

Grammatical Errors rating: 4

There are a few typos and other minor issues here and there in the text. Some of the linked activities have more significant errors.

The text is not culturally insensitive, but it also doesn't present much in the way of diversity in examples or ideas. In addition, there is a noticeable amount content that is focused on Ohio State University resources and students, and this may not be relevant for readers from other universities.

Reviewed by Marybeth Beller, Associate Professor, Marshall University on 3/13/20

The book provides a thorough review of the research process; that said, a professor will have to add discipline-specific information and requirements, such as expected citation practices and research methods. read more

I found no errors in the text.

I will use this book for my undergraduate research course as it gives a very good introduction to research, from narrowing the topic to turning questions into hypotheses.

The book is very clear and provides graphs, links and videos for the reader to have additional information as needed.

Each chapter is organized similarly to the others and is written in the same easy-to-follow, technical-free language. It removes any inhibitions a reader might have.

Each chapter section has its own heading and link. The entire book could be assigned or sections of the book could be just as easily assigned. A drop-down table of contents menu allows the reader to move freely between topics.

This guide is beautifully organized for the beginning researcher but can easily be followed through the table of contents for students needed refreshers on particular elements of research.

I found no interface issues at all in navigating the book.

There were no grammatical errors in the text.

I believe the book would be welcomed by a diverse group of people. There is no insensitive language or use of poor examples in the book.

I really enjoyed the organization of the book and that the author takes the time to include links to additional information as well as videos for students who want to spend more time with a particular concept.

Reviewed by Racheal Rothrock, Assistant Professor, Miami University on 2/28/20

The text is comprehensive in its covering of topics related to choosing and using sources, though it does not go into great depth for each topic. Rather this text provides a broad overview around the topic of sources. This text seems to be written... read more

This information is presented in an unbiased way that informs on the topic rather than presenting a strong bias or slant toward a particular type of source (though, there is cultural bias—see review comments in “cultural” section). The text does provide details on what approaches might be more helpful in certain situations. This provides a balance of usefulness for students trying to determine which sources to use, while also not assigning value to some sources over others or create a hierarchy.

Relevance/Longevity rating: 3

The text demonstrates a current understanding around the topic of sources, taking into account the shift away from paper and toward digital sources. While overall this text should be useful for several years, there are some areas that may require updating (e.g. links, OSU policies or statements, specifics about various citation styles, software options available, copyright laws, etc.). Throughout the text, the authors do depend on examples that are specific to OSU (e.g. a section on “WorldCat@OSU”), and this might provide less useful for non-OSU students.

The text is written with simple language and explanations are given for more technical terminology (e.g. peer-reviewed, quantitative, qualitative, etc.).

Little specialized terminology is used throughout the text, however, the language and terminology used is consistent throughout. The format, structure, and approach the authors use, is also consistent throughout the text and forms a cohesive narrative.

The text is broken up by main topics and then within each topic, subtopics are provided to support the main topic. The length of each subtopic is fairly brief and examples are provided throughout with graphical separation for clarity. While the topics and subtopics support each other, each subtopic could be assigned individually and would maintain usefulness.

Organization/Structure/Flow rating: 4

Overall, the organization is logical and clear. There are a few topics that might be shifted in their order, but this is not a critical need. For instance, moving the information about copyright closer to the section on ethical use of sources might make sense, but does not overly disrupt the general flow of the text.

There are no significant issues. A fixed bar at the bottom of the screen allows for navigation to pages directly preceding and proceeding the current page and a clickable contents button at the top right side of the page allows further navigation between sections. Overall, visuals do not appear to be distorted, however, many of the visuals are quite large, taking up the majority of the screen, and could be reduced in size without losing effectiveness. Additionally, on pages 9 and 11, a graphic is presented that contains text that is too small to read. While it is not necessary to read the text in the visual in order to understand the lesson of the section, because it is provided, it would be reasonable to make this large enough to be legible.

The text seems to be free of any major grammatical errors.

This text is written from an academic, western cultural perspective that is relevant to the particular topic and audience (i.e. “A guide to academic research”), but does not take into other ontological or epistemological scholarly perspectives (e.g. testimonios or oral histories as significant sources). The visuals and examples do privilege the U.S. and mainstream cultures, such as through a photo of a White woman using her Mac computer in a library, a photo of a football team, an illustration with the U.S. flag in it, an example question of “How has NASA helped America,” an example opinion of “George Clooney is the sexiest actor alive,” etc. The text is not overtly insensitive or offensive, but it also does not appear to take up or address non-dominant perspectives and cultures in any substantive way.

Reviewed by Audrey Besch, Temporary Faculty , East Tennessee State University on 10/31/19

This text is very comprehensive! From choosing sources to the final research project, this book does a wonderful job of providing all the steps. read more

This text is very comprehensive! From choosing sources to the final research project, this book does a wonderful job of providing all the steps.

Information is accurate for the purposes of writing research and using sources.

Up-to-date and relevant, this text does a good job of outlining various types of sources that can be used and the appropriate ways in which to use them.

Very easy to read content that would be great for students, especially those who are just starting the academic writing process for research.

The text remained consistent in it's use of terminology and framework.

Text has an appropriate use of subheadings and includes activity sections that focus on concepts. Material was broken into easy to grasp ways that didn't seem too lengthy.

Content is well organized and in a logical format for the content provided.

Book did not have any navigation issues and all images were appropriately used for content.

To the extent of my knowledge, there were no grammatical errors in this text.

There were no culturally insensitive issues or offensive language in this text that I could find.

Reviewed by Kris Frykman, Community Faculty, Minnesota State University System on 10/18/19

Comprehensive overview, with examples, to punctuate learning. read more

Comprehensive overview, with examples, to punctuate learning.

Clear, accurate process in showcasing academic research.

Appropriate book for researchers of all levels.

Chapter follow-up questions and videos are included to further enhance clarity.

Terminology and examples are included to further make the content accessible for the reader.

The book is divided in sections so that students can study and apply one concept at a time.

Content is clearly organized.

Charts, diagrams, examples, and videos are highlighted to exemplify key contents.

No discernable grammatical errors.

Appropriately culturally sensitive.

Reviewed by TyRee Jenks, Research Librarian & Library Instruction Coordinator, Montana State University - Billings on 7/31/19

The text is very comprehensive and covers all the necessary aspects of information literacy and student research. There is no index or glossary included, but terms are well explained within the text. The extensive coverage of topics, like types of sources and copyright, was thorough while not being so in-depth as to bore students. The activities, quizzes, and short videos reinforce the concepts covered in the chapters and add interest, however some quizzes would benefit from additional explanation as to why answers are right or wrong.

The content of the text seems to be accurate. Very minor spelling errors and a copy/paste duplicate. No apparent bias.

Content is up to date and relevant for students while being broad enough to be useful for a longer period of time. Updating information would be easy. The text contains a lot of hyperlinks that an instructor would need to stay on top of to keep the links current. In some cases the links were to very reliable sources that will remain stable for a long time (i.e. Purdue OWL) while others are more transient (i.e. YouTube videos).

In general the text is clear, including good explanations of terms and concepts. It contains very little jargon and the prose is accessible. In “The Details Are Tricky” section, the finer points of primary, secondary, or tertiary information could be confusing to students who are trying to comprehend the basics. The author’s inclusion of informative tables with sample responses as well as the blank template for students to use was helpful.

There is consistent use of terminology and layout throughout the text.

The book has good modularity, excellent graphics, and the text and/or activities can easily be used at the point of need in an information literacy class or one that is discipline specific. Chapters can be used individually or rearranged as needed.

Overall the organizational flow worked well, however the chapters on copyright and fair use might make more sense when grouped with the chapters on the ethical use of sources and how to cite sources.

The EPUB and web versions of the text are easy to navigate with a clickable table of contents and left/right arrow navigation at the bottom of each page. Other than some images that could be resized, the formatting lent itself to consistency throughout the text giving students a uniform experience. In some cases the URL links were just written text instead of hyperlinked which was a little inconsistent. Pleasant graphics added value, explained concepts, balanced out the text, and added visual interest. The inclusion of links that lead out to further explanations of concepts (i.e. the peer review process or how to read a scholarly article) are a nice addition.

There are no major grammatical errors that would be distracting to the reader.

The text is applicable to students in all disciplines, and there are no concerns about cultural relevance or insensitivity. The text is heavily OSU centric (i.e. referencing the OSU code of conduct and requiring students to log in to OSU resources for some activities and examples) and requires effort on the part of instructors at other institutions to make the necessary changes making the content applicable at their institution.

With modifications this text could be incorporated into a three credit information literacy course for undergraduates or into other disciplines. The fair use and copyright sections could be useful to instructors as well as students. Could easily integrate with the ACRL Framework. There is some great general information on writing and making an argument that are applicable across disciplines.

Reviewed by Eric Bradley, Research and Instruction Librarian, Goshen College on 5/31/19

The focus of the book is on published sources for college level research and writing. In this area it is comprehensive. It does not address other areas of academic research. read more

The focus of the book is on published sources for college level research and writing. In this area it is comprehensive. It does not address other areas of academic research.

The content is accurate, error-free, and politically neutral. The last piece makes this a excellent source in the current United States political climate.

Content reflects the current realities of the information landscape. Several of the chapters use up-to-date wording that may need to be updated more frequently, but the excellent modularity of the text allows for accommodation.

The book is straight forward and uses contemporary language of the information and academic landscapes.

The text follows a consistent framework throughout the book.

The text is divided in a way to teach across a course. While the text builds upon itself, many of the chapters stand alone well. I have skipped several chapters of the text and it has not caused any disruption with students.

Excellent organization. The text guides the reader step by step through the research process.

Interface rating: 4

The overall interface is strong. The images and charts are excellent, although the use of branded logos in some of the images may become dated.

No grammatical errors noted.

The text is focused on academic research practices for a North American context. While not culturally insensitive or offensive in any way, it does not take into consideration research practices of other cultures.

I use this text as a replacement of Booth et al.’s Craft of Research. Beside the benefits of being a open textbook, this text provides a more relevant guide to finding sources in the current academic environment.

Reviewed by Kathleen Murphy, Coordinator and Assistant Professor of Music Thearpy, Loyola University-New Orleans on 4/30/19

This book includes all relevant information to help students choose appropriate sources for an academic research paper. It clearly defines different types of sources that can be used, and the difference between primary and secondary sources. It gives an overview of how to search various databases, and defines and describes boolean operators. The chapter on ethical uses of sources clearly defines plagiarism and how and when to cite so as to avoid plagiarizing. The chapter on copyright is an excellent addition; that information is not common in many texts related to academic writing. Each chapter contains extra activities students can work on independently to help with understanding and application of the material covered.

Overall, I found the book to be accurate. I did find one error in Chapter 7. In the section titled "Challenges in Citing Sources" the entry labeled "Running out of Time" was repeated. In regards to bias--I did not find the content to be biased; however, the majority of links where students could go to get extra information were connected to Ohio State University. The one notable exception were the links to the Perdue Online Writing Lab.

The content is up-to-date and relevant. Choosing and using sources for an academic paper has not changed much. What has changed is how to access and find the sources to choose and use. This book does a nice job of explaining how to find sources--databases, google scholar, and search engines. My only concern is the frequent suggestion to search Wikipedia. As an academic, I find this a little troubling. To the author's credit, they did not that one should not cite Wikipedia or use information from Wikipedia in an academic paper. I am not able to comment on ease of updating information, as that is a technical issue.

The book is written in clear, accessible language, with limited "jargon." At times I found the writing to be too simple, written more for high school students than college students. Definitions are provided for all relevant terms.

The book is internally consistent. It moves through the process of choosing and using sources in a linear fashion. However, to their credit, the authors note that writing an academic research paper is not always a linear process.

Each chapter is broken up into smaller units that cover a topic relevant to the chapter theme. Sections of this book could be assigned as individual assignments based on areas of difficultly students seem to be having. Alternatively, a professor could develop a class session or two around each of the chapters. These book seems to be very versatile; there are links to previous chapters that readers can click on to refresh their memories.

The topics in the text are presented in a logical and clear way. The book moves through each topic associated with choosing and using sources in sequence that most researchers would follow. The table of contents, with main headings and subtopics provide a step-by-step guide to help undergraduate students through the research process.

There are many links in throughout the book that students can click on to get more information or to practice skills. Navigation back to the main text is a little trickier. Sometimes, clicking on the back arrow will get the reader back to the page s/he was studying before clicking on the hyperlink. More often, however, the back arrow will take the reader back to the Table of Contents, or front cover of the book. Not all the links worked when I went through the book

I did not fine any grammatical or mechanical errors. I think the book is well-written and appropriate for high school students. I think the language may be too simplistic for most college students.

I did not come across anything that was culturally insensitive or offensive in any way.

I think this book is an excellent resource for high school students, and maybe college freshman who need help in choosing and using sources for an academic paper. The book is logical, gives an overview of the process and provides excellent examples and extra activities to enhance learning. I think it also could be used as a self-study guide.

Reviewed by Miguel Valderrama, Adjunct Assistant Professor, New York City College of Technology on 4/7/19

This book is a great resource of all steps needed to be taken in an academic research process. The book's index clearly displays a suggested methodology to follow and makes it easier to comeback for the review of previous chapters. In general the book is easy to read and every time a new world or a particular terminology related to the topic comes up, it is clearly defined and put into context.

This book collects a series of methodologies that have been proven to be efficient when they are put into use during the process of academic research. These techniques are not only presented and described to the readers, they are also actively used in the various examples, pretty much in every chapter in the book. These techniques may not be the only way a person can start and develop a research process but they are certainly a clear and convenient way to do so for beginners. There may be complex terminology entered to the discussion which may slow down the reading process. However, this is effectively addressed by separated easy to access links; This provide more in detail definitions and exercises from a particular section.

This book is a guide that presents many particularities of research methods and techniques that have been used for long time. These methodologies have been proven to be very effective in academic research. This book not only collects many of these techniques but carefully relate them to new searching tools that are part of the communication era we live in nowadays. This was not the case just couple of decades ago. I anticipate long life to the methodologies presented in this text with years or decades before they could become obsolete. Within this context, the searching tools may keep changing but the methodologies that are used here could keep working efficiently; at least as a way to approach to a research process for an undergrad student.

The author uses a clear and easy way to understand the language and terminology that makes part of a research process. Without getting too deep into technical terminology the book marks clearly words that deserve more understanding and usually provides separate links which connects the reader with a deeper explanation. The text doesn't have very large paragraphs all around which to me allows readers to keep a good and dynamic paste. Links to previous discussed topics presents a quick way to review previous content without loosing the paste.

Consistency rating: 4

Through out the entire text it is consistent that at the beginning of every chapter there's a statement related to what the previous set of contents was, also in several parts of the book this first paragraph makes a point about how this relates to what it is about to be presented in that chapter. This is why several words allusive to the subject of research are reuse constantly in different chapters. This makes lots of sense to me as a way to keep the reader's familiarity with these terms which will also ended up increasing retentivity levels in the subject. Since the book is clearly broken down into steps they all seemed to be well placed in order to present a cohesive structure that guides the process of research.

Academic research it is a process that should be flexible by nature in many ways. Even though some parts of the process could be done simultaneously to others, this will definitely not apply to all of them. This book brings up an interesting way to order this process which even though may look rigid at times it tries to make sure that some parts are developed before others in the research. It is presented that way so that there's enough understanding of the bases before there can be any progression or even conclusions. This is mostly reflected in the techniques that are presented, where some of then have as their main job to detonate creative thinking. For example: the importance of the set of questions that are asked at the beginning is that the answers will be used mostly to clarify the end goals of a research.

This text is organized following a clear and efficient way to develop an academic research process. It is well distributed in chapters that are all connected to each other in one or other way. The book is efficient at establishing this connections, specially at the beginning and end of every chapter where there's mentioning of the previous and following topic's main ideas. This helps readers to keep track with the overall content.

This book presents an excellent graphic approach to expose its content. The electronic version has the really nice feature of having the index accessible at any point of the reading process. This text is full of links that are either deeper explanations of a particular topic or a set of exercises that are directly related to what the reader is learning. If the idea was to present the information in a format that doesn't look congested to the eyes and that it is not distracting the reader from the important ideas, the editors made an excellent job. This book can't be easier to read, follow through and understand.

Besides a couple of punctuation spaces here and then I was not able to perceive any major grammatical errors. The book is well written all around. Punctuation is pretty much excellent and its composition keeps the reader in track with the content effectible.

Particularly the topics used as examples were very diverse in therms of gender allusion, cultural backgrounds and specialized fields. Research is a process that apply to all disciplines and the professionals working in them. This makes the research process a particularly broad one. The book makes efforts to present this idea by using numerous examples that connect with different segments of the population at numerous levels.

This books is an excellent tool available to anyone who wishes to start a serious research process in almost any particular professional area or field, even amateur researchers can benefit from its content. The book was written to merge the topic content with a series of exercises, tests and examples using a cohesive testing dynamic that helps to increase retention. This dynamic becomes the most efficient way to understand what it takes to start a professional research. The steps to follow the process are laid out clearly in this guide and the important things that need to be taking in account during the research process are highlighted and deconstructed to obtain a deeper overall understanding by the reader or researcher. The fact that the reader is being quizzed constantly during the entire book generates a stronger connection with the important subjects and a good way to evaluate the reader's understanding in real time as well. Highly recommended to undergrad and graduate students and perhaps even amateur researchers becoming familiar with the process of research as well.

Reviewed by Cindy Gruwell, Professor/Research Librarian, Minnesota State on 1/11/19

Choosing and Using Sources does a very good job of covering the topic of Academic Research. Each chapter focuses on an aspect of the research process and thoroughly covers the content with easy to read text and examples/activities for student practice. Most importantly first-year students through seniors should find the content informative and presented in a collegial format.

All of the content is accurate and explained in a manner that is easy to grasp. There are some minor typos in some of the activities, but they do not confuse the reader. The text is bias-free and includes interesting examples that students can relate to.

The overall content is highly relevant and will age very well. Updates would definite be easy to handle and manipulate. By breaking down each chapter into a variety of content areas, readers will be able to focus and review areas of concern.

Having read several print and online texts of a similar nature, it was a pleasure to come across a text that is clean, consistent, and concise. Each topic has an appropriate amount of information to get the point across as well as tips that lead the reader to additional information. The presentation is consistent throughout without any bloating often found in print texts.

The authors of the text did an excellent job of producing an online text that is consistent and easy to use. No tricks that make it difficult to navigate or confusing to read.

One aspect of the text that I especially like is the modularity that allows for the use of a particular chapter or page(s). Too often texts have chapters that make readers feel like there is no end in sight. The concise nature of this work blends extremely well with the modularity of the complete text.

What makes this text easy to adapt is the layout from beginning to end. Each chapter and section scaffolds upon the other which will allow students to build their skills in a natural manner. Knowledge attained will easily transfer from one topic to another as they move through the book.

While I believe that the text is excellent and I have adopted it for my class, I do find myself frustrated by not being able to move from one section to another within a chapter without having to go back to the contents list. This surprised me because most books and tutorials have forward and backward links, especially within chapters.

There are a few grammatical (spelling) errors in several of the exercises, however, they do not interfere or confuse the reader.

This is definitely a professional work that has no cultural issues and is an excellent example of a non-biased text.

While looking for an OER text I was delighted to come across this book. The content and flow fit in with my class content extremely well and is an excellent resources for courses in the liberal arts, general research, and library-centric classes.

Reviewed by Kathy Moss, Clinical Professor, University of Missouri on 11/27/18

The hyperlinks and examples include a wide range of topics that include cooking, surgery, architecture and sports. read more

The hyperlinks and examples include a wide range of topics that include cooking, surgery, architecture and sports.

Credit is given to an editor, production and design specialists, as well as several content contributors. No additional information is provided to support inference regarding author credibility.

The open textbook Choosing & Using Sources: A Guide to Academic Research presented material that is relevant to my current issues course, including Background reading, Developing a complex research question, Classifying sources, and Evaluating sources.

The topics are presented clearly, using an engaging conversational style and frequent tips and activities. A reader who has no background in information science may be hampered by some terms used in the book (e.g., blog, podcast, Wikipedia, browser, database, Gawker, Reddit). The book does give intentional attention to the technology-naïve audience with some skills (Control-F) and topics (brief description of LexisNexis Academic, Lantern Online).

Terms and organizational framework are consistent throughout the text.

I plan to assign particular chapters of this text that are most relevant to my course's goals. The consistency of the text's terminology and organization should permit this reading plan with minimal distraction to the reader.

The information is clearly organized with a contents listing, chapter numbers and section headers. This organization facilitates easy access for learners with a specific interest in a single topic.

The author’s frequent use of hyperlinks invites students to explore topics more in-depth.

I note a few minor typographical errors that did not adversely affect my ability to comprehend the text.

The book includes examples of non-Western sources such as the allAfrica news database. Some of the links and examples are only available to individuals who have accounts with The Ohio State University. Though the book includes examples in audio and video formats, it could be improved by giving specific attention to topics related to accessibility.

The book provides the opportunity for readers to apply the topics by analyzing its frequent examples.

Reviewed by Lori Meier, Associate Professor, East Tennessee State University on 11/8/18

This text is exceedingly comprehensive. It addresses all elements of academic research (i.e. choosing questions, exploring and selecting sources, searching strategies, citation issues, copyright) as well as providing abundant links for student... read more

This book is accurate and comprehensive. I would not hesitate to use this resource with undergraduate or graduate students as a beginning primer for research.

The book is relevant and timely in regards to the various resources and tech tools it mentions (Google Scholar, EndNote, Ref Works). Given the subject matter I suspect that this book will have longevity to users.

The text is clear and provides definitions for jargon/technical terminology that is used. It is very comprehensive which might be a bit intimidating for the first time reader, but all elements needed for cogent research are included and therefore necessary. I appreciate the use of student scenarios as a way to step-by-step show the thinking process of choosing research questions.

Very consistent and thorough.

This text would be ideal for use as single chapters in courses where the content is needed. While the content is crafted with Ohio State University students in mind it is still very relevant for use by students and scholars. I am already thinking how I might use this next semester with an undergraduate honor's thesis student - both as modules to be read but also as a reference source.

The book is organized in a logical manner but spends only a brief amount of time about qualitative and quantitative research as peer-reviewed sources and only gives basic definitions for those two terms. I would perhaps suggest an additional section on qual/quant/mixed methods research methodology and perhaps a quick overview of research methods or samples via discipline. Additionally, a mention of the common IRB process for Human Subject Research might be helpful to those students using academic sources that discuss that process. It is a very clear text and this could be added with just a few pages of information that might be beneficial to students.

Navigation links worked well for me. The book is easy to read and the display features are not troublesome to me.

Grammatically sound.

Appropriate and is accessible to a wide audience.

Reviewed by Kathy Lamb, ELL Specialist/ English Instructor, Miami University on 8/2/18

The text covers most areas of academic research, and has a table of contents but no glossary, which is much needed. Topics are clear and concise, transitioning smoothly from general to more specific, such as “What is a Research Question?” to... read more

The content is accurate, error-free and unbiased.

The source is up-to-date and it would be relatively easy to update information.

The text is easily understand and flows in a clear manner. Ideas and topics progress easily and examples are used to offer context.

Ideas build one upon another and academic vocabulary is repeated throughout.

Some parts of the book seem a little “text heavy”, but overall it is well organized with efficient flow. The embedded links in the text connect earlier concepts

One problematic is that there lacks a glossary. The table of contents is very long, but broken down so that one is able to easily reference topics. Chapters are concise enough to be read in a timely manner and effectively used.

For some of the online activities it was confusing to discern which answers were correct or incorrect. And, after clicking on and completing an activity one must go back to the former page in order to navigate further. On the other hand, being able to access other information about the chapter topics via link is a handy tool.

There are no grammatical errors.

This book is culturally relevant and not offensive or insensitive in any way.

Reviewed by Sara Abrahamson, Faculty, Minneosta West Community and Technical College on 8/2/18

This text is very comprehensive. The complete research process is broken down from start to finish. read more

This text is very comprehensive. The complete research process is broken down from start to finish.

Very accurate information.

The content is very relative to today's researchers and does a fine job of detailing types of sources.

Very easy to read with content that is easily understood by even a first-time researcher.

The content was very consistent and easy to follow because if it.

LOVED the easy of reading because of the small, digestible informational pieces!

The flow of the text was perfect, following the research process from beginning to end.

I enjoyed the hyperlinked Activities, however, they did not all work for me.

No grammatical errors found.

Very culturally unbiased.

Excellent text that I wished I had years ago!

Reviewed by Justin Megahan, Librarian / Associate Professor, Fontbonne University on 6/19/18

The text does a good job covering academic research. There is a table of contents, but I feel like a glossary and index would be helpful for this book. read more

The text does a good job covering academic research. There is a table of contents, but I feel like a glossary and index would be helpful for this book.

The content is accurate. I did not notice any errors.

The content is up-to-date. There are many databases and websites referred to in the text so it is important to check those relevant links on occasion. It would be straightforward to update the text as needed.

The text clearly steps the reader through the research process. The process is discussed in detail over the 13 chapters.

The text is consistent.

The book is modular. Chapters can be rearranged without confusion. The Copyright Chapter is a good example of a component that can be used separately as a supplemental reading in another course.

The book is organized logically. The addition of a glossary and index could help navigation.

The book has images, charts, and videos that are useful. There are quick activity questions that tests the students’ knowledge on the current topic. These activities do link out to OSU’s site so it is important to make sure those links continue to stay active.

The text contains no grammatical errors.

This book does not have cultural concerns.

Many links direct the reader to OSU resources that have restricted access. The discussion of OSU resources and tools needs to be modified to fit the reader’s institutional resources. “ACTIVITY: Quantitative vs. Qualitative” has a link that is no longer working.

Reviewed by Jane Theissen, Reference Librarian/Professor, Fontbonne University on 5/21/18

The research process is explained in detail, from how to develop a research question to where and how to research through the application of copyright, fair use and citation styles. read more

The research process is explained in detail, from how to develop a research question to where and how to research through the application of copyright, fair use and citation styles.

The content is accurate and unbiased. Most of the links, which are plentiful and well placed, are either broken or link to resources at OSU's library, which I could not access. Use of this book would require time to correct this.

The content is stable. Other than updating the links, little would need to be done to use this text.

Very clearly written; jargon is appropriately explained. Self-checks allow students to make sure they understand the material.

Each section logically builds on the previous, and tone is consistent throughout.

The text has a great deal of modularity. Each section is listed in the Table of Contents and covers a few pages or less. There is no index. It is easy to find and move to sections quickly. the structure allows one to pull sections out for other courses (which I have done).

The research process is explained step-by-step with appropriate detail and excellent graphics.

Images, charts, and diagrams serve to explain and support the text. Many seem rather large and I found them a bit distracting. Additionally, there are page breaks in strange places, leaving large blocks of white space on pages while the narrative continued on the next page. This was very confusing. It would also be helpful if the links would open in a new window.

It seemed inclusive where applicable.

This text impressed me as appropriate for high school students or college freshmen.

Reviewed by Laura Heinz, Librarian, Texas Tech University on 3/27/18

This book provides beginning student researchers with a clear and complete path to the research process for class assignments and undergraduate research projects. read more

This book provides beginning student researchers with a clear and complete path to the research process for class assignments and undergraduate research projects.

The content is presented is accurate and in an unbiased manner for students to easily grasp the process and concepts.

This book was written in 2016 and may need some minor updates. The material is presented in a logical manner that leads students through the process as they begin their research. Each chapter can be used independently as the instructor fits the chapters into course content.

This book is easily understood by an undergraduate and doesn't require extra readings or content to be understood. It is concise and clear which will be appreciated by the student as they conduct research.

This book is consistent in it's framework which leads the student to each step logically avoiding confusion or frustration.

The chapters can easily be used independently and refer students to other chapters with supporting information.

The book is written to lead students in a logical manner through the research process. The length of the chapters allows a student to easily read the chapter for that step in their research, apply it and refer to it easily.

The book downloads easily onto a laptop or e-reader. The graphics display nicely on either size screen and enhance the text.

No grammatical errors were noticed.

This book is not culturally insensitive or offensive in any way. Examples used are appropriate.

This book introduces beginning student researchers to the academic research process in a thoughtful and deliberate manner. The books lack of jargon and abbreviations will help international students learn how to better navigate an academic library for research. Instructors in all disciplines should consider this book as an additional textbook for their classes requiring research for assignments, class projects and/or papers.

Reviewed by Hilary Johnson, Learning & Teaching Librarian, The Open University on 3/27/18

The text does not include an index or glossary. However, it covers a complex (and dry) subject in an economical and stimulating fashion. Each reader would learn about the subject from the basic text but the authors have enriched the text by embedding audio-visual resources, download-and-keep checklists and formative activities of excellent quality.Chapter 9 'Making an Argument' is particularly strong and complements Chapter 1's analysis of research questions well. It is an excellent resource for undergraduates, post-graduates and beyond, and could also be useful for professionals researching topics to support evidence-based practice protocols.

More tips about applying facets to search results on services like Summon, EDS or Primo would be a useful addiition. I was surprised the authors did not employ language to frame the skill development in the language of 'employability' and life-skills, which might hook readers who are not planning to engage in academic research in the long-term.

The accuracy of the book was excellent, My score would have been 5, except the advice about copyright legislation and fair use is only applicable to students of Ohio State or elsewhere in the USA; so an institution in the Britain, Ireland or Europe would not be able to use or recommend chapters 11 or 12. However, these chapters are well-judged for the intended audience; succinct and comprehensible, where so many guides are too woolly or arcane to be useful to a general readership.

Chapter 1 had a dead link to an audio-visual resource. The explanation of how to use Wikipedia for academic study was nuanced, classic and practical. The explanation of how to use truncation and wildcards were similarly time- (and platform-) proof. There is much current interest in 'fake news' and the manipulation of Facebook and Google algorithms. So it could be timely to add a section on the known issues and some practical strategies to compensate for them.

The authors use excellent, clear English that should be comprehensible to anyone with academic english reading proficiency. My only qualms related to an ambiguous use of the term "poster" (this word has a particular meaning in an academic setting which was not explained) and more extensively around the slightly simplistic and dated language used for the university library catalogue and abstract & indexing databases. One of the activity sheets is structured like a decision-tree and starts with the question "are you working from a database"; with modern resource discovery platforms and other aggregating tools, students may not be able to tell whether they are looking at results from a single database, all the databases from one supplier or multiple databases from a variety of suppliers.

The stylesheet and planning of content is elegant and the quality is consistent throughout the text.

Each chapter is split into useful subsections, with clear formatting to demarcate between topics, tips and activities. The authors have also helpfully embedded hyperlinks to relevant chapters or sections earlier or later in the book.The length of individual subsections is consistent to make reading online easy (balancing scrolling and page turning). However, the length of embedded audio-visual materials varies so a student planning their time might be surprised in places.

The text has a sensible progression of topics, with hyperlinks back and forwards to connect relevant topics. And the final chapter, 'Roles of Research Sources', pulls together the lessons learnt with a useful acronym (BEAM), giving the book a strong ending.

I accessed the text on a variety of browsers, screen sizes and operating systems without any problems with the interface.

I only spotted two minor errors - site instead of cite and White's definition (page 186) without an apostrophe.

Not all the video materials embedded are captioned making them inaccessible to some categories of disabled users.

Reviewed by Lydia Bales, Academic Skills Tutor & Librarian, Staffordshire University on 2/1/18

Considering the book is not overly large, the guide manages to be very through and comprehensive guide to locating sources and using them correctly. It even goes further in giving some great information on making an argument and writing out the research. The chapters are in easily digestible chunks covering the process of searching and evaluating resources in a useful and cross-discipline manner. It covers the source search process of research in an easily digestible manner.

The topics are accurate and have been written in a way that they will not date too much. The links and examples of the services provided may need updating to keep them accurate but the nature of the online format makes this easily possible. The Copyright chapter is obviously only applicable to those studying in the US. Having a version of this chapter available discussing copyright law in the UK could be useful any access the course for a different location.

The topics, examples and videos used are relevant and useful and should not date too much. The links and examples of the services provided may need updating to keep them accurate but the nature of the online format makes this easily possible. Some of the examples and links are specific to Ohio State and America and this can limit the relevance for students who do not have the ability to access Ohio State resources or are not based in America. Also the copyright section specfically is obviously only US copyright law limiting it's usefulness for students based in other locations.

The writing style is straightforward and easy to follow. It is sometimes slightly repetitive but overall the information is clearly presented and the vocabulary used is not too advanced. The style is informal and it makes a weighty topic much easier to process. I think it would be useful to have a glossary in the resource for students who maybe have not come across some of the topic specific words before and need them defining.

I was impressed with the consistency considering the work is made up of different author’s contributions. I could not identify different voices within the text, which helped improve the flow of the work. The arrangement of the contents tab is very useful to help navigate to specific sections of chapters as well as the overall chapter.

The layout of the book makes this modular. You can choose which sections to look at in any order and they read clearly and separately well. The other sections are signposted throughout the text and you can link back through to these using the hyperlinks provided. I think the order could be slightly improved by moving the citing and copyright information after the information on argument and writing but because you can choose how to read the book then it is not really an issue. I think it is important to note that if you cannot play the video content or the links in the book are Ohio State Specific the book does lose some of its positive features.

Overall, the structure is straightforward and logical. It flows in a manner that is easy to read and to process. Using the navigation you can work your way through the book in any order you feel is appropriate. As I stated I feel the referencing and copyright information could be in a different place but because you can choose to read this in a different order, it does not really matter.

Having read the online version on both a PC and a tablet I found the interface both easy to use and accessible. The page and chapter length worked well on both platforms and it was easy to access the links and activities contained within the resource. I could not access the videos on the PC due to not having Adobe Flash and it would be useful to have known I would require this to access the resource in its entirety. The video content is a refreshing change to just text and the images used are overall relevant. The videos do not all include a text version and this would be useful for accessibility. A few of them do have this option. Some of the images in the text viewed blurry on my PC and tablet. I am not sure if this was an issue with my own software or an error in the book.

I did not notice any errors during this read through. In some places, the text was a bit repetitive but this not disrupt the flow too drastically.

The examples used are not offensive and are diverse in their range. They have not given examples that define the guide for specific subset of students, which makes it more applicable.

Just for accessibility purposes, I think all the videos need a text version not just some. In addition, the RefWorks program has now been updated and it is called New Refworks with a changed logo and this could be updated in the book along with the guide to setting up Refworks if your institution subscribes. I feel that there are many links that you could not access unless you were an Ohio State user and this could disrupt the flow of the book for some users.

Reviewed by Lori Jacobson, Associate Director, Curriculum Development, William & Mary Writing Resources Center on 2/1/18

The book provides a comprehensive introduction to the use of sources in academic writing. read more

The book provides a comprehensive introduction to the use of sources in academic writing.

The book is a polished, professional and appropriate tool to help students improve their information literacy.

The content is relevant for undergraduate students and their instructors. It focuses primarily on fundamental approaches to finding, evaluating, and deploying sources in order to enter the scholarly conversation. While the authors occasionally mention a specific tool, or insert links to outside sources, these are placed within "Tip" boxes that can easily be updated.

Because this book was created for students at Ohio State University, it is sometimes quite specific about tools or processes that are unique to OSU. Instructors using this book at other institutions may sometimes need to suggest their own's institution's available tools to keep the text relevant for their students.

The book is well-crafted for an undergraduate audience, taking an easy-going, friendly tone and clearly defining key terms and concepts. It is also accessibly structured, making it fairly easy for users to jump between topics, rather than requiring a linear read. Links between related sections are provided wherever it is appropriate.

The book uses a consistent design scheme and structure. Features that appear in each chapter include graphics, tip boxes, examples, activities, and summaries.

Each unit of the text stands on its own and could be easily assigned as an individual reading. Rather than being self-referential, the text will suggest that more information on a related topic can be found in one of the other modules.

The text is organized to flow in roughly the same sequence as a typical research project. Students who are reading the text while working on a project should find individual sections logically presented and relevant. This is clearly not a text designed as background reading; rather it functions best as "just in time" information for students working through the research process.

I found the text quite easy to use in it its online form. It is visually appealing, easy to navigate, and thoughtfully arranged.

I noticed a couple of typos, but no significant grammatical errors.

The examples provided are of broad interest, and most readers will have some familiarity with them. There were no insensitive or offensive comments or examples.

Choosing & Using Sources: A Guide to Academic Research is a practical tool for novice researchers. It asks students to begin the process with a research question, and then provides a step-by-step approach to creating the question. All the other chapters flow from this effective beginning, and should increase students' information literacy by helping them understand types of sources available to researchers, the relationship between sources and information needs, how sources should be evaluated, and how they can be deployed effectively and ethically. Additional chapters on argumentation and copyright round out the book's overall usefulness to students engaged in a research project. This book could be easily paired with a staged research project, and would provide students with the "just-in-time" information they need to successfully complete the assignment.

Reviewed by Kristin Green, Reference and Instruction Librarian, Penn State Worthington Scranton on 2/1/18

The aspects of academic research that are prudent to cover within the first year of any undergraduate student's general education are all covered within this textbook. From an introduction to the ethics of source use to crafting basic Boolean search strings, all facets of entering scholarly discourse are addressed in brief chapters that feel modern and accessible. While instructors may wish to supplement or replace some of the exercise sets in the text with their own assessments, the content of the text provides ample coverage if selected to serve as a primary textbook for a foundational information literacy course.

The book is accurate in addressing the current state of the information landscape as encountered in the realm of academic research, as well as the legalities of copyright and fair use.

All content within this book is current and the content within chapters sections are written in a style that today's undergraduate students will be able to learn easily from. Many of the concepts, processes, and principles that are covered in the text have an inherent longevity that will prolong the relevance of this text past its initial publication date. However some chapter sections, tutorials, and videos are institution-specific reducing the overall relevancy of using the entire text at other locations.

The text is written in a clear and concise style that current students will find very accessible. The authors consciously defined any technical terminology or jargon as it was introduced throughout the chapters. Furthermore, the technical concepts that were more complex to define are often accompanied by visuals to help convey what is being defined.

The terminology and format of the book, along with the linked exercise sets and visualizations, provide a solid consistency that will helps students focus on learning the content rather than being bogged down with understanding the textbook format.

Instructors could easily parse different chapters of this book to use for modular instruction, especially in "one-shot" or other limited instructional scenarios. Some of the chapters are a bit self-referential which may generate a minor degree of confusion if used out of the holistic context.

Organization/Structure/Flow rating: 3

While there is a logical flow to most of the chapters, some seem a little out of place such as the "Making an Argument" chapter. I would have preferred a division of chapters into sections, where the writing-related chapters were separated from the source-related chapters. I also think the chapters that covered Copyright, Fair Use, ethical source use, and citations would have a stronger flow if organized together in their own section.

The ability to navigate through the book from the table of contents page is a great feature for students, especially when the instructor is choosing to assign only particular chapters or work through some of the chapters in a different sequence. The linked exercise sets are also easy to navigate through, allowing students to focusing on applying learned concepts rather than learning new interfaces. However, throughout my review some of the linked external content would not open for me and links to external materials always have the possibility of changing which may result in future inaccessibility

No grammatical errors were detected when reviewing this book.

This book is not offensive nor culturally insensitive in any manner.

For any instructor looking for an open textbook to orient undergraduate students to the basics of the academic research and writing processes while simultaneously providing context of contemporary issues surrounding these scholarly activities, this is a comprehensive and accessible choice!

Reviewed by Anne Behler, Information Literacy Librarian & Instruction Coordinator, The Pennsylvania State University on 2/1/18

This text offers a comprehensive breakdown of the academic research process, with special effort made to demystify jargon that may present itself in either the classroom or library environment. Beginning with establishing a research question and carrying through to integrating and citing sources, the text includes practical tools for students to use in their own research, as well as links to supplemental information. If anything, the text errs on the side of providing too much information, such that a novice researcher may feel overloaded.

The text offers an accurate articulation of the research process, and avoids bias by covering a wide variety of potential information sources, including the use of web search engines other than Google.

Because the information landscape is constantly shifting, the text will require fairly frequent review. This is particularly important when it comes to how web sources are addressed. For example, the book does not address fake news and/or dealing with problematic web resources, and it glosses over use of social media as an information source. However, the concepts related to the research process itself change very little, and the information presented about them has staying power.

The text is written in accessible language, and works to address uses of jargon that are typical within the academic environment by providing explanations for what professors typically want when they request a particular item in the research process. This is an effective way to establish relevance with students, as well as clarify academic expectations.

The language within the text is consistent and accessible, with helpful insertions of definitions and/or links to explanatory supplementary information online.

The text's sections are clearly and logically labeled, and could very easily be plugged into a course in part or whole.

The order of topics in the text follow the research assignment process, from point of assignment decoding through to writing and source citation. Given the audience for the text and its intended purpose, this makes great sense.

The text contains links to many outside web sources that may provide helpful supplemental information for the reader; however many of these links were found to be dead. Comprehensive review of all links is highly recommended. In addition, I recommend continuing review of available videos related to the topics, as many selected are either rudimentary or contain dated material.

The writing and grammatical quality of this text are of the highest quality.

The text is culturally relevant and inclusive in its examples.

As stated, this book holds great utility and relevance, but requires updating for links to external web resources. It will also need to be adapted to keep up with the changing landscape of information sources themselves.

Reviewed by Craig Larson, Librarian, North Hennepin Community College on 2/1/18

The book is very comprehensive, sometimes almost too much so (sections on copyright seem to be more detailed than the average college student would need or perhaps be interested in; the section on the lifecycle of information, while interesting, also is a bit questionable as to its overall relevance). Instructors who choose this book for a one- or two-credit information literacy course will have much more material at their hands than they can reasonably cover in a semester. This book would make a good companion volume to just about any course involving research.

The content is accurate and unbiased. As an example, I was interested to find that the author actually recommends that students use Wikipedia, at least in the very early stages of research, to get an overall picture of their topic. So many college instructors, regardless of the subject, seem to have a strong aversion to Wikipedia. Here, the author actually goes into some detail on how using the references in an entry can lead the researcher to additional sources he/she might not find through other means. Some of the activities are a bit misleading or written in such a way that there could be more than one right answer, which isn't necessarily an error, but could be tightened up a bit.

The content is largely relevant and up-to-date, though I was a bit surprised to not find a section addressing "fake news," which has become such a watchword over the past year. I was also a bit surprised that, although the author has a section talking about which "neighborhood" certain types of information "hangs out," there wasn't a discussion of different domain names, such as ".edu," ".org," and ".com" and what they indicate to readers. Also hampering the book's relevance somewhat is an overabundance of examples and activities that require an Ohio State student ID to log-in. Many of these would have to be re-worked or re-written for the book to be useful at other schools.

In large part, the book is clearly written and new ideas are clearly explained. The writer does a pretty good job of avoiding jargon and technical terminology or where it can't be avoided, of providing examples and clear definitions of terms. Some of the activities aren't so clearly written that there is one obviously correct answer. Also, some of the scoring of activities isn't clear enough to indicate to the user what was wrong and why it was wrong or even the correct answer that should have been chosen. Not every concept is adequately explained or thoroughly developed (for instance, the crucial process of moving from an initial reading to a research question could use further clarification and development). Another area that could use further discussion and development would be how to use databases.

The book is largely consistent, though there are occasions where the consistency falls through. For example, most of the accompanying activities will open in a new window, but not all. There were several occasions where this reader closed out an activity window and closed out the entire book as well. This is an area that someone really should take a look at, as it can be confusing and irritating for the user. Also, the fact that many of the book's activities require an Ohio State student ID effectively locks out users from other institutions.

The book is largely modular, with sections that can easily be broken apart and assigned at different points in the course. There is a very useful table of contents, broken down by subject into smaller pieces that can easily be accessed. As mentioned previously, the book is very comprehensive, almost too much so at times, so having this table of contents is very helpful.

The book is fairly-well organized, though there are things placed in odd locations that could be touched on earlier or later, as the case may be. For instance, there is a good discussion fairly late in the book about deciding whether to quote, paraphrase, or summarize, which would have been much more useful if it was placed in the section of the book that directly addresses each of those activities. Instead, it is placed in a section on academic integrity (which, again, is very Ohio State-specific, too much so, really). I also question the relevance of a chapter on creating an academic argument, which if it is to be included at all, would seem to make much more sense earlier in the book, when students are learning the basics of research and how to apply it to their writing.

The book is largely free of significant issues, although as mentioned previously, many of the activities require an Ohio State student ID to log-in and use, which makes them useless to students from other institutions. Also, the activities are sometimes difficult to follow--one doesn't know why one answered incorrectly or what the correct answer even is in some instances. And the fact that some activities open a new browser window and some don't can also be confusing. There are a few activities that lead to broken links.

There are the occasional run-on sentences and spelling mistakes in the text. It's almost impossible not to have some issues in this area. However, the infrequent errors don't detract from the book or its overall usefulness, though it might be a good idea for someone to go through the text and try to clear some of these up.

The book does a good job of avoiding being culturally insensitive or offensive. Activities and examples are written in such a way as to be inclusive. Many of the examples link directly to sites that deal with minority themes and issue.

I think, on the whole, this is a very useful book and one that could be put to immediate use in many instances. However, the number of activities and examples that require an Ohio State student ID to access make this less relevant than it could be if the author had striven for more universal examples.

Reviewed by Mairéad Hogan, Lecturer, National University of Ireland, Galway on 2/1/18

This book covers the subject matter in a comprehensive and detailed way. The way in which the material is presented is very suitable for students who have not previously been involved in academic research as it starts at the very beginning and assumes no prior knowledge. It has additional features that help to reinforce the material, such as activities and MCQs. These help to reinforce the learning and test the reader’s understanding. Additionally, the examples used are very useful and helpful in gaining understanding of the subject matter.

It goes into the material in depth and not only tells students how to progress their research but also explains clearly why they should be doing it this way. For example, it explains to students how to differentiate between good and bad sources. However, I have one small concern with this aspect. They do not tell students how to differentiate between different standards of peer-reviewed journals. They do mention looking at citation count but state that is not a useful measure for very recent articles. Some discussion on determining the quality of the journal itself would be helpful. For example, looking at citation counts for the journal, rather than the article would be one example, as would looking at rankings.

Overall, I would see this as an excellent reference book to last students through their academic careers.

The material itself is accurate. However, many of the links to additional material either do not work or are inaccessible to those without OSU credentials.

The material is mainly presented in a way that will last. However, many of the links no longer work so these should be checked and alternatives put in on a regular basis. Additionally, there are links to videos that may not be there in the future, although all I clicked on were available. However, the text description of the videos did not work. Many of the activities (MCQ’s etc) have a dated feel about them in terms of layout and interaction. The design of them could do with some updating.

The writing itself is very clear and easy to understand. Diagrams are used to good effect to clarify concepts (e.g. use of Venn diagrams to explain Boolean concepts). However, some of the terminology is not as clearly defined as it could be. While terms are generally explained clearly in the text, it would be nice to have a glossary of terms. Additionally, the MCQs are not always clear as if the reader gets an answer wrong it is not always apparent which is the correct one.

The book is consistent in writing style and interface.

The book is structured in a modular format whereby the reader can dip in and out of different sections, as they need to. Equally, for a student starting out, it is structured in a way that is likely to follow the steps in the same order as the student, making it a good companion to their research projects.

The book was organised in a very natural and sensible way and flowed smoothly from one topic to another. Links were provided to related sections of the book where relevant so that if the reader forgot what was meant by a particular topic, they could easily hop back and forth. The book started at the very beginning with good coverage of developing a research question and then progressed through tools and sources to help with this. The additional activities were all web based, which works fine if you have easy access. However, I was using a kindle with poor broadband so struggled to access it at times. It also felt a bit disruptive leaving the book to do the activities. It’s also not always clear whether links lead to another part of the book or to an external site. The tips are a useful addition. The stand out when flicking through the book and help to reinforce the important points. It is also useful the ways steps are clearly broken down into sub-steps.

I downloaded it to Kindle, and found a number of issues. It struggled to deal with larger fonts, resulting in some text not being visible.. There were also references to “the bottom of the page” but the bottom of the page varies depending on font size. Not all of the activities worked. Some of the activities required OSU credentials to access them, which was frustrating.

There were some minor grammatical and typographical errors but nothing major.

The book is very US centric in its use of examples. For example, there is an American football example and news sources referred to are US based generally. Additionally, copyright discussion is US centric.

Overall, I found this to be an excellent book that will help students in their research projects. I think it is a book that they will use for a number of years as it is has sufficient depth to help at different levels. The one main change I would make would be to broaden OSU references and activities so they are referring to databases in general, for example, rather than simply talking about the OSU one. Much of the material is relevant regardless of institution but a reader unfamiliar with databases would not be aware of this and might skip over some very useful information.

Reviewed by Anthony Patterson, Assistant Professor, North Carolina Central University on 2/1/18

Choosing and Using Sources is an extremely thorough text taking readers through the research process from formulating research questions to fair use and copy right issues. I particularly liked the online examples and resources including quizzes and videos. The table of contents is thorough but there is not a glossary. While this is a strong text some discussion of theory and how theoretical frameworks are used in academic writing.

While the text could have addressed additional areas, the authors were accurate and detailed. Chapter 8 - How to Cite Sources is well done and accurately takes novel researchers through when they should and should not provide citations.

The authors present how to develop, approach, and conduct sound research in a well thought out format. This text is up-to-date addressing issues like Wikipedia and Google Scholar. While issues around these information sources will change, the way this text is set up, it can easily be updated in the future.

The book is well written, clear, and easy to follow. Jargon such as primary, secondary, and tertiary sources were explained clearly with appropriate examples. This text will be accessible for my students and most others pursuing advanced degrees.

The authors are consistent throughout the text when discussing topics like presenting arguments and the relationship this has with concepts like research questions and the sources researcher select. While consistency is expected is difficult to do especially when writing as a team. More impressively is the consistency of supplemental materials throughout the text.

The book has long chapters and occasionally I had some difficulty knowing where one section ended and another began but overall it is readily divisible. Another important aspect of the text are the supplemental materials like online quizzes and videos which are also clearly align with the sections in the text.

I was skeptical at first when I began reading but the overall organization of this text is good. Even though the text is about writing and sources, a section of theory and incorporating theoretical frameworks would have strengthen the book. However the topics selected flowed well and led potential researchers through a logical process.

A few problems linking to sum supplemental materials but overall I was impressed by the quality of the graphics as well as the links to quizzes and videos that were provided.

I did not come across any grammatical or typographical issues.

I did not see any cultural insensitive examples or information provided. However I also did not see a lot of racial or ethnic diversity in examples throughout this text. Overall, I feel the authors approached the subject matter appropriately.

Reviewed by Rachelle Savitz, Assistant Professor, Clemson University on 2/1/18

The text is quite comprehensive regarding finding, using, and understanding sources. It provides the process of sourcing from start to finish with examples and activities provided throughout to support the reader. Various ways to find sources are described. There is a focus throughout on software and databases for the students at the authors institution and that can be confusing to readers from other institutions. The information provided regarding citing, ethics and copyright, and fair use was informative and would be beneficial to the reader. There were sections throughout that could have been more in depth and more specific. For instance, when going over the various ways to cite sources, additional examples could be provided and the version/edition should be listed. For instance, was the APA citation in APA 6th edition format? Also, make sure to address citing from secondary sources as students do this often and tend to cite what they read even if they read it from another text. The TOC was helpful and allowed ease of understanding what was to be covered in each section. One main complain that I have was regarding the additional information provided to help the reader in writing a paper. This information would be helpful for basic college writing but not for academic writing, thesis or dissertation writing. The sections required for some of these papers are not discussed and the text eludes that the sections provided regarding writing an argumentative piece would be appropriate for all. Also, synthesizing information could be explained a bit more and with more depth. Synthesizing includes more than critiquing and summarizing. All in all, the sourcing information is spectacular and the additional information could be expanded upon.

Accuracy of sourcing was spot on. Some of the additional categories discussed, as mentioned in the first section of this review, could be expanded upon to fully explain that category, if it is to be included in the book. The examples and activities provided were quite good and would be very beneficial for students to apply what they are learning in real-life contexts. Links were provided for extending information. I did not attempt to open every link but making sure they are up-to-date will be important as time goes forward. I also feel that the section on popular texts can be misleading. Stating that the Washington Post is "popular" eludes that it is not reliable or valid. This is not necessarily true as many experts in various fields write sections in "popular" newspapers.

As previously stated, a lot of links go to OSU resources. This could be problematic for any reader that is not at OSU. More information should be provided to support any student in the world as that part would be confusing to many students.

The text is easy to read and follow. All new information is explained and then examples and activities are provided. This is student friendly and allows any reader to quickly follow along and understand what is being stated, especially regarding the sourcing elements. As stated above, there are some sections that could/should be expanded upon for clarity and this might be best for beginning university students but the text was easy to understand in regards to sourcing, citing, and fair use. More information on how to use the sources and sections of papers would be beneficial to all students.

Each chapter seemed to follow a similar structure that followed the TOC.

Modularity rating: 3

Reading the book online provides ability to chunk the text based on assignments and can be read chapter by chapter, entirety or starting at different places. Due to the extensive amount of outside links and examples, this would be quite different if read in paper format. This book truly has to be read online to ensure benefit from all of the additional activities, links, examples, sources, etc. In addition, the many links specific to OSU would not be helpful for other students.

The organization is consistent from chapter to chapter. Information is explained and then examples and activities are provided to further knowledge. This works well for readers that needs examples.

Using a laptop provided no issues. However, when using a smartphone, the pages changed in size and various display features did not load properly or at all.

Very few grammatical errors were noticed.

No cultural issues noticed other than the many OSU references and sources. This could be offensive to other institutions as they will not be able to access many of the links.

Reviewed by Scott Rice, Associate Professor, Appalachian State University on 2/1/18

The book is very comprehensive which sometimes detracted from its usefulness. There were a few units that may be superfluous, but I did appreciate that the author seemed to err on the side of inclusivity, leaving it to other adoptees how much... read more

The book is error-free and appears to be free of bias.

The book is pitched to an Ohio State University audience, so some of the resources pointed to would not be the same as a potential adopter's institution might select. In addition, the book needs some updating regarding the impact of social media on the information cycle. Social media formats are mentioned, but a fuller treatment of how they fit into the information climate would be a good addition.

The text was clear and easy to read, and provided numerous examples for its points. It also did not rely on jargon in its explanations, which makes it much more accessible.

The text was consistent in its use of terms. I found its tone consistent, as well as the level of explanation for the wide variety of concepts explored.

The organization of the text into units makes it very easy to break the content apart into smaller units and use it for a variety of purposes. I could see using the content for different parts of several courses, as well as incorporating it into e-learning content.

The topics are presented in a logical fashion, following the path that a typical research assignment might take. This will also make it easier to fit within the flow of a course that uses the textbook to teach about the process of academic research.

The interface of the text itself works appropriately, but some of the ancillary quizzes and extra material did not work so well. Many of the graphics did not work as well within the pdf format as they do in the web format.

The textbook was free of grammatical errors and was easy to read.

The text did not appear to be culturally insensitive.

I am exploring the creation of a for-credit information literacy class at my institution and this book is a possible candidate for adoption for the course.

Reviewed by Bryan Gattozzi, Lecturer, General Studies Writing, Bowling Green State University on 2/1/18

I was impressed how the text began helping students understand the benefits of leading a research project by writing research question(s), following with assessment of research methods, and thinking about research writing as an avenue to test a... read more

The book didn't seem to dismiss any possible research method. Instead it provided suggestions of how and when any individual research method may be relevant.

The book was published last academic year and the content included is still relevant, mostly because best-practices in research (and research writing) haven't changed much.

The volume of research methods students can use given the internet's power is ever increasing, yet the book does well to isolate a handful of long standing tenets that academic writers have used for decades while allowing for discussion of web-based writing and multi-modal presentation methods instructors may increasingly require students to use.

Each section is concise, clear, and easy to follow . . . for me.

I assume students will be capable of reading the text, performing quizzes provided, and plotting out a research path to complete their assignment(s).

Then again, as an academic I obsess over these issues. I can see a student yawning while reading this text.

The content isn't especially fun to read yet the information provided in relevant and time-saving if students are willing to relax, read actively, and apply the material to the assignment their instructor has given.

I don't imagine many students would seek the book out and read about research methods, yet an instructor can pair excerpts from the book with specific assignments along a student's research path to help the student retain and apply the helpful suggestions in the book.

The text does well to allow students to name the process they're going through when composing a research question then deciding on what research path fits their question. Students are guided to consider what blend of qualitative / quantitative, primary / secondary / tertiary, or public / professional / scholarly research will fit their research and writing goals.

The book refers back to the same terms throughout and provides students with active learning worksheets to plot a research AND writing plan to complete their work, one they could conceivably follow throughout their academic and professional career.

Each subheading contains, on average, not more than a page of content allowing instructors the ability to easily limit reading assignments from the book to concise, focused sections.

The book is very process-based, and follows the workflow necessary to write a successful academic researched assignment.

The limit of this strategy might be students being overwhelmed with so much discussion of process they'd be paralyzed to inaction.

An instructor, then, would have to be direct in assigning reading materials relevant to a student's immediate research goal.

I like how the text follows the path a student would follow: from narrowing a research question, selecting and reviewing research materials, then choosing how to implement them ethically in writing.

It also details how to process research considerations students may not consider including how to archive research results, to respect copyright law when publishing blog posts or submitting student work to an online repository.

The text contains many online activities, sample research artifacts, and instructional handouts. Some require on Ohio State student authentication. The text is still useful without access to these materials, though an instructor would have to alert students to this issue.

Text was proofread well.

Didn't see any culturally insensitive content.

Reviewed by Jonathan Grunert, Assistant Professor of Library Services: Information Literacy Coordinator, Colorado State University - Pueblo on 2/1/18

This textbook covers the concepts found in the ACRL frameworks in a way that is meaningful and accessible to academic researchers at all levels. It adequately provides a discussion of the complete research process, with clear signposts as to which... read more

The content appears to be accurate to 2016, with some acknowledgement that finding sources is an activity that has seen many changes in the past few decades, and will likely seem more, and rapidly.

Information discovery and retrieval is a rapidly changing process in a changing field. But much of the content in this textbook—as far as general advice and instruction for finding resources and the ways to use them—remains relevant. As information processes change and as information uses change, I have no doubt that librarians will be at the forefront of maintaining the relevance of a textbook like this one through various edition changes.

This textbook is clear, and accessible to researchers at all levels. Jargon, where present, is well-explained, and the contexts for the various components of the textbook are provided.

The text and frameworks in this book are consistent with ACRL frameworks as well as with the ways librarians tend to talk about finding and using sources. Furthermore, the book consistently uses the same terminologies to clearly explain sometimes difficult practices.

I would be very comfortable using any chapter of this book to teach a component of the academic research process. The chapters are discrete, with well-defined boundaries. The modularity of this textbook helps reinforce the overarching idea in this book: the iterative research process. Students might read the chapters in virtually any order, and come away with a valuable understanding of the research process.

This textbook presents the research process in the way that many students and faculty think about the process—from the perspective of the end goal, and through the organizational structure of an academic paper. But, it also indicates throughout the process places when the researcher needs to revisit an earlier step, to modify the project, or to make the end product more meaningful.

No issues in the interface; nothing distracting from the content.

Some minor punctuation errors, but no grammatical errors that distract from the content.

This textbook comes from an American perspective for ways of searching for, retrieving, and using information, as well as the traditionally American ways of constructing arguments. Though there is not discussion of other cultural ways of arguing academically, this textbook does not dismiss or otherwise denigrate other cultures; nor is it insensitive in any way.

Many examples are university-specific to the libraries at Ohio State University, as should be expected from a textbook such as this. As such, this book will be most helpful to students using the book at OSU. However, instructors using this book need to be aware of this focus, and must prepare to supplement with materials accessible by researchers outside OSU.

Reviewed by Susan Nunamaker, Lecturer, Clemson University on 2/1/18

This textbook is comprehensive. It goes in-depth covering the topics of research questions (specifically how to narrow down topics), types of sources, sources and information needs, precision searching, search tools, evaluating sources, ethical use of sources, how to cite sources, making an argument, writing tips, copyright basics, fair use, and roles of resource sources. The textbook hits all of the topics that I plan to cover in my upcoming classroom-based research course with the exception of techniques for completing and writing a literature review. The textbook touches on the topic through a section on "background reading", but does not go in-depth. Otherwise, the textbook covers every aspect of academic research.

I found no errors or bias issues in my initial first read of the textbook.

The information and techniques provided within this textbook are up-to-date and relevant for academic research. I reviewed several textbooks before choosing this one for my upcoming masters-level classroom-based research course. I chose this book because of its relevance in regard to the practical skills needed in order to complete research assignments within the course, as well as, writing a capstone research paper.

This textbook is clear and exceptionally readable. It is organized by research skills in an order that makes sense to the reader. For example, the book begins with a chapter on choosing one's research question. Verbiage is clear and concise for all levels of academia to be able to effectively utilize this text.

This textbook is consistent in terms of terminology and framework. Each chapter of the textbook builds on the last. The reader is not necessarily expected to have prior knowledge of research before reading chapter one, but should easily be able to have a good frame of reference for academic research by the end of the textbook due to its high-quality framework for scaffolding knowledge with each chapter.

This textbook does a great job of sectioning academic research into small bites for the reader. It was easy for me to create modules from the textbook's chapters, spreading the information within the text over an 8-week course. The modularity of this textbook was a selling point for utilizing the textbook with students.

This is a well-organized textbook. Each chapter builds on prior chapters. Chapters are organized in a logical manner. The first chapter begins with the purpose of research questions and builds content to assist the reader in narrowing down options for research questions. The textbook progresses to assist the reader in building skills as an academic researcher throughout the textbook.

No interface issues were discovered during my initial exposure to the online format. I printed the PDF (because I still love paper) and all display features printed properly. The online navigation is easy to use and pleasing to the eye, as well.

No grammar issues were detected during my initial review of the textbook.

This text is not culturally insensitive or offensive in my opinion.

This is an excellent textbook if you are looking to utilize it to introduce students to the academic research and writing process. Its layout and design and conducive to module-based instruction, and the content is well thought out and beneficial.

Reviewed by Diane Kauppi, Library Faculty, Technical Services & Systems, Ruth A Myers Library at Fond du Lac Tribal & Community College on 2/1/18

The text did a great job of covering the subject and the table of contents were laid out well. The content was well thought out. read more

The text did a great job of covering the subject and the table of contents were laid out well. The content was well thought out.

I found the accuracy to be good. The content is a good representation of what a student needs to know in order better understanding library research.

The content itself is good & should stand the test of time for the near future. The only exception is that even though it's only one year from the publishing date (2016) many of the links are broken. And I would have preferred a OER text that was geared more generally for application to any institution vs. the inclusion of OSU specific references, links, resources.

For a text written to a 4-year university/college audience the text was good. For a 2-year community college audience some of the terminology would need to be defined.

I found the consistency to be good. It followed through each section with including tips, activities, etc.

I think the modularity was good. And the text could easily be broken down into smaller sections to be used as units by themselves or refresher units. The only issue would be where there are links within a module that link to other modules. Add to this that these links didn't work-- I rec'd errors each time I tried a module link.

The overall organization and flow as great. As stated on p 6 ("... as though you are conducting a research project while reading them [the sections]...") this made my logical side happy.

I like the links to activities for students to practice the skills being taught. The problem though was that many of the links no longer work. Additionally, many of the links are to areas not available to users who are not affiliated with OSU. And as mentioned in another review section, module links to other modules didn't work either.

I found the grammar to be quite good with only a few exceptions or where it was clunky at times.

I thought the text was neutral in this area. Nothing that blatantly jumped out at me.

I appreciated the link to application of research to other areas of our lives outside of academic research. I try to get this point across to students, especially when they are hesitant and resistant to library research. I found the "tips" & "summaries" to be a nice added 'pop' & easy for referring back to later. I liked the bold letters/words for emphasis. And the suggestion to "brush up" on p 31 was a nice touch vs outwardly assuming they don't know. The downloadable templates are a great resource for students. Overall, I found the text to be a good resource.

Reviewed by Kristine Roshau, Instructional Technology Specialist and PT Faculty Librarian, Central Oregon Community College on 8/15/17

This text is extensive! Like the title suggests, it truly is a full guide to academic research, from developing a topic, finding sources, and using them appropriately. It also follows the logical order of the search process, from identifying an information need, evaluating source quality (and purpose), and how to perform complex searches. It also highlights several common areas where academic research can be performed, from the college library catalog to specialized databases and how to find academic sources on the free web.

The book also covers what to do once sources have been found, including the importance of properly citing sources, ethical use of source material, and how to cite unusual or non-standard source material. It then moves into addressing the writing process: developing an argument and idea, writing tips, and a large section on copyright, fair use, creative commons, and public domain.

The table of contents is very granular, which is helpful. The sections vary in length, but given the overall size of the book (190 pages) having a very specific TOC is useful when returning to the text as a reference source.

I did not find any objectionable or questionable content. The authors have done a good job of selecting examples for each section (often with associated online activities or examples linked out to the web) that are varied and unbiased, but also represent realistic examples of what students might be encountering during their research process. I was really pleased when looking through the section on citing sources - styles can change, but the book is written in such a way as to be comprehensive about the purpose of citing sources, and links out to many helpful web sources, citation tools, etc so the information will remain accurate in the textbook even if the style guides themselves are updated in the future.

The section on copyright is similarly done.

See previous note - it is clear the authors have taken care to include examples that will remain relevant, not evaporate into popular culture, and provide flexibility where the content may be updated or changes (such as copyright law and citation style guides). They do provide a LOT of external links and activities, not all produced by Ohio State. So it's possible that some of their links may break in the future. It does appear that they have made an effort to either link to open sources they control, or which are unlike to change significantly (ie: government websites).

If I were using this text, I would probably modify some of the resource sections (eg: databases) to reflect those that the students at my institution have access to, though the writers do make a point of identifying OSU access-only resources where applicable. I would also update the copyright/plagiarism section to include our college's student handbook blurbs, etc.

The tone is extremely approachable in all of the areas I checked. This is extremely important in academic research where there are a lot of areas of possible legal entanglement, and the authors have done a credible job of breaking down complex concepts into approachable prose and examples.

The textbook is consistent in both writing and structure; however, I do with the table of contents was split into sections in the same way the content is. Page numbers are given though, so that's not really a big deal. There were one or two places where I saw formatting errors, but nothing overly distracting - it did not adversely effect the content.

It is visually appealing and for the most part, easy to navigate. No huge blocks of text, and it also intersperses activities, tips, and examples. The text is also organized in such a way that it can be used as a reference, without needing to be read from start to finish in order to make sense, which is helpful for the researcher who may need to pop in for just pieces of the work.

However, there is a strong presence of external sources (often OSU library webpages) and activities that are linked out of the text. The writing itself is certainly standalone, but the book would lose a lot of its character if it were printed and not viewed digitally. I would have liked a References or bibliographic section that listed some of these resources, but there wasn't one, meaning the user would not be able to search for the resource if the linked text didn't work.

I can see the potential for too many asides for activities to be distracting, but they are generally held to the end of their relevant sections, so it wasn't too overwhelming. The organization follows a logical research process, walking the reader through from beginning to end.

As mentioned before, there are a few places where it looks like images have distorted the intended formatting, pushing items to empty pages, etc. But these instances are rare. A few of the images could be higher resolution, but they were certainly legible (and I was viewing this text at 125% zoom on a larger screen, so my experience is probably not representative of every reader).

It is long though, and I would have loved to be able to jump to sections through anchor bookmarks in the content page - that would be a nice touch.

I also found a few broken links, which is not totally surprising, given the volume of them in this book.

None noticed in this review.

No objectionable content found - the authors have chosen inclusive examples wherever possible, while remaining realistic about subjects students might be researching.

Not all of the links to activities are self-describing (there are no plain URLs, but many of the activity links contain the same 'Open Activity in Web Browser' text, which would be confusing if a user was navigating with a screen reader.

Reviewed by Deborah Finkelstein, Adjunct Professor, George Mason University on 6/20/17

The book is very comprehensive. The authors consistently explain concepts well and provide easy-to-understand examples that are approachable for the undergraduate audience. For example, the authors don’t just say, “narrow down your source,” they go through steps to narrow it down, walking students through the process. (p 9) Very thorough. They also spend a page and a half giving examples of “Regular Question” vs. “Research Question.” (p 13-14) This ensures that students will understand the difference. They also do well with explaining fact vs. option, objective vs. subjective, primary vs. secondary vs. tertiary sources, popular vs. professional vs. scholarly magazines, when to quote vs. paraphrase vs. summarize, and other concepts that are critical to performing research.

The book does not have an index. The table of contents is quite thorough and very useful in understanding the breakdown of the book or locating certain topics.

The book is error-free.

There are many digital examples in the text. As long as authors make updates as technology inevitably changes in the future, the book should remain relevant.

The book has a conversational tone that is connective, trustworthy, and approachable for the undergraduate audience. This makes it easy to read and easy to understand.

The book is very consistent with tone, and terminology.

In the introduction, the book encourages students to “jump around a bit in this guide to meet your needs.” (p 5). The book stays true to this idea. Students could read the book straight through, but it is well-designed for “jumping around.” The sections stand alone, and instructors could easily assign sections in the book out of order. This book could be used as the only textbook in a classroom, or an instructor could use these modules to supplement an existing textbook. Topics are easily found in the book thanks to an excellent table of contents, a clear organizational structure, and a great use of headers.

The book is well-organized and follows a logical structure. Individual topics are also well-organized. The authors break processes into step-by-step, making is easy for students to learn.

Great use of visual aids. For example, there is a chart on how to narrow down research topic (p 9), and a chart on the roles of resources in research (p 179). These items are great for visual learners, and they make the text come alive while emphasizing important concepts.

The book shares links to outside sources. This provides students that would like more information that is beyond the book with resources. It additionally provides students links to activities, such as one that asks them if a source is primary, secondary, or tertiary (p 34). On occasion, it links to outside companies, such as citation management software, news outlets, and social media, making the book a resource. In this way, the book utilizes the medium of a digital book.

The book is free of grammatical errors.

The book is culturally sensitive. The book is designed for Ohio University students. Examples given occasionally apply to Ohio, such as when the authors are providing examples of newspapers, they list two out of six that are from Ohio, including the campus newspaper (p 43) There is also a link to the OSU Libraries’ newspaper database (p 44), and when talking about citation management software, they mention the three that are available at OSU. It’s not a large enough issue that one should not use the book; it’s still easy to understand, but it is a limitation and worth mentioning to students.

I teach a 300-level English class on performing research and writing research papers. I plan to utilize this book next semester due to the excellent organization of modules, the approachable tone, and the great explanations and examples.

Reviewed by Constance Chemay, Head of Public Services, Library Services; Asst. Professor, User Instruction, River Parishes Community College, Gonzales, LA on 6/20/17

The book does an excellent job covering the subject, and even goes beyond what its title suggests, with chapters on writing and formulating an argument. The chapters on copyright and fair use are exceptional. However, it lacks both a glossary and an index. Some terms are defined in their appropriate chapters, but not all. Some students, particularly first-year or those who may be enrolled in developmental courses, would benefit greatly from a glossary. The activities, while appropriate for their contexts, are mixed in their effectiveness; some provide good feedback with clarification, but most offer little more than a smiley face for a correct answer or an “x” for a wrong answer with no other feedback.

For the most part, this book is accurate and unbiased, but one area where I noticed discrepancies is the chapter on citing sources. MLA released its 8th edition in April 2016, yet the examples provided are 7th edition. I also noticed errors in the example for APA; only the first word, proper nouns, and those following major punctuation marks are to be capitalized in article titles following APA formating guidelines. Regarding bias, the book is unbiased; however, I disagree with the discussion of news sources regarding mainstream versus non-mainstream (or mainline as used in the text); main-stream media includes "traditional" sources, e.g., television, newspapers, and radio, as opposed to online sources, especially social media. The authors’ inclusion of Fox News, a right-leaning national television news network, a contemporary of CBS, NBC, and ABC, as non-mainline rather than mainline shows bias, in my opinion. It’s difficult to find news from any news source, mainstream or not, right, left or center, that doesn’t have some bias or opinions in its reporting.

This textbook itself is written so that it will be relevant for a long time. However, there are some exceptions. The discussion of citation styles uses examples for MLA that reflect the 7th edition rather than the 8th, which was released in April 2016. The book covers this discrepancy somewhat with its tip regarding choosing a citation style, with its remarks that styles do change and its recommendation to check with one’s instructors. Another issue is the potential for link rot regarding external websites; in fact there are a few dead links in the text and activities already. A couple of online resources mentioned and linked to, IPL2 and the Statistical Abstracts of the US, have been retired for at least a couple of years, which makes me wonder about when the book was actually last reviewed edited.

The book is well-written, easy to read, conversational. Most technical language is defined and used appropriately.

This book is consistent in terms of its terminology and framework.

This book is extremely modular in its organization at the chapter level and within the chapters. It can be easily reordered to meet specific course or instructor needs. It does refer to other sections of the text, but these references are appropriate, emphasizing more in-depth information elsewhere in the book. Sections that are unique to OSU can be replaced/revised to make the text relevant to other institutions as needed.

It is well organized and reflects the processes and stages of research. While the research process is not linear, the topics are presented in a logical manner that guides students through the process. I did note that a couple of sections in chapter 7, on ethical use of sources don’t really seem to fit there, however. The paragraphs on page 118 discussing a lack of understanding of the materials and lack of time might fit better in other chapters.

While the online version works well, the PDF format has issues. Some of the in-text navigation links work (the TOC links) while others found throughout the text don’t, often giving an “error: unknown export format” message. There are also a few dead links in both the online and PDF formats, as well as in some of the online activities. Some links direct users to OSU Libraries’ resources, either their catalog or their licensed databases, but not all such links are clearly identified as such.

Grammatical Errors rating: 3

For the most part, this text is well-written, grammatically; however, it does have a few grammatical/typographical errors, possibly more than one might expect from a text of this length, and assuming that the author is most likely a committee rather than an individual, more eyes reviewing the text should catch such errors. There are also instances of tense inconsistencies, shifting from present to past in the same sentence. Two paragraphs on page 47, under “Finding Data in Articles . . .,” repeat the same four sentences verbatim in different order. This occurs again on page 88. While these are not grammatical errors, they are certainly editorial errors. Most of the online activities have typos, as well, more so than the textbook.

This textbook is not culturally insensitive or offensive.

I do like this book. I think it puts the topic in terms that students can readily use and understand. I'd even recommend the chapters on copyright and fair use to faculty! I do think that it could benefit from the inclusion of a glossary and an index, as well as regular and frequent review, especially in regards to the linked resources. The PDF version definitely needs revisions since it seems that most of the in-text referral links throughout the text don’t work. Since it is tailored to OSU’s library resources, any instruction librarian using the book can substitute content relevant to his/her institution; non-library faculty using the text can consult their own librarians for help with this.

Reviewed by Dawn Kennedy, Ed.S, Health Education, Anoka-Ramsey Community College on 4/11/17

Choosing & Using Sources: A Guide to Academic Research serves as an excellent guide for teaching the research process. It takes the learner through the process of academic research and writing in an easy to understand manner. As an educator in a community college setting, I am working with students who are new to the research process. This text will be useful when working with students to start developing the appropriate process of research writing. The text has neither a back-of-the-book index nor a glossary. It is beneficial that key terms are defined throughout the chapters.

The information presented in the text is accurate at this point in time and unbiased. One concern is that some of The information presented in the text is accurate at this point in time and unbiased. One concern is that some of the links do not work.

Content is up-to-date at this point in time. Most examples and exercises are arranged separately from the main text and can be updated as needed. Some of the content links to the Ohio State University Libraries databases which may not be assessable to students outside that institution.

This text is clearly written, well-illustrated, and user-friendly for the undergraduate audience. It avoids technical jargon and provides definitions where appropriate.

Choosing & Using Sources: A Guide to Academic Research is consistent in terms of terminology and framework.

Regarding the book’s modularity, users of this text can be selective in chapter choice. In this sense the text is useful to instructors and students who wish to focus on a single component and /or use the text as a reference. For a better understanding of the research process in its entirety, reading the text in the order written may prove to be more beneficial.

The text's organization mirrors the research process in a logical, clear manner. Chapters 1-8 lead the reader through the basics of research literacy and research skills; chapters nine and ten explain the process for making an argument and writing tips; Subsequent chapters zero in on copyright and Fair Use information. Key concepts and points are supported with highlights, examples and colorful illustrations.

The text displays generous use of visuals which are clear and free of distortion. The activities provided support the concepts and skills being addressed and are easy to navigate. One concern is the activities which are linked to Ohio State University may not provide access to all, resulting in limited access of information and frustration for the reader.

• The text is not culturally insensitive or offensive in any way.

This is a text does an excellent job of explaining the research process in a logical manner. The text uses examples, illustrations, and skill practice to support the learning process. I recommend this text for use in it's entirely for teaching and learning the research process and as a resource for the rest of us.

Reviewed by Scott Miller, Reference and Instruction Librarian, Rogue Community College on 4/11/17

The book is very comprehensive and even goes beyond what might be expected in this kind of textbook. Along with choosing and using sources, the authors include a section on making an argument. Topics are dealt with appropriately and the text employs tests and activities along the way. I found some of the activities were not particularly well designed and sometimes answers to questions were based on assumptions by the authors as to context that in real life may or may not be appropriate. For instance, they claim that the periodical/journal title "Coral Reefs" is a scholarly journal, but judging by the title alone in a real life exercise there is no way to know whether it is scholarly or popular in nature.

There could have been more discussion about context and how it defines whether a sources is primary, secondary or tertiary. '

What the this textbook does not have is any kind of index or glossary, which I found disappointing.

I did not find any instances of inaccuracies in the text. I did find, however, some assumptions in the text that were not always warranted. I took issue with the assumption that mainline news sources are objective (p. 42). It is very clear that news articles are often biased. I think telling students that mainline news sources are objective effectively disarms instead of promotes critical thinking by students doing research.

On page 126 there is a discussion about using quotations where the authors say that all quotes are to be put within quotation marks. This is not true of block quotes in MLA or APA style and they omit any mention of it.

This textbook should retain its relevancy for several years, but it will lose its effectiveness very soon, since many of the dozens and dozens of links in the text will surely break before long. In the short term the links are a great feature, but they do severely limit the longevity of the book. I also found them annoyingly pervasive.

It should also be noted that the MLA citation example on page 122 uses the outdated MLA 7th edition guidelines.

Overall, I thought the book was very clearly written and easy to follow. The one section I struggled reading was the section on sources and information need. It seemed to want much more editing and was often wordy and almost obscure.

I did not notice any lack of consistency in terminology or framework.

This is one the book's strengths. It was clearly organized into topics and subtopics which sometimes could be addressed in an order chosen by an instructor. There were, however, occasional self-references to earlier sections or previously used external sources.

Moving from the simpler aspects of choosing and evaluating sources to the more complex uses of them and how arguments are constructed made good sense.

Interface rating: 2

I found the interface to have significant problems. At least a dozen links would not work from the PDF text when opened in Firefox. I often got the message, "error: unknown export format." The links seemed to work when viewing the text online, however.

The textbook's usefulness outside of Ohio State is severely limited by the frequent use of sources only available through OSU student logins. The textbook was written for OSU students, but it really fails as a textbook for any other institution unless it is significantly modified.

I found a few missing punctuation marks, and only two missing or wrong words in sentences. For a textbook this long, that's very good.

The textbook used interesting and non-offensive examples.

While it's a good textbook for choosing and using information sources it suffers from being too specifically written for OSU students, as well as including an overabundance of links that will reduce its longevity. Not including any kind of index or glossary is also a drawback.

Reviewed by Vanessa Ruccolo, Advanced Instructor of English, Virginia Tech on 2/8/17

Ch. 1 has a great overview of regular versus research questions and the difference between qualitative and quantitative research. Ch. 2 covers primary, secondary, and tertiary sources as well as popular, professional, and scholarly. Ch. 3 includes a source plan (i.e. what do you need the sources for and what is your plan). Ch. 4 gives tips and hints for searching on a library database. Ch. 5 gives different search options, like the library or Google Scholar. Ch. 6 is all about evaluating the sources you find, including clues about sussing out bias and thoroughness, as well as discussing currency of topic. Ch. 7 discusses why you should cite sources. Ch. 8 discusses ways to cite sources. Ch. 9 is looking at argument as dialog and what is necessary in that exchange and a recommended order of components. Ch. 10 covers quoting, paraphrasing,and summarizing and signal phrases. Ch. 11, 12 are copyright and fair use. Ch. 13 covers the roles or research.

I will use Ch. 1 and 2 in my classes, as I think the breakdown of research is useful and clear. Ch. 3 also has useful imbedded tools that will help students plan; Ch. 4 and 5 might be used as references post-library visit. I will also use Ch. 6 and Ch. 10.

I think the information provided for distinguishing scholarly, popular, and professional is helpful and I hope the resources help students understand good, reliable sources a bit better. The same is true for searching for sources, and I think the sections on search engines and evaluation of sources are going to be quite useful.

While the information on copyright, fair use, and why and ways to cite sources is fine, I won't be using these for my English classes as I find them not as helpful or relevant.

I think the book is quite accurate in terms of information provided. They use sources that both I and my students use, so clearly the book is addressing real needs in the classroom. It also makes suggestions that reinforce the concepts our librarians share with the students and instructors, so I find this to be extremely helpful.

The book suggests Purdue OWL, a source I also use; however, I realized this year that OWL was behind in updating some of the MLA citation changes. So that's something maybe for the book authors to note or address when recommending websites.

With that said, I think the book covers key specifics like university library websites, Google Scholar, and search engines, in broad enough terms to keep it relevant. Also, the graphics are simple and not dated, and there is one drawing of the "outernet" that shows what social media, Youtube, etc. would look like in the "real, outer" world. This drawing is the only thing I saw that might be dated soon, but its point is still solid.

Very easy to read, clear terminology and explanation of terms, and lists are also provided to help break up each page's prose, which means the information is presented in a visually clear form as well.

I think the consistency of terminology as well as the scaffolding makes sense on the whole. I didn't seem places where the language changed or seemed to have several writers or definitions.

Perhaps one of the best parts of this book is how each chapter is contained, succinct, includes an activity, but still builds on and with the other chapters. Each chapter is stand-alone and clear and easy to read online, or if you chose to print it. The creators clearly had the online reader in mind, however, and the chapter lengths and fonts are comfortable.

Overall, I like the organization, specifically for chapters 10-6. I would change the order of the final chapters so that Ch. 9 and 10 come before Ch. 7, 8, 11, 12. I would also move Ch. 13 "The Roles of Research" to earlier in the book, perhaps around Ch. 3 or Ch. 6. If I use these materials, I will reorder some of the chapters for my class so that the scaffolding and explanations work a bit more side by side.

Again, comfortable, easy-to-read pages, simple graphics and the charts used are helpful and appropriate. I especially appreciated that the authors didn't use images that showed people or figures that could both date the book and also make students feel talked down to - I hate images like this and refuse to use textbooks that incorporate them, so kudos!

Additional resources are easy to access.

I wish the email option (for sending yourself a page) pulled up a screen in which I could type the email I wanted it sent to. Instead, it pulls up Messenger, which I don't use.

The Table of Contents didn't let me jump to the chapter when I pulled down the menu. Was that just my computer/browser?

Now, I didn't read through as though I was grading (it is winter break, after all!) but nothing jumped off the page. If something had, if there had been a mistake, I would still use the text; if there had been several, I would have considered abandoning it for class. However, the information is still so good I i might have told my students to find the grammar mistakes as part of an assignment just so that I could use the research parts still; however, I didn't not see any.

No, nothing. Perhaps if the authors include more examples for citations they could pull from culturally different sources then, but the material here was so broad in terms of textual sources it was in no way exclusive.

I will be using parts of this book in my English classes. Well done to the authors - a helpful, free supplement.

Reviewed by Dale Jenkins, Advanced Instructor, Virginia Polytechnic Institute & State University (Virginia Tech) on 2/8/17

Having taught freshmen how to write college research papers for the past 18 years, I gave the text high marks on addressing all of the key elements college students need to engage in academic research. read more

The text implements content from a host of sources which is extremely useful, but the grammar needs a few tweaks.

This represents a strong aspect of the text. The writers did a good job of winnowing out unnecessary components of the research process, although my freshmen would not delve into the Fair Use and Copyright chapters.

The book gets outstanding marks on clarity. Students will find this to be a definite strength of the text.

The authors did a good job with consistency. I kept my students in mind as I evaluated this aspect of the text.

Students would find this book extremely accessible in terms of modularity. I don't see them being overwhelmed by the text or high-brow jargon.

I noted a logical progression to all thirteen of the chapters. Students in upper-level classes would find the chapters on Fair Use and Copyright more significant in their academic studies.

The hyperlinks and the interactive elements of the book will be extremely appealing to students as well as being substantive.

The book still needs some work in this regard. Pronouns don't always agree with the antecedents, and I noted several shifts in voice in the text.

The text doesn't have any instances of cultural insensitivity, and I pay close attention to this aspect of textbooks when I peruse them for potential use in my courses.

The hyperlinks, using different types of media, and the chapters on "Why Precision Searching?" and the discussion of plagiarism proved to be well-crafted and accessible for students. I also commend the authors for the lack of jargon that would leave students in its wake.

Reviewed by Jarrod Dunham, Instructor - English Composition, Portland Community College on 2/8/17

A very comprehensive guide to the writing of the research paper. I've taught research writing for several years, and this book covers all the material I'd typically cover in a class. Previously I've not used a textbook in that class, but I'm teaching an online section this term and find that the book offers a very effective substitute for the lectured and activities I'd otherwise be presenting in class.

This text is accurate and up-to-date with the most recent developments and issues in the field.

This text is very much up-to-date. It shows an awareness of changing conventions in academic writing, and emphasizes the latest technological tools for researching and managing citations. It frequently links to outside resources, which could be problematic in the event those resources were removed or relocated, but in practice I never encountered such an issue.

Clarity is one of the book's strengths. It is written in clear, simple, and concise prose, resisting the kind of "academese" that is frequently employed in textbooks and gives students a false impression of what academic writing should look like. I found all of the content very easy to understand, and, although it's intended for slightly more advanced classes, accessible for Freshman writing students.

The text is highly consistent, both in terms of the terminology it employs, its organizational structure, and its systematic incorporation of tips, learning activities, and quizzes.

The book is divided into 13 chapters, each of which addresses particular aspects of research writing and can be employed on its own, or in conjunction with other related chapters. I found that assigning chapters in order was generally perfectly appropriate, although there was no issue with assigning the odd chapter out of order - links to previous or later content are provided where appropriate, so students can easily navigate to other relevant sections of the text.

This text is very nicely organized. It moves from the beginning stages of the pre-writing process - choosing a topic and identifying appropriate guiding questions - through the research to the writing of the paper itself. I found that the organizational structure of the text very closely mirrored the structure I use myself in teaching research writing. As such, adopting this text for the course (and adapting the course to the text) was a delightfully straightforward exercise.

The interface of the text is excellent. It is very easy to navigate, very attractive, and all tools work as intended. Some features are only available to those with Ohio State University log-ins, which yields a handful of frustrating moments, but in general I didn't find this to be a significant issue.

The text is error free and written in a simple, accessible, and engaging style. It's not merely an easy read, but one that effectively models clear and concise academic prose for writing students.

To the extent such issues come into play, the text is inclusive and culturally sensitive. The content of the text is mostly neutral on such issues - they simply tend not to come into play - but I was pleased to find a comprehensive chapter on the ethical use of sources, which introduces an ethical dimension to the research and writing process that many students may not anticipate or otherwise be prepared to navigate.

Overall I was quite pleased with this text. In my online section of Research Paper Writing, I have assigned nine of the thirteen chapters, and am very pleased with the breadth of content covered thereby. With one exception, I've been able to assign those chapters in the order they appear in the book, which simplified the planning process for myself, and offers a structure to the course that will be more readily apparent to my students as well. Late chapters on Copyrights Basics and Fair Use struck me as unnecessary and a little off topic, but it is of course easy to simply not assign those chapters, and since this is not a print book they have no bearing on materials costs.

For an online class like the one I am currently teaching, this is an excellent primary text. Even in a face-to-face class it could prove to be a very useful supplemental text. Normally I resist the use of supplemental texts in face-to-face classes, but since this one is free it is ideal for that purpose: instructors and students can simply rely on it to whatever extent feels useful.

Reviewed by Jennifer Lantrip, Reference Librarian, Umpqua Community College on 2/8/17

This book is an excellent source for guiding undergraduate students through the research process, from understanding the purposes for doing research and writing a research question, to composing a thesis and contributing to a scholarly conversation. Students learn where and how to find relevant sources and how to evaluate and use them ethically. The main text is supplemented with links to useful resources, videos, worksheets, examples, and exercises. These are all high quality sources, making this a comprehensive resource for teaching information literacy and the research process. While no index or glossary is provided, terms are well defined within the text. Links are provided to other sections within the text where terms are further discussed.

The content is error-free, unbiased, and accurate. Ideas and concepts are in accordance with the Association of College and Research Libraries’ “Framework for Information Literacy for Higher Education,” with the exception of several small sections that could easily be clarified or adapted.

The opening section of Chapter 3 states that researchers should find sources in order to meet their information needs. However, it states that one information need is “to convince your audience that your answer is correct or, at least, the most reasonable answer.” This should be clarified for students so that they understand that they should start their research with an open mind as opposed to looking for sources which support their predetermined thesis.

The section “The Sources to Meet Needs” in Chapter 3 states that convincing one’s audience is an information need and that students should find sources based upon what their audience would be convinced by. Researchers should not choose their sources based upon what would convince their audience, but rather upon what sources best answer their research question. The most relevant and highest quality sources should not be omitted from the research process because the researcher does not think that his/her audience would be convinced by them. It is part of the researcher’s job to educate and convince his/her audience why the chosen sources and the research are relevant and of high quality.

Chapter 13 mentions briefly, “Putting your sources to work for you in these roles can help you write in a more powerful, persuasive way—to, in fact, win your argument.” It is very important for researchers to make convincing arguments through using quality sources, doing quality research, and presenting the information in an understandable way. Students should understand that the goal of scholarly conversation is not to “win” arguments, but rather to contribute to the world’s shared knowledge. While one argument may hold for a time, it will most likely be refined in some way by future researchers.

The main content of each chapter is current and does not contain terms that will soon be outdated. Specific examples and exercises are arranged separately from the main chapter text and can be updated independently. Some of the content discusses and links to Ohio State University Libraries databases which are unavailable to students at other institutions. While some of this knowledge is transferable, the specific information about these databases is unique to OSU Libraries. It would be useful if this information could be generalized in the main flow of the text so that it would be applicable for students at other institutions.

This text is very readable and easy to understand. Concepts are explained clearly. Exercises and examples are provided to help students grasp each new concept. It is written in a casual tone that appears to make an effort to put its readers at ease while giving solid information about how to complete research and writing assignments successfully.

The terminology used in this book and its framework are consistent. Each chapter, chapter sections, examples, and exercises are organized in a consistent manner throughout the book, making it easy to follow. Students can refer to specific sections of the book or read it straight through. Because links are provided to sections of the book where important terms are defined or discussed further, students can easily jump to relevant sections of the book.

The book is divided into chapters and subsections which lead the reader seamlessly and logically through the research process. The book could easily be assigned to be read linearly, but it would also work well for instructors to assign specific chapters as applicable to the course content.

This book takes students through the research process in logical steps, from choosing and refining research questions, to producing and sharing what they have learned. For students who are unfamiliar with the research process, it would be most useful to read the book linearly as each chapter prepares students for future chapters.

This text is easy to navigate in both the PDF and online versions. Images are clear. There are currently no broken links. The contents in the PDF version could be made clearer by making a greater distinction between the main chapter and chapter section titles.

The text has negligible grammatical errors.

This text is not culturally insensitive or offensive.

I highly recommend this book for teaching information literacy and the research process to undergraduates.

Reviewed by Patricia Akhimie, Asst. Prof of English, Rutgers University-Newark on 2/8/17

This textbook does not include an index or glossary but is full-text searchable, returning a an easy to read and access menu of clickable search results to take readers directly to the desired information. In addition, an expandable Table of Contents for the book is available as a tab so that readers can view an overview of topics and jump to other sections at any time. This textbook offers a review of research methods that is certainly comprehensive. Instructors will likely find that individual sections, rather than the whole work, are most useful in planning lessons and constructing student assignments in research based and writing intensive courses at the undergraduate level.

This textbook is accurate in its representation of research methods and of the reasoning behind these approaches. In addition, details about citation styles, and search tools, seem error-free. Treatments of the more complex aspects of research, such as constructing an argument, are unbiased and thorough.

The textbook should be useful to students and instructors for some time. It should be noted, however, that research software and citation styles are updated, though infrequently. Thus, the video walkthroughs of particular databases, for example, may be obsolete or misleading after some time.

This textbook is remarkably lucid and approachable for undergraduate readers. Discussions of complex ideas are illustrated with useful graphics that readers and instructors will find particularly helpful. The video walkthroughs are perhaps the most attractive illustrations for instructors. These guides will be appealing and easy to use for students intimidated by large databases and their idiosyncrasies.

The textbook is immanently usable. It is consistent in its tone as well as in its use of terms.

It is clear that this textbook has been designed with modularity in mind. Individual sections will be more useful than others, depending on the type and level of the class. In addition, sections can easily be assigned at different points over the course of a semester. For example, sections might be assigned at intervals that reflect the stages of the development of undergraduate student’s independent research paper. The section on formulating research questions might appear early in the semester, the section on citation styles toward the end.

The organization of the book reflects the stages of research. This means that navigating the textbook will be intuitive.

Navigating this textbook will be intuitive, the Table of Contents tab makes moving between sections very easy.

Readers will find the textbook free of simple typos and errors.

Readers will find the textbook inclusive. Some readers may find that the attempt made in the textbook to speak to research in the humanities, social sciences and sciences has meant that discussions can be vague at times but this is to be expected in a textbook on this topic aimed at a broad range of readers and researchers.

Reviewed by Heather Jerónimo, Assistant Professor, University of Northern Iowa on 2/8/17

This text is a comprehensive review of the various types of sources one might need to complete a research project or paper. The book begins with a clear explanation of how to formulate a research question, while the majority of the chapters focus on finding and evaluating sources. The topics in this text are well-chosen and reflect several aspects of academic writing in which beginning researchers might struggle, such as how to do a precision search, understanding biased versus unbiased sources, and how to decide between quoting or paraphrasing. This book is written at a level that undergraduates should easily be able to comprehend, while the content of the chapters gets increasingly detailed and complex throughout the book. There is no index or glossary at the back of the book, but there is a very complete table of contents at the beginning of the text. Readers might find it useful if the chapter titles in the table of contents were in bold, as the detailed breakdown of sections—while helpful—can be overwhelming when one is looking for the main categories of the book.

The text provides helpful and unbiased examples for how to do research in many different areas. The practice activities relate quite well to the content of the chapters, although some links do not work. One of the strengths of the text is its applicability in a general sense to many different types of research.

In most chapters the information is kept very general, allowing the text to enjoy relative longevity, as the process of how to conduct academic research, cite quotes, etc., likely will not change drastically in the near future. For example, in the section on databases, different types of databases are explained, but the author does not reference many specific databases to which students may or may not have access. With an understanding of the concept, students then are equipped to find the databases that pertain to their field and that are offered by their institutions. There are several references to Ohio State throughout the text that will not be helpful to all readers, but they do not impede the reader’s comprehension of the text.

It is a very readable text, written at a level that makes it easily accessible to undergraduate students. The author has avoided jargon that would be confusing to the readers.

Even though the book gives examples of various types of research and sources, it maintains a high level of consistency throughout.

The chapters are clearly divided in a way that allows the reader the option to skip between chapters or to read the chapters in succession. This text could be put to a variety of uses within the classroom. As an instructor, one could use it as a primary text for a Research Methods or Composition class. One could also suggest that students read only certain sections in a class that was not primarily focused on the writing of research papers but that had a research component. This text is a valuable how-to manual that students can reference throughout their academic journey.

The text has a logical organization and flow. The book transitions from more basic information at the beginning to more specialized knowledge in later chapters, allowing students to gradually become more immersed in the topic. The structure permits students to read the text from cover to cover, or to read only the information and chapters about which they are curious. The activities serve as good checkpoints to assess students’ knowledge and break up longer readings.

The interface of the text is easy to manage and does not distract from the content. The placement and accessibility of the activities provide quick and easy checks to assess whether students have understood the concepts of the chapters. The images support the text and are linked closely to the message.

There are few grammatical errors in this text.

The text is not culturally insensitive or offensive. Like many textbooks, it could be more intentional in its inclusion of a variety of races, ethnicities, and backgrounds, perhaps in the examples or practice activities.

Reviewed by Dr. William Vann, Information Studies Faculty, Minneapolis Community and Technical College on 12/5/16

While there is neither a back-of-the-book index nor a compiled glossary in this outstanding textbook (key terms are defined, however, throughout the chapters), one cannot deny its comprehensiveness. In fact, this text covers so much ground it is unlikely to be used in its entirety for any single college course. Information literacy and research skills courses will find the first eight chapters to be a robust introduction to their subject matter, replete with interactive activities and auto-graded assessments. Composition courses engaged in research-based writing will likely work through the first eight chapters selectively, but then dwell on chapters nine and ten on argument formation and writing. Such courses may also benefit from the excellent chapter thirteen on Joseph Bizup's BEAM method of deploying research sources in scholarly communication. Chapters eleven and twelve on copyright and fair use, respectively, are likely to be used only by advanced undergraduates, faculty, and professional librarians, but they do serve as a handy reference nonetheless.

All of the chapters of this textbook contain authoritative and accurate information, in line with national information literacy standards and sound pedagogical methods for composition and critical thinking. The only section of the text I took issue with was the "Fact or Opinion" part of the second chapter, where the authors try to distinguish between fact, opinion, subjective information, and objective information. The authors' attempt results in claims like "the death penalty is wrong" being rendered as opinions, while claims like "women should stock up on calcium to ensure strong bones" are judged to be subjective information. Facts and objective information are superior, on this way of thinking, because they are the result of research studies, particularly empirical, quantitative ones.

I suspect that this way of drawing the distinction would do little to challenge the naive relativism most undergraduates bring to the classroom. (How many of us, when analyzing a text with beginning undergraduates, have had to entertain the question "Isn't that just the author's opinion though?") A better approach would be to talk about claims that are empirically justified (facts), claims that are justified, but not empirically (value judgments - "x is wrong", prescriptive claims - "women should do x"), and claims that are not adequately justified by any means (opinions). In this way, answering a research question like "Is the death penalty unjust?" is not merely an exercise in subjective opinion-making, but rather an exploration of reasoned argumentation, only some of which may be empirical or based on research studies.

The text is current and will likely be so for some time. Examples, activities, and tips are marked off from the main chapter prose, so will be easy to refresh when necessary.

There is no lack of technical terms in the world of information studies, but this textbook does a fine job of providing definitions where appropriate in each chapter. Concepts and methods are explained in context, and illustrative, easy-to-follow examples adorn each chapter.

The only area of the text that falls a little short on clarity is the interactive activities. These are usually multiple choice or matching questions, but some of the word choice in questions left this reader confused, and in some cases the instructions could have been more explicit.

Being authored by committee, we might expect this textbook to suffer in the consistency category. Yet it does not, thanks again to the fine editing job by Cheryl Lowry. Perhaps the book's provenance as a series of online tutorials put together by librarians and faculty at OSU is partly responsible for this.

As the authors suggest on the first page, the research process isn't always linear. So reading a text modeled on the research process oughtn't to be a straightforward chapter-by-chapter march either. Consequently, faculty and students can comfortably read this text selectively and skip chapters as needed. For the most holistic understanding of the research process, however, it would be sensible to work through at least chapters one through eight in their entirety.

I appreciate how the text's organization mirrors the research process itself. The first chapter takes on research questions, exactly where student researchers need to begin their projects. Subsequent chapters explore types of information sources, how to find and evaluate them, and finally how to deploy them in a well-argued scholarly product. The writing in each chapter is clear and crisp, with important concepts amplified by colorful visualizations.

As mentioned above, the chapters on copyright and fair use which occur near the end of the book feel like a logical interruption to the book's flow, and they might well fit more comfortably as appendices for occasional reference by advanced undergraduates, faculty, and librarians.

The "look and feel" of this textbook is clean and very intuitive to navigate through. The design strikes a pleasing balance between prose, graphics, and special formatting features like the explanatory, grey-background "TIPS" found in each chapter. Subheadings, bulleted and ordered lists, and judicious font choices make the text easy to read in all its online file formats.

One weakness of the interface is that several of the linked activities point to OSU Libraries' resources, thus requiring OSU authentication to be accessed. While it is understandable that the authors wanted to include their libraries' proprietary information sources in the activities - these are the sources their students and faculty will be using in actual practice, after all - this obviously makes this text less of an "open" textbook. Those outside of the OSU community who would like to adopt this textbook will therefore have to come up with their own replacement activities in such cases, or do without.

A few of the links in the text did lead me to a curious OSU server error message: "Error: Unknown export format", but I expect these links will be repaired as they are reported to the authors.

This textbook has clearly been edited with careful eyes by Cheryl Lowry, as grammatical errors are few to none. The grammatical hygiene of the text can probably also be attributed to its collective authorship - over a dozen librarians and faculty of the Ohio State University Libraries developed the content, which was born out of a series of online tutorials.

This textbook is culturally relevant in its use of examples and depictions of college students.

This text is a substantial contribution to the open textbook movement, and its quality easily meets or exceeds anything comparable in the commercial publishing arena. Highly recommended.

Reviewed by Kelly McKenna, Assistant Professor, Colorado State University on 12/5/16

The book provides a thorough introduction and how to regarding sources in academic writing. With the exception of the first chapter on writing research questions, the rest of the book is focused on sources, which is relevant for any type of academic writing not just research papers. The information is relevant across disciplines and readable to a wide audience. It is clearly written for and geared towards undergraduate students, particularly from Ohio State University. The index is detailed making it easy to locate specific information and includes hyperlinks for clear navigation. A slightly altered index format would make the chapter topics more readily available and accessed. All subjects and chapters are aligned rather than clearly indicating each of the chapters found within the text.

Content throughout the book is accurate and clearly written. There does not appear to bias in reading the material. The book includes numerous resources linked throughout the text, however some are no longer active resulting in error messages.

Due to the significant number of links throughout the book, it is likely updates will be necessary on a consistent basis. These links are extremely beneficial, so ensuring they are accurate and up to date is essential to the content of this book. Much of the book reads as a "how to" regarding sources, so although practices for scholarly writing will likely not become obsolete the sources and technology used to locate the sources will evolve.

The informal tone of the text is engaging and applicable for the intended audience. The writers are aware of their audience, avoiding technical jargon. Also, throughout the book they provide numerous examples, resources, activities, and tips to provide insight and relevancy to students.

The structure of the book is clear and well organized with each chapter providing scaffolding for the next. Although the text is internally consistent regarding terminology there are formatting differences between and within some chapters. Blue boxes throughout the text contain tips, examples, answers, etc. Organization, readability, and consistency could be improved if these were constant throughout the text similar to the presentation of activities in the text.

Sections of the book could be easily assigned and read in isolation. Subsections of material are clearly marked and chapters are presented in organized fashion with clear delineation between segments. The inclusion of numerous activities, examples, resources, and tips improve modularity.

The book is created as a tool for students completing academic writing and follows this course. Topics contained in the book are presented in a clear and logical structure. As mentioned above, with exception of the first chapter, the material is relevant to all undergraduate academic writing, not just research.

The layout and display work well as a PDF or electronic book. Numerous visuals are included throughout and are free of distortion or other distracting or confusing issues. As mentioned above, the index could be improved by clearly articulating the subheadings as within a chapter.

The book contains minimal to no grammatical errors.

The book is not culturally insensitive or offensive in any way.

Some sections of the book are specific to Ohio State University potentially limiting its relevancy and audience in specific chapters or sections.

1. Research Questions
2. Types of Sources
3. Sources and Information Needs
4. Precision Searching
5. Search Tools
6. Evaluating Sources
7. Ethical Use of Sources
8. How to Cite Sources
9. Making an Argument
10. Writing Tips
11. Copyright Basics
12. Fair Use
13. Roles of Research Sources

Ancillary Material

About the book.

Choosing & Using Sources presents a process for academic research and writing, from formulating your research question to selecting good information and using it effectively in your research assignments. Additional chapters cover understanding types of sources, searching for information, and avoiding plagiarism. Each chapter includes self-quizzes and activities to reinforce core concepts and help you apply them. There are also appendices for quick reference on search tools, copyright basics, and fair use.

What experts are saying about Choosing & Using Sources: A Guide to Academic Research :

“…a really fantastic contribution that offers a much needed broadened perspective on the process of research, and is packed to the brim with all kinds of resources and advice on how to effectively use them. The chapter on plagiarism is really excellent, and the chapter on searching for sources is utterly brilliant.”

– Chris Manion, PhD Coordinator of Writing Across the Curriculum at Ohio State University

“… an excellent resource for students, with engaging content, graphics, and examples—very compelling. The coverage of copyright is outstanding.”

– J. Craig Gibson Co-chair of ACRL's Task Force on Information Literacy Competency Standards for Higher Education

About the Contributors

Cheryl Lowry , training and education specialist, Ohio State University Libraries.

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Types of Sources

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This section lists the types of sources most frequently used in academic research and describes the sort of information that each commonly offers.

Print Sources

Books and Textbooks: Odds are that at least one book has been written about virtually any research topic you can imagine (and if not, your research could represent the first steps toward a best-selling publication that addresses the gap!). Because of the time it takes to publish a book, books usually contain more dated information than will be found in journals and newspapers. However, because they are usually much longer, they can often cover topics in greater depth than more up-to-date sources.

Newspapers: Newspapers contain very up-to-date information by covering the latest events and trends. Newspapers publish both factual information and opinion-based articles. However, due to journalistic standards of objectivity, news reporting will not always take a “big picture” approach or contain information about larger trends, instead opting to focus mainly on the facts relevant to the specifics of the story. This is exacerbated by the rapid publication cycles most newspapers undergo: new editions must come out frequently, so long, in-depth investigations tend to be rarer than simple fact-reporting pieces.

Academic and Trade Journals: Academic and trade journals contain the most up-to-date information and research in industry, business, and academia. Journal articles come in several forms, including literature reviews that overview current and past research, articles on theories and history, and articles on specific processes or research. While a well-regarded journal represents the cutting-edge knowledge of experts in a particular field, journal articles can often be difficult for non-experts to read, as they tend to incorporate lots of technical jargon and are not written to be engaging or entertaining.

Government Reports and Legal Documents: The government regularly releases information intended for internal and/or public use. These types of documents can be excellent sources of information due to their regularity, dependability, and thoroughness. An example of a government report would be any of the reports the U.S. Census Bureau publishes from census data. Note that most government reports and legal documents can now be accessed online.

Press Releases and Advertising: Companies and special interest groups produce texts to help persuade readers to act in some way or inform the public about some new development. While the information they provide can be accurate, approach them with caution, as these texts' publishers may have vested interests in highlighting particular facts or viewpoints.

Flyers, Pamphlets, Leaflets: While some flyers or pamphlets are created by reputable sources, because of the ease with which they can be created, many less-than-reputable sources also produce these. Pamphlets and leaflets can be useful for quick reference or very general information, but beware of pamphlets that spread propaganda or misleading information.

Digital and Electronic Sources

Multimedia: Printed material is certainly not the only option for finding research. You might also consider using sources such as radio and television broadcasts, interactive talks, and recorded public meetings. Though we often go online to find this sort of information today, libraries and archives offer a wealth of nondigitized media or media that is not available online.

Websites: Most of the information on the Internet is distributed via websites. Websites vary widely in terms of the quality of information they offer. For more information, visit the OWL's page on evaluating digital sources.

Blogs and personal websites: Blogs and personal sites vary widely in their validity as sources for serious research. For example, many prestigious journalists and public figures may have blogs, which may be more credible than most amateur or personal blogs. Note, however, that there are very few standards for impartiality or accuracy when it comes to what can be published on personal sites.

Social media pages and message boards: These types of sources exist for all kinds of disciplines, both in and outside of the university. Some may be useful, depending on the topic you are studying, but, just like personal websites, the information found on social media or message boards is not always credible.

Research Paper: A step-by-step guide: 4. Appropriate Sources

1. Getting Started
2. Topic Ideas
3. Thesis Statement & Outline
4. Appropriate Sources
5. Search Techniques
6. Taking Notes & Documenting Sources
7. Evaluating Sources
8. Citations & Plagiarism
9. Writing Your Research Paper

What Source Should You Use?

What type of information do you need.

The type of sources you might need for your research will depend on the type of research you are conducting. Familiarizing yourself with various types of sources will help you with both your current paper and future research. Below you will find a quick overview of common types of resources that will help you navigate how best to choose sources for your research.

Broad categories of information and where you can find them can be broken down into the following areas:

Background or introductory information - dictionaries or encyclopedias as found in Gale eBooks
General information - history or overview - try books from the library catalog
News and current events - newspapers and current periodicals - try NewsBank or the New York Times
Scholarly information - scholarly journal articles in databases
Discipline specific information - discipline specific databases

Scholarly Resources

Scholarly resources (sometimes called academic resources) have the following qualities:

Written by experts with credentials or affiliations (PhD, M.D.)
Written for other experts - each work is a voice in an ongoing conversation
Scholarly language - technical, discipline specific vocabulary
Verifiable and reliable evidence - look for citations
Peer reviewed - editorial process where other experts review and assess information

Peer review is an important process in scholarly communication. The process of peer review is supposed to ensure that corrections are made to an article before publication, holding the article's content to a higher standard.

Scholarly journals are the main publication format for scholarly research. Most scholarly journals are available for students online and are accessible through library databases. Find out more about library databases below.

Primary, Secondary, and Tertiary Resources

Sometimes you will be asked to find resources categorized as primary, secondary, or tertiary resources. For historical research, the library has an excellent guide, Understanding Historical Sources , breaking down these types of resources and where you can find them.

It should be noted that a primary source in the scientific disciplines looks a little different than a primary historical source. Put simply, a primary source in the sciences would be the original research, data, or material that forms the basis for other research. For example, the first time research about a new scientific discovery is published would be the primary source. A paper that analyzes or interprets the original research would be a secondary source. A tertiary source would collect and summarize the information from both the primary and secondary sources.

Choosing a Resource

The library has many way to help you narrow down what source to use for your research.

Contact a librarian by email at [email protected]
Get individualized help from a subject librarian
Check out our list of subject research guides
Watch a video tutorial on one of our specific databases

Choosing the Best Database for Your Project

You will learn about search techniques in a later step of the research process. But for now you can watch a quick video that will help you determine how to choose the best database for your project .

<< Previous: 3. Thesis Statement & Outline
Next: 5. Search Techniques >>
Last Updated: Apr 18, 2023 12:12 PM
URL: https://butte.libguides.com/ResearchPaper

Tips for Online Students , Tips for Students

The Ultimate Student Guide To Finding Credible Sources

Updated: January 24, 2023

Published: January 1, 2020

The-Ultimate-Student-Guide-to-Finding-Credible-Sources

When it comes to writing a research paper, it’s crucial that you use credible sources to make sure that the information you are stating is actually true. Knowing the difference between credible sources and unreliable sources doesn’t always come so easily with endless information flooding the internet. Thankfully, there are some simple tips that you can use to ensure that you are always using credible sources for research.

What is a Research Paper?

A research paper is a piece of academic writing that uses original research on a specific topic. There are many different types of research papers, ranging from a high school term paper to a master’s thesis or doctoral dissertation.

Books and a pair of glasses that belong to a student

Photo by Wallace Chuck from Pexels

How to start a search for sources, 1. start simple.

If you’re wondering how to find sources for a research paper, the easiest and best way to start is simple! Just try browsing through some common search engines to see what you find.

2. Cross Wikipedia off

Wikipedia, although it’s a massive pool of information, should always be avoided when writing a research paper since it allows the public to edit information. Sites such as these often run the risk of lacking accuracy, and is not one of the most credible sources for research.

3. Yes to scholarly databases

Scholarly databases are your best friend when it comes to finding credible sources for research. Online scholarly databases that can be trusted and are known to provide useful information for students include LexisNexis and EBSCO.

4. Newspapers and magazines

Although sometimes biased, newspapers and magazines can also be a great place to find information about current events.

5. The library

While the library seems to be the most obvious place to find information, somehow it’s often forgotten when it comes to research in the modern age. Don’t forget how useful it can truly be!

Types of Credible Sources for Research

1. what are some credible websites.

Many online sources do not necessarily contain information that is correct or has been checked. That’s why it’s of utmost importance to make sure that you’re using the right websites for your research, with government and educational websites generally being the most reliable.

Credible sources for research include: science.gov, The World Factbook, US Census Bureau, UK Statistics, and Encyclopedia Britannica.

2. What are some credible journal articles?

When it comes to journal articles, determining how credible they are comes much easier than other sources. This is generally due to the fact that many of these websites will include valuable information such as how many times the article has been cited, and if its been peer reviewed.

Some great examples of reliable websites for journal articles include Google Scholar, Oxford Academic, Microsoft Academic, Cornell University Library, and SAGE Publishing.

If you are ever not sure how to find credible sources, then there’s the CRAAP test, which takes into account the Currency, Relevance, Authority, Accuracy and Purpose of the article. Take all of these factors into consideration before using a source and determining whether or not it’s credible enough. Even if it takes more time, you’ll be saving yourself tons of time in the long run by not using unreliable sources.

A group of college students working together to find credible sources for their research

Photo by Canva Studio from Pexels

3. what are some credible news sources.

When it comes to news articles, more caution must be taken since it’s hard to know which sources are truly reliable and unbiased. The CRAAP test is also useful in this type of article for research.

A few examples of credible news sources include The New York Times, Bloomberg, and The Washington Post.

The Credibility of a Source

As you search for your research information, you will surely come across the question of how to find credible sources for a research paper. Here are some criteria to focus on to ensure that you only use the most credible of sources.

1. What’s the depth of it?

Always look at the depth of an article, not just the written content. See how long the article is, and if it contains the necessary information such as an abstract, a reference list, and documented data.

2. Who is reading it?

When judging the credibility of an article, it’s important to always ask yourself who the target audience of the article is. Sometimes, sources have a specific goal in mind and it can create certain biases.

3. What’s the goal?

Just as you should do with the audience, also ask yourself what the article is trying to achieve. What is their ultimate goal and how are they persuading you of that?

4. Who wrote it?

Always ask yourself who wrote the article and how reputable they are in the specific field. Look at what other published works they have as well.

5. Can it be trusted?

Overall, it’s key to ask yourself how reputable the source is. What kind of website is it published on? Look at the big picture.

6. Is it relevant to now?

Look at the date of the article, or about the specific things they are mentioning in the article. If it’s from a few years ago, it’s probably not too relevant to your current research.

7. Can it be proven?

While an article may sound incredibly convincing, many people have a way with words and persuasion. Stop and ask yourself whether or not what they are claiming can actually be proven.

A master’s student questioning the credibility of the sources she’s found

Photo by bruce mars from Pexels

How to evaluate source credibility.

By using unreliable sources in your research, it can discredit your status, which is why it’s incredibly important to make sure that any information you are using is up-to-date and accurate.

Here’s how to find credible sources.

1. What is a credible source?

Generally, materials that have been published within the past 10 years are considered to be credible sources for research. Another important factor to consider is the author — if they are well known and respected in their specific fields, that’s also generally a sign that the article is credible. Educational and government-run websites (.gov, .edu) tend to also be a safe source to use, as well as academic databases. Google Scholar is also a no-fail source for reliable information.

2. What is a potentially unreliable source?

Anything that is out of date, meaning it’s been published more than 10 years ago should be avoided. Materials published on social media platforms such as Facebook or personal blogs don’t tend to be the most credible. Always make sure that an article contains proper citations and that the website you are using ends in .com or .org.

Free Resources For Learning

There are many free resources for research available known as open educational resources . They are licensed for free use, with the intention of teaching. They can be determined as credible sources for research if they have a Creative Common license, and if the author has proven to be an expert in their field. Always make sure that the content you are using contains no biases.

Sites For Scholarly Research

When performing scholarly research, it’s extra important to make sure that your sources are credible. Government-run research is considered credible, but beware of any political sites. University and educational websites also tend to be reliable, but still take everything you read with a grain of salt. Company websites also tend to be reliable, although their ultimate goal is usually to promote a product. Organizations which are .org websites can be professional and reliable, however, sometimes they also have their own interests.

Which Sites Can Be Relied On

The internet has no shortage of information out there. That’s why you’ll need these handy tips to determine which to use, and how to distinguish through the vast choices without feeling overwhelmed.

List of Credible Research Sources to Consider

1. government entities.

These websites tend to be reliable since they are highly regulated. Examples include the CIA World Factbook and the United States Justice Statistics.

2. Research Think Tanks

Examples of reliable research think tanks include Rand Corporation, Pew Research Center and The Milken Institute.

3. Academic Libraries and Databases

ProQuest, Scopus, and Jstor are great examples of academic libraries and databases that can be trusted.

4. Professional Standards Organizations

The American Bar Association and The American Psychological Association (APA) are highly credible sources when it comes to professional standards.

How to Write a Research Paper: Step-by-Step

Now that you’re an expert on finding credible sources for research, you’re ready to go! But how do you even start to write a research paper? Don’t worry, we’ve got you covered.

For starters, it’s important to get clear instructions from your professor on what they want. The next step is to start brainstorming ideas for a topic of research. Once you’ve decided and feel confident about it, you’re ready to create your outline and plan out the goal of your research paper.

Befriend your librarian and start to search for quality and credible sources through a variety of means. Make sure you understand your topic from top to bottom before you start writing. As you write, be sure to always keep things factual, and that you finalize your thesis statement throughout your paper — not just at the end. That’s what’s going to guide your writing. Be sure to always keep format in mind, never forget to cite your sources, and to never skip those edits and final checks.

Now you are ready to write a high-quality, fact-driven research paper that’s sure to impress your professors.

How To Write A Research Paper

Step-By-Step Tutorial With Examples + FREE Template

By: Derek Jansen (MBA) | Expert Reviewer: Dr Eunice Rautenbach | March 2024

For many students, crafting a strong research paper from scratch can feel like a daunting task – and rightly so! In this post, we’ll unpack what a research paper is, what it needs to do , and how to write one – in three easy steps. 🙂

Overview: Writing A Research Paper

What (exactly) is a research paper.

How to write a research paper
Stage 1 : Topic & literature search
Stage 2 : Structure & outline
Stage 3 : Iterative writing
Key takeaways

Let’s start by asking the most important question, “ What is a research paper? ”.

Simply put, a research paper is a scholarly written work where the writer (that’s you!) answers a specific question (this is called a research question ) through evidence-based arguments . Evidence-based is the keyword here. In other words, a research paper is different from an essay or other writing assignments that draw from the writer’s personal opinions or experiences. With a research paper, it’s all about building your arguments based on evidence (we’ll talk more about that evidence a little later).

Now, it’s worth noting that there are many different types of research papers , including analytical papers (the type I just described), argumentative papers, and interpretative papers. Here, we’ll focus on analytical papers , as these are some of the most common – but if you’re keen to learn about other types of research papers, be sure to check out the rest of the blog .

With that basic foundation laid, let’s get down to business and look at how to write a research paper .

Overview: The 3-Stage Process

While there are, of course, many potential approaches you can take to write a research paper, there are typically three stages to the writing process. So, in this tutorial, we’ll present a straightforward three-step process that we use when working with students at Grad Coach.

These three steps are:

Finding a research topic and reviewing the existing literature
Developing a provisional structure and outline for your paper, and
Writing up your initial draft and then refining it iteratively

Let’s dig into each of these.

Need a helping hand?

what sources can i use for a research paper

Step 1: Find a topic and review the literature

As we mentioned earlier, in a research paper, you, as the researcher, will try to answer a question . More specifically, that’s called a research question , and it sets the direction of your entire paper. What’s important to understand though is that you’ll need to answer that research question with the help of high-quality sources – for example, journal articles, government reports, case studies, and so on. We’ll circle back to this in a minute.

The first stage of the research process is deciding on what your research question will be and then reviewing the existing literature (in other words, past studies and papers) to see what they say about that specific research question. In some cases, your professor may provide you with a predetermined research question (or set of questions). However, in many cases, you’ll need to find your own research question within a certain topic area.

Finding a strong research question hinges on identifying a meaningful research gap – in other words, an area that’s lacking in existing research. There’s a lot to unpack here, so if you wanna learn more, check out the plain-language explainer video below.

Once you’ve figured out which question (or questions) you’ll attempt to answer in your research paper, you’ll need to do a deep dive into the existing literature – this is called a “ literature search ”. Again, there are many ways to go about this, but your most likely starting point will be Google Scholar .

If you’re new to Google Scholar, think of it as Google for the academic world. You can start by simply entering a few different keywords that are relevant to your research question and it will then present a host of articles for you to review. What you want to pay close attention to here is the number of citations for each paper – the more citations a paper has, the more credible it is (generally speaking – there are some exceptions, of course).

Ideally, what you’re looking for are well-cited papers that are highly relevant to your topic. That said, keep in mind that citations are a cumulative metric , so older papers will often have more citations than newer papers – just because they’ve been around for longer. So, don’t fixate on this metric in isolation – relevance and recency are also very important.

Beyond Google Scholar, you’ll also definitely want to check out academic databases and aggregators such as Science Direct, PubMed, JStor and so on. These will often overlap with the results that you find in Google Scholar, but they can also reveal some hidden gems – so, be sure to check them out.

Once you’ve worked your way through all the literature, you’ll want to catalogue all this information in some sort of spreadsheet so that you can easily recall who said what, when and within what context. If you’d like, we’ve got a free literature spreadsheet that helps you do exactly that.

Don’t fixate on an article’s citation count in isolation - relevance (to your research question) and recency are also very important.

Step 2: Develop a structure and outline

With your research question pinned down and your literature digested and catalogued, it’s time to move on to planning your actual research paper .

It might sound obvious, but it’s really important to have some sort of rough outline in place before you start writing your paper. So often, we see students eagerly rushing into the writing phase, only to land up with a disjointed research paper that rambles on in multiple

Now, the secret here is to not get caught up in the fine details . Realistically, all you need at this stage is a bullet-point list that describes (in broad strokes) what you’ll discuss and in what order. It’s also useful to remember that you’re not glued to this outline – in all likelihood, you’ll chop and change some sections once you start writing, and that’s perfectly okay. What’s important is that you have some sort of roadmap in place from the start.

You need to have a rough outline in place before you start writing your paper - or you’ll end up with a disjointed research paper that rambles on.

At this stage you might be wondering, “ But how should I structure my research paper? ”. Well, there’s no one-size-fits-all solution here, but in general, a research paper will consist of a few relatively standardised components:

Introduction
Literature review
Methodology

Let’s take a look at each of these.

First up is the introduction section . As the name suggests, the purpose of the introduction is to set the scene for your research paper. There are usually (at least) four ingredients that go into this section – these are the background to the topic, the research problem and resultant research question , and the justification or rationale. If you’re interested, the video below unpacks the introduction section in more detail.

The next section of your research paper will typically be your literature review . Remember all that literature you worked through earlier? Well, this is where you’ll present your interpretation of all that content . You’ll do this by writing about recent trends, developments, and arguments within the literature – but more specifically, those that are relevant to your research question . The literature review can oftentimes seem a little daunting, even to seasoned researchers, so be sure to check out our extensive collection of literature review content here .

With the introduction and lit review out of the way, the next section of your paper is the research methodology . In a nutshell, the methodology section should describe to your reader what you did (beyond just reviewing the existing literature) to answer your research question. For example, what data did you collect, how did you collect that data, how did you analyse that data and so on? For each choice, you’ll also need to justify why you chose to do it that way, and what the strengths and weaknesses of your approach were.

Now, it’s worth mentioning that for some research papers, this aspect of the project may be a lot simpler . For example, you may only need to draw on secondary sources (in other words, existing data sets). In some cases, you may just be asked to draw your conclusions from the literature search itself (in other words, there may be no data analysis at all). But, if you are required to collect and analyse data, you’ll need to pay a lot of attention to the methodology section. The video below provides an example of what the methodology section might look like.

By this stage of your paper, you will have explained what your research question is, what the existing literature has to say about that question, and how you analysed additional data to try to answer your question. So, the natural next step is to present your analysis of that data . This section is usually called the “results” or “analysis” section and this is where you’ll showcase your findings.

Depending on your school’s requirements, you may need to present and interpret the data in one section – or you might split the presentation and the interpretation into two sections. In the latter case, your “results” section will just describe the data, and the “discussion” is where you’ll interpret that data and explicitly link your analysis back to your research question. If you’re not sure which approach to take, check in with your professor or take a look at past papers to see what the norms are for your programme.

Alright – once you’ve presented and discussed your results, it’s time to wrap it up . This usually takes the form of the “ conclusion ” section. In the conclusion, you’ll need to highlight the key takeaways from your study and close the loop by explicitly answering your research question. Again, the exact requirements here will vary depending on your programme (and you may not even need a conclusion section at all) – so be sure to check with your professor if you’re unsure.

Step 3: Write and refine

Finally, it’s time to get writing. All too often though, students hit a brick wall right about here… So, how do you avoid this happening to you?

Well, there’s a lot to be said when it comes to writing a research paper (or any sort of academic piece), but we’ll share three practical tips to help you get started.

First and foremost , it’s essential to approach your writing as an iterative process. In other words, you need to start with a really messy first draft and then polish it over multiple rounds of editing. Don’t waste your time trying to write a perfect research paper in one go. Instead, take the pressure off yourself by adopting an iterative approach.

Secondly , it’s important to always lean towards critical writing , rather than descriptive writing. What does this mean? Well, at the simplest level, descriptive writing focuses on the “ what ”, while critical writing digs into the “ so what ” – in other words, the implications . If you’re not familiar with these two types of writing, don’t worry! You can find a plain-language explanation here.

Last but not least, you’ll need to get your referencing right. Specifically, you’ll need to provide credible, correctly formatted citations for the statements you make. We see students making referencing mistakes all the time and it costs them dearly. The good news is that you can easily avoid this by using a simple reference manager . If you don’t have one, check out our video about Mendeley, an easy (and free) reference management tool that you can start using today.

Recap: Key Takeaways

We’ve covered a lot of ground here. To recap, the three steps to writing a high-quality research paper are:

To choose a research question and review the literature
To plan your paper structure and draft an outline
To take an iterative approach to writing, focusing on critical writing and strong referencing

Remember, this is just a b ig-picture overview of the research paper development process and there’s a lot more nuance to unpack. So, be sure to grab a copy of our free research paper template to learn more about how to write a research paper.

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Online Guide to Writing and Research

The research process, explore more of umgc.

Online Guide to Writing

Planning and Writing a Research Paper

Work Your Sources into Your Research Writing

Working your sources into your writing is a very important part of the writing process and gets easier over time. You must also decide whether you will quote , paraphrase , or summarize the material when incorporating resources into your writing.

Academic integrity encompasses the practice of engaging with source material meaningfully and ethically, to the benefit of your own learning and the discourse community with which you interact. UMGC has carefully developed a philosophy of, approach to, and tutorial about academic integrity that can be found here: Philosophy of Academic Integrity Please review this material and familiarize yourself with both the best practices in this area and how to avoid running afoul of expectations.

Quoting, Paraphrasing, Summarizing, and Citing Your Sources

How to incorporate your sources.

How you incorporate your sources into your writing depends on how you are using them and why you are writing your paper. Many students have difficulty deciding when to quote, paraphrase, or summarize, and then when to cite a source.

Understanding Why We Use Citations

Understanding why writers use citations in academic research can help you decide when to use them. Citing reliable sources gives your research and writing credibility, showing your familiarity with the work of a scholarly community and your understanding of how you are contributing to it. It also shows the reader that you have done the research and have gone to great lengths to make your paper as strong and clear as possible.

How to Work Citations and Paraphrasing Into Your Own Writing

Keep in mind that sometimes it is difficult to figure out how to work the quotations and paraphrases into your own style of writing. You want to avoid using lengthy blocks of quotations or lengthy paraphrases of the sources. For more information about quoting and paraphrasing resources, check out Chapter 5, “ Academic Integrity and Documentation .” Also, please take a look at the UMGC library Citing and Writing LibGuide .

Research Styles

OBJECTIVE RESEARCHER
CONTEXT CREATOR

At this level, you are expected to remain objective and impartial when presenting the research, with no personal opinions given. You report the information, taking on the role of an experimental researcher or even an investigative reporter.

Here, you are expected to put your sources in the context of a greater issue or debate. You have to offer enough explanation and discussion (through your own comprehension and interpretation) to help your reader see the connection between the material you are researching and the other references.

At this level, you help the reader understand the relationship, significance, and authority of the reference material by introducing and discussing its sources.

Here, you are asked to judge the source materials and their usefulness for your research project. This last position, most commonly found in literary, musical, or other fine arts criticism, involves you, the researcher, as a critical thinker in assessing the sources.

Key Takeaways

Acknowledging intellectual ownership shows respect for those who have contributed to the field of knowledge and for the achievements in that field.
Citing reliable sources gives your research and writing credibility, showing your familiarity with the work of a scholarly community and your understanding of how you are contributing to it.

Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.

Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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10 Ways On How To Find Sources For A Research Paper

Declan Gessel

May 27, 2024

person trying to evaluate - How to Find Sources for a Research Paper

If you are struggling to find credible sources for your research paper, you are in the right place. Utilizing academic sources gives your paper credibility and makes your arguments more compelling. This guide will teach you to gather academic sources to elevate your research paper. The importance of academic sources cannot be stressed enough. By utilizing academic sources, you add value to your work.

Including academic sources in your research paper makes your argument more compelling and credible. Focusing on academic resources elevates your work and resonates with your readers. In the digital age, finding sources has never been easier. By leveraging technology, you can access an array of academic resources. Although finding sources may seem daunting, you can discover academic resources quickly and efficiently.

In this guide, we detail various strategies for finding academic resources. As you gather resources, assessing each source's credibility is crucial. In the digital age, anyone can publish information, regardless of its validity. By utilizing the CRAAP Test , you can evaluate the credibility of your sources. This tool assesses a source's currency, relevance, authority, accuracy, and purpose.

By determining these factors, you can ensure that your sources are trustworthy and reliable. Each source you use in your research paper should pass the CRAAP Test. By utilizing this tool, you enhance the credibility of your work and make your arguments more compelling. By following the strategies outlined in this guide, you can easily gather academic sources for your research paper.

What are credible research sources, characteristics of a reliable source, how to evaluate source credibility, write smarter with jotbot — start writing for free today.

woman making notes for herself - How to Find Sources for a Research Paper

Credible sources are essential for providing accurate, reliable, and verifiable information in research papers. When I say "credible sources," I mean sources authored by experts and published in reputable journals, books, or websites. The integrity and reliability of your research depend on these sources. Credible sources ensure your research findings' accuracy and provide detailed and reliable information. Strengthening the foundation of your argument is critical. It supports and validates your claims. Using respected sources enhances the authority and legitimacy of your work. Credible sources prevent the dissemination of false or misleading information. They also improve the overall quality and credibility of your paper. These sources contribute to the scholarly quality and trustworthiness of your research.

Objectivity

I make sure the source remains objective and neutral in its presentation of information. I avoid sources with a clear agenda or relying on emotional manipulation rather than facts. A trustworthy source should present information unbiasedly and provide substantial evidence to back up its claims.

Before considering a source credible, I check the author or publisher's credibility. I look for recognized experts or authorities in the field, as scholarly articles are typically written by researchers or academics with relevant qualifications. I also check for credentials, and affiliations with reputable institutions, or established publishers.

Finally, I ensure the information is up-to-date and relevant to the topic at hand. I always check the source's publication date to ensure it aligns with current knowledge or research in the field. Keeping up with the most current and relevant information helps to ensure the quality and credibility of the source.

Jotbot is your personal document assistant. Jotbot does AI note-taking, AI video summarizing, AI citation/source finder, writes AI outlines for essays, and even writes entire essays with Jotbot’s AI essay writer. Join 500,000+ writers, students, teams, and researchers worldwide to write more, write better, and write faster with Jotbot. Write smarter, not harder with Jotbot. Start writing for free with Jotbot today — sign in with Google and get started in seconds.

• Best Databases for Research • How to Find Peer Reviewed Articles on Google Scholar • ChatPDF Alternative • Best Databases for Research • Scholarly vs Popular Sources • Google Scholar Alternative • Best AI for Writing Research Papers • Peer-Reviewed Sources • How to Find Research Papers • Best Websites for Research Papers Free • Databases Like JSTOR • AI That Cites Sources • How to Tell if a Source Is Scholarly

man making an essay for school - How to Find Sources for a Research Paper

1. Dive Deep into Scholarly Articles and Journals

Academic Databases offer a plethora of resources that allow you to research numerous topics from a scholarly perspective. I suggest databases such as JSTOR, ScienceDirect, and EBSCOhost, which provide up-to-date and well-vetted information.

2. Utilize the Wealth of Your University Library

The university library is a hidden gem, offering resources that may not be available elsewhere. The library has academic journals, e-books, and print materials that are invaluable for research. Don't forget to ask the librarian for help!

3. Government Websites: A Treasure Trove of Information

Government websites (those that end in .gov) are rich in trustworthy data, reports, and statistics. They offer a broad spectrum of topics, from health to environmental science.

4. Sink Your Teeth Into Educational Websites

Educational websites ending in .edu are another great resource. These sites often contain research findings from universities and institutions, providing a solid foundation for your research.

5. Turn to Established News Outlets

Reputable news organizations are perfect for acquiring information on current events and analysis. Hunt for websites that differentiate between news and opinion, with a strong emphasis on fact-checking and integrity.

6. Delve into Peer-Reviewed Journals

Information from peer-reviewed journals is backed by experts in the field, guaranteeing credibility and supporting evidence. This makes it an excellent source of research material.

7. Explore Books by Credible Authors

You should include books by reliable authors published by university presses or reputable publishing houses on your list. The author's expertise and credentials significantly improve the validity of the information.

8. Reports from Reputable Organizations

Organizations such as research institutes think tanks, and NGOs can provide a wealth of information on various topics. Search for organizations renowned for their credibility and transparent funding sources.

9. Trustworthy Documentary Films

While not the conventional source, documentary films can provide unique insights and perspectives on social and historical issues. Ensure that the documentaries have a solid factual basis and have minimal bias.

10. Published Interviews with Experts

Interviews with professionals in relevant fields can offer firsthand accounts and valuable insights. Look for interviews conducted by reputable journalists or published by credible sources to enhance the credibility of your research.

woman in bed doing research work - How to Find Sources for a Research Paper

Author Expertise

When evaluating a source, the first thing I look at is who wrote it. I want to see if the author is a professor in the field, a researcher with relevant experience, or someone with no credentials. An author with credentials from reputable institutions or organizations is likelier to publish accurate and reliable information.

Currency of Information

The next thing I consider is the currency of information. I look to see if the information is fresh and relevant to my research needs. I understand that the publication date is crucial and should align with my research requirements. For some fields, like fast-moving scientific fields, recent publications are essential, while for others, historical accuracy might be more important.

Objectivity and Bias

Then, I check for objectivity and bias in the source. A credible source should present a balanced, unbiased view, acknowledging opposing viewpoints and avoiding sensationalized language. I am wary of sources with a clear agenda or those heavily promoting a particular perspective.

Evidence and Citations

Lastly, I consider the evidence and citations provided by the source. I look for supporting evidence that backs up the claims made. Sources that cite reputable publications and include references to credible sources demonstrate stronger credibility.

When it comes to writing research papers, finding credible sources can be a challenging task. Jotbot is an artificial intelligence-powered document assistant that can help you with this aspect of your paper. Jotbot takes note-taking to the next level by providing AI summaries of videos and analyzing texts to produce outlines.

It can even help you find citations and sources for your research, streamlining your writing process and making it more efficient. By leveraging Jotbot’s AI capabilities , you can write better, write faster, and write smarter. Start writing with Jotbot today by signing in with Google and experiencing a new level of writing efficiency.

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/ How can I find good sources for my research paper?

Collecting sources for a research paper can sometimes be a daunting task. When beginning your research, it’s often a good idea to begin with common search engines, like Google, and general descriptions like you can find on Wikipedia. Often though these are not the sources you ultimately want in your paper. Some tips for getting from this beginning research to finding “good” sources include the following.

Make a list of research terms you can use when searching in the library or even online. Start with your core list, but also add other keywords and phrases that you notice as you research. Also, when you find a good source, look to see if it has “tags.” You can add these phrases to your list search terms. Sometimes the tags are also links that you can follow which will take you to lists of similar sources.
Think about the kind of sources required by the assignment and also the kind of sources that are “good” for your question or topic. Many library search engines and databases have the option to return only “peer-reviewed” or “scholarly” sources—which are sources that have been read by other scholars before being published. Also, the UofL library offers a list of Research Guides which can help you find useful databases for finding sources. When considering what counts as a “good” source, it’s smart to consider what question you’re asking. If you’re making an argument about how a term is commonly understood, then using dictionaries or Wikipedia would be a good source. If you’re making an argument about developing research in Psychology, then you’ll want to focus on those peer-review or scholarly sources.
Review the works cited or bibliography section of sources that have already been helpful. The sources they are using will probably be helpful to you also. Some search engines, like Google Scholar, include a link under a source that says “Cited by”—which brings back a list of other sources that have used the source you’re looking at. Google Scholar provides varying quality in their results, depending on the subject area and other things, but it’s a great place to start.
The reference librarians in Ekstrom library (right next door to the University Writing Center) are available to help you with your research. You can make appointments to meet with them here. During these appointments, they can help you find the most helpful databases, decide what sources might be most helpful, and more.

What can the Writing Center do to help?

Writing Center consultants can meet with you to help you get started and find a good direction when working on a research project. This includes but certainly isn’t limited to brainstorming lists of research terms, deciding which kinds of sources will best help you answer your research question(s), looking at some preliminary helpful sources, and more. Talking about these topics can help you figure out how to approach searching for and finding good sources. We also know how and when to refer you for a follow-up appointment with the Reference Assistance and Instruction department.

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Writing Research Papers

What Types of References Are Appropriate?

When writing a research paper, there are many different types of sources that you might consider citing. Which are appropriate? Which are less appropriate? Here we discuss the different types of sources that you may wish to use when working on a research paper.

Please note that the following represents a general set of recommended guidelines that is not specific to any class and does not represent department policy. The types of allowable sources may vary by course and instructor.

Highly appropriate: peer-reviewed journal articles

In general, you should primarily cite peer-reviewed journal articles in your research papers. Peer-reviewed journal articles are research papers that have been accepted for publication after having undergone a rigorous editorial review process. During that review process, the article was carefully evaluated by at least one journal editor and a group of reviewers (usually scientists that are experts in the field or topic under investigation). Often the article underwent revisions before it was judged to be satisfactory for publication.

Most articles submitted to high quality journals are not accepted for publication. As such, research that is successfully published in a respected peer-reviewed journal is generally regarded as higher quality than research that is not published or is published elsewhere, such as in a book, magazine, or on a website. However, just because a study was published in a peer-reviewed journal does not mean that it is free from error or that its conclusions are correct. Accordingly, it is important to critically read and carefully evaluate all sources, including peer-reviewed journal articles.

Tips for finding and using peer-reviewed journal articles:

Many databases, such as PsycINFO, can be set to only search for peer-reviewed journal articles. Other search engines, such as Google Scholar, typically include both peer-reviewed and not peer-reviewed articles in search results, and thus should be used with greater caution.
Even though a peer-reviewed journal article is, by definition, a source that has been carefully vetted through an editorial process, it should still be critically evaluated by the reader.

Potentially appropriate: books, encyclopedias, and other scholarly works

Another potential source that you might use when writing a research paper is a book, encyclopedia, or an official online source (such as demographic data drawn from a government website). When relying on such sources, it is important to carefully consider its accuracy and trustworthiness. For example, books vary in quality; most have not undergone any form of review process other than basic copyediting. In many cases, a book’s content is little more than the author’s informed or uninformed opinion.

However, there are books that have been edited prior to publication, as is the case with many reputable encyclopedias; also, many books from academic publishers are comprised of multiple chapters, each written by one or more researchers, with the entire volume carefully reviewed by one or more editors. In those cases, the book has undergone a form of peer review, albeit often not as rigorous as that for a peer-reviewed journal article.

Tips for using books, encyclopedias, and other scholarly works:

When using books, encyclopedias, and other scholarly works (that is, works written or produced by researchers, official agencies, or corporations), it is important to very carefully evaluate the quality of that source.
If the source is an edited volume (in which case in the editor(s) will be listed on the cover), is published by a reputable source (such as Academic Press, MIT Press, and others), or is written by a major expert in the field (such as a researcher with a track record of peer-reviewed journal articles on the subject), then it is more likely to be trustworthy.
For online encyclopedias such as Wikipedia, an instructor may or may not consider that an acceptable source (by default, don’t assume that a non-peer reviewed source will be considered acceptable). It is best to ask the instructor for clarification. 1

Usually inappropriate: magazines, blogs, and websites

Most research papers can be written using only peer-reviewed journal articles as sources. However, for many topics it is possible to find a plethora of sources that have not been peer-reviewed but also discuss the topic. These may include articles in popular magazines or postings in blogs, forums, and other websites. In general, although these sources may be well-written and easy to understand, their scientific value is often not as high as that of peer-reviewed articles. Exceptions include some magazine and newspaper articles that might be cited in a research paper to make a point about public awareness of a given topic, to illustrate beliefs and attitudes about a given topic among journalists, or to refer to a news event that is relevant to a given topic.

Tips for using magazines, blogs, and websites:

Avoid such references if possible. You should primarily focus on peer-reviewed journal articles as sources for your research paper. High quality research papers typically do not rely on non-academic and not peer-reviewed sources.
Refer to non-academic, not peer-reviewed sources sparingly, and if you do, be sure to carefully evaluate the accuracy and scientific merit of the source.

Downloadable Resources

How to Write APA Style Research Papers (a comprehensive guide) [ PDF ]
Tips for Writing APA Style Research Papers (a brief summary) [ PDF ]

Further Resources

How-To Videos

Writing Research Paper Videos

Databases and Search Engines (may require connection to UCSD network)

Google Scholar
PubMed (NIH/NLM)
Web of Science

UCSD Resources on Finding and Evaluating Sources

UCSD Library Databases A-Z
UCSD Library Psychology Research Guide: Start Page
UCSD Library Psychology Research Guide : Finding Articles
UCSD Library Psychology Research Guide : Evaluating Sources

External Resources

Critically Reading Journal Articles from PSU/ Colby College
How to Seriously Read a Journal Article from Science Magazine
How to Read Journal Articles from Harvard University
How to Read a Scientific Paper Infographic from Elsevier Publishing
Tips for searching PsycINFO from UC Berkeley Library
Tips for using PsycINFO effectively from the APA Student Science Council

1 Wikipedia articles vary in quality; the site has a peer review system and the very best articles ( Featured Articles ), which go through a multi-stage review process, rival those in traditional encyclopedias and are considered the highest quality articles on the site.

Prepared by s. c. pan for ucsd psychology, graphic adapted from t-x-generic-apply.svg , a public domain creation by the tango desktop project..

Research Paper Structure
Formatting Research Papers
Using Databases and Finding References
Evaluating References and Taking Notes
Citing References
Writing a Literature Review
Writing Process and Revising
Improving Scientific Writing
Academic Integrity and Avoiding Plagiarism
Writing Research Papers Videos

How To Find Credible Sources for Research to Make Your Paper Trustworthy

Table of contents

1.1 Primary Resources
1.2 Secondary Resources
1.3 Tertiary Resources
2 How to Start a Search for Sources
3 The Credibility of a Source
4 Free Resources for Learning
5 Sites for Scholarly Research
6.1 Government Entities
6.2 Periodicals
6.3 Academic Libraries and Databases
6.4 Professional Standards Organizations
6.5 Indexes & Abstracts
6.6 Newspaper Indexes
6.7 Reference Books
7 List of Credible Research Sources
8.1 Social Media & Related Sites
8.2 Wikipedia
8.3 General Blogs
8.4 Magazines
8.5 Outdated Sources
9 Tips for Finding Research Paper Sources

Writing research papers requires patience and a lot of in-depth analysis of the materials chosen to find reliable sources. This type of essay is prevalent in all college and school classes. Thus, it helps students showcase their basic skills, such as critical thinking, cohesive writing, and reading comprehension.

Although this project is widespread, only some know how to write a research paper and find credible sources. Therefore, the article below can be of great help. Thus, it includes detailed information about writing papers and everything for student or writer who needs to know about finding credible sources. Furthermore, the type of sources for research in several fields, such as periodicals.

Lastly, here are some essential tips to prove the credibility of a source and how to begin a source-finding process for an award-winning academic paper. The following information can be used as an excellent guide for those needing a beacon for creating quality writing materials worthy of academic achievement. Papers Owl is an excellent website for finding credible sources for academic papers, offering reliable and authoritative information from a variety of sources. Additionally, Papers Owl provides helpful tips, instructions, and resources to make sure you are able to write a highly-acclaimed academic paper.

Types of Sources Used in Research Papers

Finding credible sources for research is essential, but what makes a source credible? You can find credible research sources on government pages, scientific journals or references, and credible websites. This sets the tone for explaining each type of source for research: a website, an article, references, and credible news.

Primary Resources

Finding credible research paper resources must be carefully provided and fact-checked to ensure the resources can be used on the paper, primarily if the appropriate data type is indicated on a website. Online pages nowadays can be edited by almost anyone and published anonymously without any form of credibility. Therefore, the best credible sources for academic research must come from government references or educational websites. The most trustworthy are the WHO, NHS, US Census Bureau, and UK Statistics.

Secondary Resources

When it comes to the second type of resource for research papers, articles are great for obtaining details and deep analysis of materials. In addition, selecting a credible article from the online library is unbiased and accessible more than other types of sources due to the large quantity of information displayed on the first page (such as the author’s name and education, the year published, if it was peer-reviewed, etc.). Some familiar and great academic resources are Google Scholar, Public Library of Science, Oxford Academic, and BioMed Central. In another way, you can use an online writing service.

Pro tip: if you doubt the credibility of a source, try using the CRAAP test, which states for Currency, Relevance, Authority, Accuracy, and Purpose. Analyze the information taking these detail into account, to determine whether the source can be used or disposed of.

Tertiary Resources

Lastly, the news is the last credible source for research papers on the list, which require much precaution and time to find credible sources for research papers and determine if this information type should be taken into account. To find good sources for research that include current-event situations, ensure to acquire information from online papers.

Suppose you’re struggling with adding checked resources to your paper, and you constantly search for references or the article “how to find sources for a research paper.” In that case, a good thing to implement is the CRAAP test mentioned above.

How to Start a Search for Sources

Students wondering how to find unbiased and credible sources for research papers can use the following paragraph as a great guide. Good research sources are not technically hard to find sources in the library, but they require time. In the beginning stages of research, the bigger picture tends to be challenging to see. Therefore the first step to find a good source for an academic research project is to start anywhere, even online, and narrow your search once you’ve discovered a connector string.

Here’s a useful list of steps students can use to find credible sources.

Start somewhere. Simply searching the type of topic chosen in general will provide a good introduction and help students move forward with the investigation of materials.
Use only fact-checked sites. Databases like Wikipedia should be massively avoided. Thus, each article can be edited by anyone, and no facts can be proven to be true. Go for scholarly databases, well-known newspaper articles, and the science essay to find credible news.
Go local. Although most information can be accessed online, university libraries are still relevant and find a great source of data, so this source is highly recommended to be used.

The Credibility of a Source

It is becoming more critical for students to find sources amid the vast number of available reputable internet articles. Unfortunately, the accessibility of the information played a bad joke on Internet Users. There is a lot of fake news, click bates, fabrications, propaganda, and manipulation. How do you not become a victim and find a reputable article in the world of the yellow press?

Credible sources are information based on evidence. It exists an easy way to check the credibility of a proven source. You just need to pass the CRAAP test :

Currency: Is the primary source modern?
Relevance: Does the source fit with what you're looking for?
Authority: Who wrote the origin? Where was it published?
Accuracy: Are the claims given in the right way?
Purpose: What was the point of putting this source out there?

Our top essay writers prepared helpful advice in this article. They use them daily to be sure that none of your teachers and examinators doesn't put the background in question. This advice works well as the sole mechanism of the CRAAP test.

Collect data for research carefully. It should be accurate and current.
You must ensure that the source is appropriate for your project.
The author and the publisher would be recognized as leading authorities in your academic investigating field.
The author's references should be simple to access, clear, and objective.
The URL and style of online sites should indicate their source's credibility.

Free Resources for Learning

Open Educational Resources are accessible, reliable research paper sources available for the population without charge for teaching and educational purposes.

To find credible sources of this kind, make sure they have a Creative Commons license, stating that the information displayed can be shared and used to help with research paper . You need to check the credentials and backgrounds to make sure they provide relevant information to be considered valid sources and look for non-biased content to keep neutral to build your opinion on it later in the paper.

Sites for Scholarly Research

Scholarly research requires some patience and analysis to find sources and check their credibility. Government pages are reputable, but experts should be careful of political ideas in the article that are more fond of one or another party, as well as educational and university sites, in which the information can be usually used for research but should be analyzed too.

Finally, company websites are another great source to use for scholarly search, but, as before, the writer should be aware of any product promotion that gets in the way of credible information.

Credible Research Sources to Consider

The following point will come in handy if you're searching for credible sources for research papers. Below, you can find a list of sources for the appropriate type of research papers that contain primary and secondary sources to create an outstanding and academic-worthy piece.

Government Entities

Professionals highly regulate the sources, so they are safe to use as primary sources. Depending on the country researched, the reputable government site will vary. However, some general examples that provide outstanding scholarly databases are the Australian Government Department of Health and the CIA World Factbook.

Periodicals

A newspaper article, a magazine, and a journal are three forms of periodical sources. Some might be suitable for scholarly research (an article, conference and working papers, and theses), and others fit non-academic research (magazines, newsletters, articles without bibliographic information, etc.). Examples of good periodical sources are The Journal of Psychology and the Journal of Alzheimer’s Disease.

Academic Libraries and Databases

You can search for specialized databases and academic libraries in both paid and free accessibility, and most paid information can be obtained with a university or school password. In addition, these sources are entirely reliable and always provide some sort of bibliography to cite the author’s background, credentials, and writing format. The most popular and trustworthy academic libraries and research databases to obtain information on books, studies, and other documents are Google Search, PubMed Central, and ScienceDirect. These search engines allow authors to access data content easily and fast.

Professional Standards Organizations

Professional Standards Organizations serve as excellent consultation guides for terminology and specifications in a certain country. All countries have at least one listed as an official search to help people access certified information. The most common ones used for academic research paper sources are the American National Standards Institute, the British Standards Institution, and the Standards Council of Canada.

Indexes & Abstracts

Indexes and abstracts are credible sources of information that readers can quickly find if these will suit their research or not. Abstracts provide a small summary of the entire text accessed with the clues explained. Therefore it is easy to conclude if that info can be used or not in the written composition being created. Furthermore, indexes help break down texts into brief headings that experts use as the hook sentence and acquire specific data.

Newspaper Indexes

For research studies that need past data, newspaper indexes are the best option. These are indexes composed of names, dates, subjects, illustrations, and other important details found in newspaper articles or groups of newspapers. It helps to organize similar information and data, so readers can access it quickly and obtain specific facts they are looking for.

Reference Books

Reference books provide further knowledge on a chosen topic. You can find them in the bibliography of other books and credible websites, and other credible sites that provide citations for the information displayed.

List of Credible Research Sources

It's more complicated to find credible sources for research papers. So let's begin with online resources like webpages. You may be familiar with Google Scholar or Google Books, but the world is not limited to Google. So we aim to expand the range of credible sources for research papers:

WorldWideScience uses 70+ country datasets. When users search, online databases from across the globe provide English and translated results from linked periodicals and academic sites.
BBC News is one of the most reliable news sources. They post news in text and video on their official website for your APA format of research paper. So you don't have to pay anything extra to watch it.
The Economist is a well-known and respected weekly magazine focusing on international business, economics, and politics. It can also be found online.
Refseek works like Google but prioritizes scientific and scholarly results from.edu.org and online encyclopedias.
National Geographic site has the latest news and films on any subject! It has a website, smartphone app, and TV network. Relevant sources and proof make confident for your paper.
The Wall Street Journal is an additional American-based business site powerhouse. It is published both digitally and in broadsheet print, indicating its high popularity.

Sources to Avoid When Conducting Research

Author qualifications, publication date, and peer-review status are essential elements to consider when researching material. Unfortunately, not all websites and posts include these details, making it difficult to determine whether the content is suitable for use in a research paper. To avoid wasting time, carefully consider the sources you use when beginning a research paper. In addition, for those who lack the time or resources to complete the research, there is opt to pay for paper writing .

Social Media & Related Sites

Some professionals and organizations use social media to spread fact-checked knowledge about specific topics. Social media and related sites use the worldwide phenomenon known as “fake news” to misrepresent current and previous events.

Wikipedia was cataloged as unreliable for research papers a long time ago because of its lack of credentials and quality and the ability that anyone can edit the type of facts and information displayed. We have shared advice on how to work with Wiki to make a profit.

General Blogs

Nowadays, anyone with a computer or mobile phone can create a blog and publish or cite information that can’t be checked. Be cautious and select the type of sources. Only verified channels with a particular checkbox before writing.

You should also avoid common magazines while writing a research paper. They have an excess of commercial uses to promote products or services. Scientific publications are reliable sources for research papers because they aim to educate their readers.

Outdated Sources

Old sources, especially books, can become useless, which is the same as being unreliable. On the other hand, such type as reliable websites tends to be changed often. It's essential to check the publication date of the books and websites before including them in your writing paper.

Tips for Finding Research Paper Sources

After reading all the information in this article, how to find good sources?

It is not difficult to find credible research paper sources and discover new facts and data. It does require some patience and analysis, but nothing that can’t be done if correctly approached. To list sources, in the following paragraph, you can find helpful information and tips to find trustworthy resources, books, and journals to write an award-winning research paper.

Begin with reliable sources. Cautious with Wikipedia. Wikipedia is one of the most accessible resources in the world for your paper. However, it makes Wiki vulnerable to editing and entering unverified information. Use the wiki resources wisely, and don't cite publications directly in your writing paper. Next to the words, you can find the number. By clicking on the number, you can see the source of the article's author. You can find different credible sources, such as credible journal articles, an essay of a famous author, and thematic researching papers. It is hard to find in Google search, but Wiki is ready to share it.
Go to your local library. The library can provide an incredible type of resources of printed data and a vast catalog of materials for research paper or some that don't require up-to-date information. Furthermore, the library is a center for those engaged in writing a research paper, information-flooded places.
Find secondary sources and start from there. If you find a starting point newspaper article where a primary source is cited, look for the quality of materials that have been re-published the most by other authors. The goal is to use only the most credible and “used” source that can back up your academic research paper. Basically, find the range type of primary resources you must include in your piece in the credible sources for your paper.
Use various sourcing type. Writing a research paper at the academic level is recommended to use as many sourcing types as possible. The paper, books, websites, newspaper articles, documents, research studies, and others are good examples of this that will take your research paper to the next level.
Add one source per page. This standard requirement can vary depending on the professor, but a good rule to follow is to add at least one credible source of information per page to back up the writing information.

Crafting an award-winning academic paper is largely dependent on finding reliable sources. By following the tips in this article, you can create a successful paper. If you're short on time, you can also buy a research paper online to save you effort and time.

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A publication of the harvard college writing program.

Harvard Guide to Using Sources

The Honor Code

Why Use Sources?

College writing assignments generally ask you to respond in some way to sources. Some assignments will require you to consult only sources assigned in class, while others will require you to locate your own sources relevant to a specific research topic. In many of your courses, your research will focus primarily on written texts such as books and scholarly articles, but you may also be asked to consult a variety of other sources, including letters, diaries, films, works of art, data from experiments, numerical data, surveys, and transcripts of interviews.

What constitutes a useful and reliable source will vary according to both your assignment and the methods used in a particular field of study. As you approach a paper in an unfamiliar field, it will be important to remember that within each field of study, scholars distinguish between primary sources, or the raw material that they analyze as they attempt to answer a question, and secondary sources, or the analyses of that raw material done by other scholars in the field. For example, for literary scholars, primary sources include fiction and poetry, while secondary sources include criticism written by other scholars about those literary texts. Historians, on the other hand, grapple with primary sources such as letters, diaries, and eyewitness accounts produced at the time of an event, as well as with secondary sources such as arguments presented by other historians. Sociologists tend to rely for raw material on quantitative data, such as surveys, censuses, and other statistics, or qualitative data, such as observation and interviews.

Social scientists in some fields, such as psychology and economics, also consider empirical journal articles (articles that describe the results of original research) published in peer-reviewed journals to be primary sources. These articles provide raw material for other scholars, who may then raise questions about the published results or develop new research based on these results. Social scientists in other fields, such as anthropology and history, however, do not consider research articles primary sources because articles in these fields do not typically present raw data. For these social scientists, journal articles would be secondary sources. For all social scientists, literature reviews and published books are considered secondary sources.

Natural scientists consider empirical articles published in peer-reviewed journals to be primary sources. These published results of experiments and analyses of data provide the raw material for other scientists to consider as they pursue their own research. Secondary sources in the natural sciences include literature reviews and books.

As a college student taking courses in many different fields, you will need to ask questions about what is considered a reliable source in each new field, and about how sources can be used appropriately in that field. At the same time, there are many common principles for using sources effectively that you will be able to carry with you from course to course. For more information on using sources in different disciplines, you can consult the Harvard Writing Project series of writing guides for specific courses and concentrations. If you are writing a paper for a course in the Government department, you should consult GovWrites for guidance. If you are writing for an anthropology course, you should consult AnthroWrites . If you are writing for a course in one of the Life Sciences fields, you should consult ScienceWrites .

When in doubt, of course, you should always consult your instructor.

What Are You Supposed to Do with Sources?
Writing "Original" Papers
Using Sources Beyond Harvard

PDFs for this Section

Why Use Sources

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Reading sources for your research paper.

Beginning a research paper can be overwhelming unless you know how to set goals for yourself when you read. Think of gathering sources as a triangle where the top are the 5-6 excellent sources:

5-6 excellent sources -read 10-12 good ones-skim 20-30 available sources-find 40 titles in databases-begin with

For a research paper of about 7-10 pages, you should think of gathering 40 titles exactly on your subject from a variety of places (see below). But only 20-30 will be available to you (some will be missing, others dont arrive in time from interlibrary loan, others are misleading and dont relate to your subject at all). When you do find what is available, then skim these sources and make a quick decision: yes or no? Those that look good (that answer your research question) you save. Pitch those that dont address your specific question. Finally, we come to READING. Save your precious time only for those 5-6 BEST sources; those are the ones you want for quotes and paraphrases in your eventual draft.

VARIETY OF SOURCES

Most students need a variety of sourcesnot just books or journal articles or web sites. Think of checking out the following sources for your paper:

books, chapters in books (books are often easier to read than journals)

journal articles

magazine articles

newspaper articles

Internet Web sites

You find these sources through INDEXES, either on the computer or in the library reserve section. An index is a collection of whats been written in a particular area for a particular year. At CSU, you can access these indexes through the library web site using the following steps:

find the CSU web site www.csuohio.edu

go to the libraries page: Michael Schwartz Library ( http://library.csuohio.edu/) Law Library ( https://www.law.csuohio.edu/lawlibrary/ )

click on Indexes and Abstracts

you can search by Title and Subjec t

the most general index is Periodical Abstracts good for quick info but not always scholarly

check a number of databases until your subject comes up easily dont get discouraged no one knows all these databases or how they work, just keep at it for about 1-2 hours.

be VERY VERY selective about the titles you pick aim for 40 on your subject. The databases can bring up thousands of hitsbe very selective.

CHECKING AVAILABILITY

Once you have a working title list, make another separate trip to the library for the next stepthis stuff can be very tedious and your short term memory tires quickly so its better to make separate trips of only 2 hours maximum.

Now you have to find your sources. If you go into OhioLink, you can check whether CSU owns it or not. If we do, you can find the source yourself in the library. If not, you have 2 choices. If another OhioLink school owns it, make your request through OhioLink. If no school owns it, you have to go through Interlibrary Loan. You find their web site on the main page of the Library web page. In either case, you dont have to leave your chair to order your sources. Just remember: OhioLink will NOT call you to tell you your books have arrived. You have to check the SCHOLAR page under "View Your Own Record" to see the status of your order. It takes about a week for most books to come in through OhioLink; Interlibrary Loan can take longer.

ANNOTATING AND NOTETAKING

For sources youve skimmed, make up annotating cards as follows:

Goleman, Daniel. Emotional Intelligence. New York: Bantam, 1995. ---looks great for my subject, especially Chap. 9 on marriage

The card has the usual bibliographical information and a quick note to remind yourself about what you wanted to read.

Another set of cardsnotecardscan be used for your quotes and paraphrases. The 2 cardsannotating and notetaking cardsmake writing easier because your cards can be indexed according to subjects. See the example below:

Goleman success in marriage (my subject) 143successful couples "show each other that they are being listened to. Since feeling is often exactly what the aggrieved partner is really after, emotionally an act of empathy is a masterly tension reducer."

Writers often keep 2 sets of cards so they can use their research easily in different projects.

If you have any questions, call the Writing Center at ext. 6981.

Return to WAC index

Reference management. Clean and simple.

The top list of academic search engines

1. Google Scholar

4. science.gov, 5. semantic scholar, 6. baidu scholar, get the most out of academic search engines, frequently asked questions about academic search engines, related articles.

Academic search engines have become the number one resource to turn to in order to find research papers and other scholarly sources. While classic academic databases like Web of Science and Scopus are locked behind paywalls, Google Scholar and others can be accessed free of charge. In order to help you get your research done fast, we have compiled the top list of free academic search engines.

Google Scholar is the clear number one when it comes to academic search engines. It's the power of Google searches applied to research papers and patents. It not only lets you find research papers for all academic disciplines for free but also often provides links to full-text PDF files.

Coverage: approx. 200 million articles
Abstracts: only a snippet of the abstract is available
Related articles: ✔
References: ✔
Cited by: ✔
Links to full text: ✔
Export formats: APA, MLA, Chicago, Harvard, Vancouver, RIS, BibTeX

BASE is hosted at Bielefeld University in Germany. That is also where its name stems from (Bielefeld Academic Search Engine).

Coverage: approx. 136 million articles (contains duplicates)
Abstracts: ✔
Related articles: ✘
References: ✘
Cited by: ✘
Export formats: RIS, BibTeX

Search interface of Bielefeld Academic Search Engine aka BASE

CORE is an academic search engine dedicated to open-access research papers. For each search result, a link to the full-text PDF or full-text web page is provided.

Coverage: approx. 136 million articles
Links to full text: ✔ (all articles in CORE are open access)
Export formats: BibTeX

Search interface of the CORE academic search engine

Science.gov is a fantastic resource as it bundles and offers free access to search results from more than 15 U.S. federal agencies. There is no need anymore to query all those resources separately!

Coverage: approx. 200 million articles and reports
Links to full text: ✔ (available for some databases)
Export formats: APA, MLA, RIS, BibTeX (available for some databases)

Semantic Scholar is the new kid on the block. Its mission is to provide more relevant and impactful search results using AI-powered algorithms that find hidden connections and links between research topics.

Coverage: approx. 40 million articles
Export formats: APA, MLA, Chicago, BibTeX

Although Baidu Scholar's interface is in Chinese, its index contains research papers in English as well as Chinese.

Coverage: no detailed statistics available, approx. 100 million articles
Abstracts: only snippets of the abstract are available
Export formats: APA, MLA, RIS, BibTeX

RefSeek searches more than one billion documents from academic and organizational websites. Its clean interface makes it especially easy to use for students and new researchers.

Coverage: no detailed statistics available, approx. 1 billion documents
Abstracts: only snippets of the article are available
Export formats: not available

Consider using a reference manager like Paperpile to save, organize, and cite your references. Paperpile integrates with Google Scholar and many popular databases, so you can save references and PDFs directly to your library using the Paperpile buttons:

Google Scholar is an academic search engine, and it is the clear number one when it comes to academic search engines. It's the power of Google searches applied to research papers and patents. It not only let's you find research papers for all academic disciplines for free, but also often provides links to full text PDF file.

Semantic Scholar is a free, AI-powered research tool for scientific literature developed at the Allen Institute for AI. Sematic Scholar was publicly released in 2015 and uses advances in natural language processing to provide summaries for scholarly papers.

BASE , as its name suggest is an academic search engine. It is hosted at Bielefeld University in Germany and that's where it name stems from (Bielefeld Academic Search Engine).

CORE is an academic search engine dedicated to open access research papers. For each search result a link to the full text PDF or full text web page is provided.

Science.gov is a fantastic resource as it bundles and offers free access to search results from more than 15 U.S. federal agencies. There is no need any more to query all those resources separately!

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There are a lot of different types of information sources, and you may need to use a combination of these in your assignments. You will also need to identify the source you are using so that you can reference it correctly as there is different information required for citing and referencing books, journal articles and websites etc. This information in your references will also help your tutors understand what kind of sources you are using.

Library Search will tell you what types of sources are listed in your search results; this is shown just above the title of the item and you can refine your search to specific source types using the ‘Resource Type’ filter.

For other ways to identify the type of source that you are using look out for these pieces of information when doing your research:

Books are good for providing an overview and analysis of a particular topic and can be found by using Library Search.

They can be written by an expert or multiple authors who contribute to the book overall or specific chapters which are then collated by an editor. There are academic publishers that you can look out for, and the publisher’s name and location are a good way to identify a book. These books will often include an index or bibliography.

Things to look out for:

All books should have a publisher’s name, print books will have a geographic place named as well.
Only a year is given as the publication date.
There is an ISBN listed but this is not required in your reference.
An index or bibliography.

Journal articles

Academic journals are the best source to find the most up to date research on specific topics. They are published several times a year and will be longer pieces of work than newspaper articles and written for a specific audience interested in that research. Most journal articles are peer-reviewed which means it has been reviewed by experts in that subject. Journal articles can be found in Library Search, specific databases or Google Scholar. Guidance on using Google Scholar can be found on the page: Access eresources using Google Scholar

There is an article title and journal title.
There is a volume and issue number as well as a year of publication.
There are page or article numbers specified even though most articles are found online.
There is a bibliography or reference list.
There may be a DOI number listed. This is a unique identifier for each article and can be used as a permanent link to the article’s location. They are assigned when the article is published and made available online.

Newspaper articles

Newspapers can be useful to provide an insight into current or past events, however different newspapers are more reliable than others and most contain some editorial bias. News articles are not written for an academic audience and generally do not cite where they found their sources so you will need to use your critical evaluation skills when reading them. They can be found online in Library Search, a newspaper database such as Nexis or on the newspaper’s website.

The publication date will often include a day, month and year.
Articles are short and about current news and events.
There will be an article and newspaper title to reference.

Websites are good starting points for information, but some are more reliable than others and it can be hard to know who wrote them and when. You can usually tell what type of organisation has written the website by looking at the end of the URL. Always make sure you can be certain that the information you are reading is up to date, there is information on evaluating sources on Finding resources for your assignment

May have an individual author, but organisational authors are more common.
May not have an obvious publication date/year.
Check the URL to make sure it’s not an online newspaper, journal article, report or pdf.
URLs that end with .edu or .ac.uk are educational sites.
URLs that end with .gov are governmental sites.
Frequently Asked Questions
Getting started with the online library
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Finding resources for your assignment
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Organizing Your Social Sciences Research Paper

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Extending the Timeliness of a Topic Idea
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Importance of Broadening the Research Topic

It is important to adopt a flexible approach when choosing a topic to investigate. The goal when writing any paper is to choose a research problem that is focused and time-limited. However, your starting point should not be so narrowly defined that you unnecessarily constrict your opportunity to investigate the topic thoroughly. A research problem that is too narrowly defined leads to any of the following problems :

You can't find enough information and what you do find is tangential or irrelevant.
You find information that is so specific that it can't lead to any significant conclusions.
Your sources cover so few ideas that you can't expand them into a significant paper.
The research problem is so case specific that it limits opportunities to generalize or apply the results to other contexts.
The significance of the research problem is limited to only a very small, unique population.

Ravitch, Sharon M. and Matthew Riggan. Reason and Rigor: How Conceptual Frameworks Guide Research . Los Angeles, CA: SAGE, 2017.

Strategies for Broadening the Research Topic

In general, an indication that a research problem is too narrowly defined is that you can't find any relevant or meaningful information about it. If this happens, don't immediately abandon your efforts to investigate the problem because it could very well be an excellent topic of study. A good way to begin is to look for parallels and opportunities for broader associations that apply to the initial research problem. A strategy for doing this is to ask yourself the basic six questions of who, what, where, when, how, and why.

Here is an example of how to apply the six questions strategy to broadening your topic. Let's use the research topic of how to investigate ways to improve trade relations between Peru and Bolivia as an example. Ask yourself:

Who? -- are there other countries involved in the relations between these two countries that might want to challenge or encourage this relationship? Are there particular individuals or special interest groups [e.g., politicians, union leaders, etc.] promoting trade relations or trying to inhibit it? [remember to ask either the individual who question, the collective who question, or the institutional who question].
What? -- what are the specific trading commodities you are examining? Are there commodities not currently traded between Peru and Bolivia that could be? What commodities are being traded but should be traded in greater volume? What barriers exist that may help or hinder the import-exports of specific commodities?
Where? -- where are examples of other bi-lateral trade agreements that could model the potential for closer trade relations between Peru and Bolivia? Where are the benefits most likely to be felt within each country? Note that the question of where can also relate to specific spatial and geographical issues, such as, are there any areas impeding transportation of goods in the region?
When? -- how long have these countries had or not had trade relations? How far into the future might a trade relationship last given other factors? The question of when can apply to either past issues or future areas of interest.
How? -- how might Peru and Bolivia forge these ties in relation to, for example, long-standing internal conflicts within each country? Note that the how question can also be framed as, "In what way might...." [e.g., In what way might improved trade relations lead to other forms of economic exchanges between the two countries?].
Why? -- what advantages can each country gain by pursuing active trade relations? Why might other countries be concerned about closer ties between these two countries? Asking why can illuminate the " So What? " question applied to your topic and, thus, provide a means of assessing significance.

Reflecting upon these six questions during your initial review of the literature can help you formulate ways to expand the parameters of your initial research problem, providing an opportunity to identify new avenues of investigation and centering your study around gaps in the literature when answers to questions cannot be found. Once you've identified additional directions in which to proceed with your topic, you can try narrowing it down again, if needed.

NOTE: Do not determine on your own that a research problem is too narrowly defined . Always consult with a librarian before making this assumption because librarians are experts in finding information and interpreting it in relation to a research problem. As such, they can help guide you to undiscovered research or suggest ways to design a broader analysis of your research problem using resources you did not even know existed.

Booth, Wayne C. The Craft of Research . Fourth edition. Chicago, IL: The University of Chicago Press, 2016; Coming Up With Your Topic. Institute for Writing Rhetoric. Dartmouth College; Getting Started With Your Research: A Self-Help Guide to Quality Information, Jean and Alexander Heard Library. Vanderbilt University; Strategies for Broadening a Topic. University Libraries. Information Skills Modules. Virginia Tech University.

<< Previous: Narrowing a Topic Idea
Next: Extending the Timeliness of a Topic Idea >>
Last Updated: May 25, 2024 4:09 PM
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5.6: Finding and Evaluating Research Sources

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Anne Eidenmuller
Columbia Basin College

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Introduction

In order to create rhetorically effective and engaging pieces, research writers must be able to find appropriate and diverse sources and to evaluate those sources for usefulness and credibility. This chapter discusses how to locate such sources and how to evaluate them. On the one hand, this is a chapter about the nuts and bolts of research. If you have written research papers before, searching for sources and citing them in your paper may, at times, have appeared to you as purely mechanical processes, chores necessary to produce a paper. On the other hand, when writers work with research sources, first finding and then evaluating them, they do rhetorical work. Finding good sources and using them effectively helps you to create a message and a persona that your readers are more likely to accept, believe, and be interested in than if unsuitable and unreliable sources are used. This chapter covers the various kinds of research sources available to writers. It discusses how to find, evaluate, and use primary and secondary sources, printed and online ones.

Types of Research Sources

It is a well-known cliché: we live in an information age. Information has become a tangible commodity capable of creating and destroying wealth, influencing public opinion and government policies, and effecting social change. As writers and citizens, we have unprecedented access to different kinds of information from different sources. Writers who hope to influence their audiences need to know what research sources are available, where to find them, and how to use them.

Primary and Secondary Sources

Definition of primary sources.

Let us begin with the definition of primary and secondary sources. A primary research sources is one that allows you to learn about your subject “firsthand.” Primary sources provide direct evidence about the topic under investigation. They offer us “direct access” to the events or phenomena we are studying. For example, if you are researching the history of World War II and decide to study soldiers’ letters home or maps of battlefields, you are working with primary sources. Similarly, if you are studying the history of your hometown in a local archive that contains documents pertaining to that history, you are engaging in primary research. Among other primary sources and methods are interviews, surveys, polls, observations, and other similar “firsthand” investigative techniques. The fact that primary sources allow us “direct access” to the topic does not mean that they offer an objective and unbiased view of it. It is therefore important to consider primary sources critically and, if possible, gather multiple perspectives on the same event, time period, or questions from multiple primary sources.

Definition of Secondary Sources

Secondary sources describe, discuss, and analyze research obtained from primary sources or from other secondary sources. Using the previous example about World War II, if you read other historians’ accounts of it, government documents, maps, and other written documents, you are engaging in secondary research. Some types of secondary sources with which you are likely to work include books, academic journals, popular magazines and newspapers, websites, and other electronic sources. The same source can be both primary and secondary, depending on the nature and purpose of the project. For example, if you study a culture or group of people by examining texts they produce, you are engaging in primary research. On the other hand, if that same group published a text analyzing some external event, person, or issue and if your focus is not on the text’s authors but on their analysis, you would be doing secondary research. Secondary sources often contain descriptions and analyses of primary sources. Therefore, accounts, descriptions, and interpretations of research subjects found in secondary sources are at least one step further removed from what can be found in primary sources about the same subject. And while primary sources do not give us a completely objective view of reality, secondary sources inevitably add an extra layer of opinion and interpretation to the views and ideas found in primary sources. All texts are rhetorical creations, and writers make choices about what to include and what to omit. As researchers, we need to understand that and not rely on either primary or secondary sources blindly.

Writing Activity: Examining the Same Topic through Primary and Secondary Sources

Primary and secondary sources can offer writers different views of the same topic. This activity invites you to explore the different perspectives that you may get after investigating the same subject through primary and secondary sources. It should help us see how our views of different topics depend on the kinds of sources we use. Find several primary sources on a topic that interests you. Include archival documents, first- hand accounts, lab experiment results, interviews, surveys, and so on. Depending on how much time you have for this project, you may or may not be able to consult all of the above source types. In either case, try to consult sources of three or four different kinds. Next, write a summary of what you learned about your subject as a result of your primary-source investigation. Mention facts, dates, important people, opinions, theories, and anything that seems important or interesting. Now, conduct a brief secondary-source search on the same subject. Use books, journals, popular magazines and newspapers, Internet sites, and so on. Write a summary of your findings. Finally, compare the two summaries. What differences do you see? What new ideas, perspectives, ideas, or opinions did your secondary-source search yield? As a result of these two searches, have you obtained different accounts of the same research subject? Pay special attention to the differences in descriptions, accounts, or interpretations of the same subject. Notice what secondary sources add to the treatment of the subject and what they take away, compared to the primary sources.

Print and Electronic Sources

Researcher have at their disposal both printed and electronic sources. Before the advent of the Internet, most research papers were written with the use of printed sources only. Until fairly recently, one of the main stated goals of research writing instruction was to give students practice in the use of the library. Libraries are venerable institutions, and therefore printed sources have traditionally been seen (with good reason, usually,) as more solid and reliable than those found on the Internet. With the growing popularity of the Internet and other computerized means of storing and communicating information, traditional libraries faced serious competition for clients. It has become impractical if not impossible for researchers to ignore the massive amount of information available to them on the Internet or from other online sources. As a result, it is not uncommon for many writers beginning a research project to begin searching online rather than at a library or a local archive. For example, several times in the process of writing this essay, when I found myself in need of information fast, I opened my Web browser and researched online. With the popularity of the Internet ever increasing, it has become common practice for many student writers to limit themselves to online research and to ignore the library. While there are some cases when a modified version of such an approach to searching may be justifiable (more about that later), it is clear that by using only online research sources, a writer severely limits his or her options. This section covers three areas. First, we will discuss the various types of printed and online sources as well the main similarities and differences between them. Next, I’d like to offer some suggestions on using your library effectively and creatively. Finally, we will examine the topic of conducting online searches, including methods of evaluating information found on the Internet.

Know Your Library

It is likely that your college or university library consists of two parts. One is the brick and mortar building, often at a central location on campus, where you can go to look for books, magazines, newspapers, and other publications. The other part is online. Most good libraries keep a collection of online research databases that are supported, at least in part, by your tuition and fees, and to which only people who are affiliated with the college or the university that subscribes to these databases have access. Let us begin with the brick and mortar library. If you have not yet been to your campus library, visit it soon. Larger colleges and universities usually have several libraries that may specialize in different academic disciplines. As you enter the library, you are likely to find a circulation desk (place where you can check out materials) and a reference desk. Behind the reference desk you will find reference librarians. Instead of wandering around the library alone, hoping to hit the research sources that you need for your project, it is a good idea to talk to a reference librarian at the beginning of every research project, especially if you are at a loss for a topic or research materials. Your brick and mortar campus library is likely to house the following types of materials:

Books (these include encyclopedias, dictionaries, indexes, and so on)
Academic Journals
Popular magazines
Government documents
A music and film collection (on CDs, VHS tapes, and DVDs)
A CD-Rom collection
A microfilm and microfiche collection
Special collections, such as ancient manuscripts or documents related to local history and culture.

According to librarian Linda M. Miller, researchers need to “gather relevant information about a topic or research question thoroughly and efficiently. To be thorough, it helps to be familiar with the kinds of resources that the library holds, and the services it provides to enable access to the holdings of other libraries” (2001, 61). Miller’s idea is a simple one, yet it is amazing how many inexperienced writers prefer to use the first book or journal they come across in the library as the basis for their writing and do not take the time to learn what the library has to offer. Here are some practical steps that will help you learn about your library:

Take a tour of the library with your class or other groups if such tours are available. While such group tours are generally less effective than conducting your own searches of a topic that interests you, they will give you a good introduction to the library and, perhaps, give you a chance to talk to a librarian.

Check your library’s website to see if online “virtual” tours are available. At James Madison University where I work, the librarians have developed a series of interactive online activities and quizzes which anyone wishing to learn about the JMU libraries can take in their spare time.

Talk to reference librarians! They are truly your best source of information. They will not get mad at you if you ask them too many questions. Not only are they paid to answer your questions, but most librarians love what they do and are eager to share their expertise with others.

Go from floor to floor and browse the shelves. Learn where different kinds of materials are located and what they look like.

Pay attention to the particulars of your campus library’s architecture. I am an experienced library user, but it look me some time, after I arrived at my university for the first time, to figure out that our library building has an annex that can only be accessed by taking a different elevator from the one leading to the main floors.

Use the library not only as a source of knowledge but as a source of entertainment and diversion. I like going to the library to browse through new fiction acquisitions. Many campus libraries also have excellent film and music collections.

The items on the list above will help you to acquire a general understanding of your campus library. However, the only way to gain an in-depth and meaningful knowledge of your library is to use it for specific research and writing projects. No matter how attentive you are during a library tour or while going from floor to floor and learning about all the different resources your library has to offer, it is during searchers that you conduct for your research projects that you will become most interested and involved in what you are doing. Here, therefore, is an activity that combines the immediate goal of finding research sources for a research project with the more long-term goal of knowing what your campus library has to offer.

Activity: Conducting a Library Search for a Writing Project

If you have a research and writing topic in mind for your next project, head for your brick-and-mortar campus library. As soon as you enter the building, go straight to the reference desk and talk to a reference librarian. Be aware that some of the people behind the reference desk may be student assistants working there. As a former librarian assistant myself and as a current library user, I know that most student assistants know their job rather well, but sometimes they need help from the professionals. So, don’t be surprised if the first person you approach refers you to someone else. Describe your research interests to the librarian. Be proactive. The worst disservice you can do yourself at this point is to look, sound, and act disinterested. Remember that the librarian can be most helpful if you are passionate about the subject of your research and if—this is very important—the paper you are writing is not due the next day. So, before you go to the library, try to narrow your topic or formulate some specific research questions. For example, instead of saying that you are interested in dolphins, you might explain that you are looking for information about people who train dolphins to be rescue animals. If the librarian senses that you have a rather vague idea about what to research and write about, he or she may point you to general reference sources such as indexes, encyclopedias, and research guides. While those may prove to be excellent thought-triggering publications, use them judiciously and don’t choose the first research topic you find just because your library has a lot of resources on it. After all, your research and writing will be successful only when you are deeply interested in and committed to your investigation. If you have a more definite idea about what you would like to research and write about, the reference librarian will likely point you to the library’s online catalog. I have often seen librarians working alongside students to help them identify or refine a writing topic. Find several different types of materials pertaining to your topic. Include books and academic articles. Don’t forget popular magazines and newspapers—the popular press covers just about any subject, event, or phenomena, and such articles may bring a unique perspective not found in academic sources. Also, don’t neglect to look in the government documents section to see if there has been any legislation or government regulation relevant to your research subject. Remember that at this stage your goal is to learn as much as you can about your topic by casting your research net as far and wide as you can. So, do not limit yourself to the first few sources you will find. Keep looking, and remember that your goal is to find the best information available. You will probably have to look in a variety of sources. If you are pressed for time you may not be able to study the books dedicated to your topic in detail. In this case, you may decide to focus your research entirely on shorter texts, such as journal and magazine articles, websites, government documents, and so on. However it is always a good idea to at least browse through the books on your topic to see whether they contain any information or leads worth investigating further.

Cyber Library

Besides the brick and mortar buildings, nearly all college and university libraries have a Web space that is a gateway to more documents, resources, and information than any library building can house. From your library’s website, you can not only search the library’s holdings but also access millions of articles, electronic books, and other resources available on the Internet. It is a good idea to conduct a search from your campus library page rather than from your favorite search engine. There are three reasons for that. First, most of the materials you will find through your library site are accessible to paying subscribers only and cannot be found via any search engine. Second, online library searches return organized and categorized results, complete with the date of publication and source—something that cannot be said about popular search engines. Finally, by searching online library databases you can be reasonably sure that the information you retrieve is reliable.

So, what might you expect to find on your library’s website? The site of the library at James Madison University where I work offers several links. In addition to the link to the library catalog, there is a Quick Reference link, a link called Research Databases, a Periodical Locator, Research Guides, and Internet Search. There are also links to special collections and to the featured or new electronic databases to which the library has recently subscribed. While your school library may use other names for these links, the kinds of resources they offer will be similar to what JMU’s library has to offer. Most of these links are self-explanatory. Obviously, the link to the library catalog allows you to search your brick and mortar library’s collection. A periodical locator search will tell you what academic journals, popular magazines, and newspapers are available at your library. The Internet search option will allow you to search the World Wide Web, except that your library’s Internet searching function will probably allow you to conduct meta-searches—i.e., searches using many search engines simultaneously. Where a link like Research Databases or Research Guides will take you is a little less obvious. Therefore I will cover these two types of library resources in some detail. Let us start with the research databases. An average-size college or university subscribes to hundreds, if not thousands, of online databases on just about every subject. These databases contain, at a minimum, information about titles, authors, and sources of relevant newspaper and journal articles, government documents, online archive materials, and other research sources. Most databases provide readers with abstracts (short summaries) of those materials, and a growing number of online databases offer full texts of articles. From the research-database home page, it is possible to search for a specific database or by subject. Research-guide websites are similar to the database home pages, except that, in addition to database links, they often offer direct connections to academic journals and other relevant online resources on the research subject. Searching online is a skill that can only be learned through frequent practice and critical reflection. Therefore, in order to become a proficient user of your library’s electronic resources, you will need to visit the library’s website often and conduct many searches. Although most library websites are organized according to similar principles and offer similar types of resources, it will be up to you as a researcher and learner to find out what your school library has to offer and to learn to use those resources. I hope that the following activities will help you in that process.

Activity: Exploring your Cyber Library

Go to your school library’s website and explore the kinds of resources it has to offer.

Conduct searches on a subject you are currently investigating or interested in investigating in the future, using the a periodical locator resource (if your library has one). Then, conduct similar searches of electronic databases and research guides.

Summarize, whether in an oral presentation or in writing, your search process and the kinds of sources you have found. Pay attention to particular successes and failures that occurred as you searched.

Print Sources or Electronic?

In the early years of the Internet, there was widespread mistrust of the World Wide Web and the information it had to offer. While some of this mistrust is still present (and justifiable), the undeniable fact is that the authority of the Internet as a legitimate and reliable source of information has increased considerably in recent years. For example, academic journals in almost every discipline complement their printed volumes with Web versions, and some are now only available online. These online journals employ the same rigorous submission review processes as their printed counterparts. Complete texts of academic and other books are sometimes available on the Internet. Respected specialized databases and government document collections are published entirely and exclusively online. Print and electronic sources are not created equal, and although online and other electronic texts are gaining ground as legitimate research resources, there is still a widespread and often justified opinion among academics and other writers that printed materials make better research sources. Some materials available in some libraries simply cannot be found online and vice versa. For example, if you are a Shakespeare scholar wishing to examine manuscripts from the Elizabethan times, you will not find them online. To get to them, you will have to visit the Folger Shakespeare Library in Washington, DC, or a similar repository of Elizabethan manuscripts. On the other hand, if you are researching the Creative Commons movement, which is a community dedicated to reforming copyright laws in this country, then your best bet is to begin your search on the Internet at http://www.creativecommons.org/ . Surely, after reading the website, you will need to augment your research by reading other related materials, both online and in print, but in this case, starting online rather than in the library is a reasonable idea. As a researching writer, you should realize that printed and electronic sources are not inherently bad or good. Either type can be reliable or unreliable; either can be appropriate or inappropriate for a specific research project. It is up to researchers and writers to learn how to select both print and electronic sources judiciously and how to evaluate them for their reliability and appropriateness for particular purposes.

Determining the Suitability and Reliability of Research Sources

Much of the discussion about the relative value of printed and electronic—especially Internet—sources revolves around the issue of reliability. When it comes to libraries, the issue is more or less clear. Libraries keep books, journals, ands other publications that usually undergo a rigorous pre- and post-publication review process. It is reasonable to assume that your campus library contains very few or no materials that are blatantly unreliable or false, unless those materials are kept there precisely to demonstrate their unreliability and falsehood. As a faculty member, I am sometimes asked by my university librarians to recommend titles in my academic field that our university library should own. Of course my opinion (or that of another faculty member) does not completely safeguard against the library acquiring materials that contain errors and or misleading information; we use our experience and knowledge in the field to recommend certain titles and omit certain others. Faculty recommendations are the last stage of long process before a publication gets to a campus library. Before that, every book, journal article, or other material undergoes a stringent review from the publisher’s editors and other readers. And while researchers still need to use sound judgment in deciding which library sources to use in their project, the issue is usually one of relevance and suitability for a specific research project and specific research questions rather than one of whether the information presented in the source is truthful or not. The same is true of some electronic sources. Databases and other research sources published on CD-ROMs, as well as various online research websites that accompany many contemporary writing textbooks, for example, are subject to the same strict review process as their printed counterparts. Information contained in specialized academic and professional databases is also screened for reliability and accuracy. If, as we have established, most of the materials you are likely to encounter in your campus library are generally trustworthy, then your task as a researcher is to determine the relevance of the information contained in books, journals, and other materials for your particular research project. It is a simple question, really: will my research sources help me answer the research questions that I am posing in my project? Will they help me learn as much as I can about my topic and create a rhetorically effective and interesting text for my readers? Consider the following example. Recently, the topic of the connection between certain antidepressant drugs and suicidal tendencies among teenagers who take those drugs has received a lot of media coverage. Suppose you are interested in researching this topic further. Suppose, too, that you want not only to give statistical information about the problem in your paper but also to study firsthand accounts of the people who have been negatively affected by the antidepressants. When you come to your campus library, you have no trouble locating the latest reports and studies that give you a general overview of your topic, including rates of suicidal behavior in teenagers who took the drugs, tabulated data on the exact relationships between the dosage of the drugs and the changes in the patients’ moods, and so on. All this may be useful information, and there is a good chance that, as a writer, you will still find a way to use it in your paper. You could, for example, provide the summary of the statistics in order to introduce the topic to your readers. However, this information does not fulfill your research purpose completely. You want to understand what it is like to be a teenager whose body and mind have been affected by the antidepressants, yet the printed materials you have found so far offer no such insight. They fulfill your goal only partially. To find such firsthand accounts, then, you will either have to keep looking in the library or conduct interviews with people who have been affected by these drugs.

Suitability of Sources

Determine how suitable a particular source is for your current research project. To do this, consider the following factors:

Scope: What topics and subtopics does the source cover? Is it a general overview of your subject or it is a specialized resource?
Audience: Who is the intended audience for the text? If the text itself is too basic or too specialized, it may not match the expectations and needs of your own target audience.
Timeliness: When was the source published? Does it represent the latest information, theories, and views? Bear in mind, though, that if you are conducting a historical investigation, you will probably need to consult older materials, too.

What are credentials of the author(s)? This may be particularly important when you use Internet sources, since there are so few barriers to publishing online. One needn’t have an academic degree or credentials to make one’s writing publicly available. As part of your evaluation of the source’s authority, you should also pay attention to the kinds of external sources that were used during its creation. Look through the bibliography or list of works cited attached to the text. Not only will it help you determine how reliable and suitable the source is, but it may also provide you with further leads for your own research. Try asking the above questions of any source you are using for a research project you are currently conducting.

Reliability of Internet Sources

Charles Lowe, the author of the essay “The Internet Can Be a Wonderful Place, but . . .” offers the following opinion of the importance of the Internet as a research source for contemporary researchers:

To a generation raised in the electronic media culture, the Internet is an environment where you feel more comfortable, more at home than the antiquated libraries and research arenas of the pre-electronic, print culture. To you, instructors just don’t get it when they advise against using the Internet for research or require the bulk of the sources for a research paper to come from the library (129-130).

Indeed, the Internet has become the main source of information not only for college students, but also for many people outside academia. And while I do not advise you to stay away from the Internet when researching and I generally do not require my own students to use only printed sources, I do know that working with Internet sources places additional demands on the researcher and the writer. Because much of the Internet is a democratic, open space, and because anyone with a computer can post materials online, evaluating online sources is not always easy. A surprisingly large number of people believe much of the information on the Internet, even if this information is blatantly misleading or its authors have a self-serving agenda. I think many students uncritically accept information they find on the Internet because some of the sites on which this information appears look and sound very authoritative. Used to believing the published word, inexperienced writers often fall for such information as legitimate research data. So, what are some of strategies you can use to determine that reliability? The key to successful evaluation of Internet research sources, as any other research sources, is application of your critical reading and thinking skills. In order to determine the reliability of any source, including online sources, it is advisable to conduct a basic rhetorical analysis of that source. When deciding whether to use a particular website as a research source, every writer should ask and answer the following questions:

Who is the author (or, authors) of the website and the materials presented on it? What is known about the site’s author(s) and its publishers and their agendas and goals?
What is the purpose of the website?
Who is the target audience of the website
How do the writing style and the design of the website contribute to (or detract from) its meaning?

Website Authors and Publishers

As with a printed source, first we need to consider the author and the publisher of a website. Lowe suggests that we start by looking at the tag in the website’s URL. Whether it is a “.com,” an “.org,” a “.net, “or an “.edu” site can offer useful clues about the types and credibility of materials located on the site. In addition to the three most common URL tags listed above, websites of military organizations use the extension “.mil” while websites hosted in other countries have other tags that are usually abbreviations of those countries’ names. Sites of government agencies end in “.gov.” For example, most sites hosted in Great Britain have the tag “.uk,” which stands for “United Kingdom.” Websites based in Italy usually have the tag “.it,” and so on. Typically, a “.com” site is set up to sell or promote a product or service. Therefore, if you are researching Nike shoes, you will probably not want to rely on http://www.nike.com/ if you want to get a more objective review of the product. While Nike’s website may provide some useful information about the products it sells, the site’s main purpose is to sell Nike’s goods, playing up the advantages of their products. Keep in mind that not all “.com” websites try to sell something. Sometimes academics and other professionals obtain “.com” addresses because they are easy to obtain. For example, the professional website of Charles Lowe (cited above) is located at http://www.cyberdash.com/ . Political candidates running for office often also choose “.com” addresses for their campaign websites. In every case, you need to apply your critical reading skills and your judgment when evaluating a website. The “.org” sites usually belong to organizations, including political groups. These sites can present some specific challenges to researchers trying to evaluate their credibility and usefulness. To understand these challenges, let us consider the “.org” sites of two political research organizations, also known as “think tanks.” One is the conservative Heritage Foundation ( http://www.heritage.org ), and the other is the traditionally liberal Center for National Policy ( http://www.cnponline.org ). Both sites have “About” pages intended to explain to their readers the goals and purposes of the organizations they represent. The Heritage Foundation’s site contains the following information:

. . . The Heritage Foundation is a research and educational institute—a think tank—whose mission is to formulate and promote conservative public policies based on the principles of free enterprise, limited government, individual freedom, traditional American values, and a strong national defense. ( http://www.heritage.org/about )

This statement can tell a researcher a lot about the research articles and other materials contained in the site. It tells us that the authors of the site are not neutral, nor do they pretend to be. Instead, they are advancing a particular political agenda, so, when used as research sources, the writings on the site should not be seen as unbiased “truths” but as arguments. The same is true of the Center for National Policy’s website, although its authors use a different rhetorical strategy to explain their political commitments. They write:

The Center for National Policy (CNP) is a nonprofit, nonpartisan public policy organization located in Washington, DC. Founded in 1981, the center’s mission is to engage national leaders with new policy options and innovative programs designed to advance progressive ideas in the interest of all Americans ( http://www.cnponline.org/people_and_programs.html )

It takes further study of the center’s website, as well as sure knowledge of the American political scene, to realize that the organization leans toward the left of the political spectrum. The websites of both organizations contain an impressive amount of research, commentary, and other materials designed to advance the groups’ causes. When evaluating “.org” sites, it is important to realize that they belong to organizations, and each organization has a purpose or a cause. Therefore, each organizational website will try to advance that cause and fulfill that purpose by publishing appropriate materials. Even if the research and arguments presented on those sites are solid (and they often are), there is no such thing as an unbiased and disinterested source. This is especially true of political and social organizations whose sole purpose is to promote agendas. The Internet addresses ending in “.edu” are rather self-evident—they belong to universities and other educational institutions. On these sites we can expect academic articles and other writings, as well as papers and other works created by students. These websites are also useful resources if you are looking for information on a specific college or university. Be aware, though, that typically any college faculty member or student can obtain Web space from their institution and publish materials of their own choosing there. Thus some of the texts that appear on “.edu” sites may be personal rather than academic. In recent years, some political research organizations have begun to use Web addresses with the “.edu” tag. One of these organizations is The Brookings Institution, whose address is http://www.brookings.edu . Government websites that end in “.gov” can be useful sources of information on the latest legislation and other regulatory documents. The website with a “.net” extension can belong to commercial organizations or online forums.

Website Content

Now that we have established principles for evaluating the authors and publishers of Web materials, let us look at the content of the writing. As I have stated above, like all writing, Web writing is argumentative; therefore it is important to recognize that authors of Web texts work to promote their agendas or highlight the events, organizations, and opinions that they consider right, important, and worthy of public attention. Different writers work from different assumptions and try to reach different audiences. Websites of political organizations are prime examples of that.

Activity: Evaluating Website Content

Go to one of the following websites: The Heritage Foundation ( http://www.heritage.org ), The Center for National Policy ( http://www.cnponline.org ), The Brookings Institution ( http://www.brookings.edu ), or The American Enterprise Institute ( http://www.aei.org ). Or choose another website suggested by your instructor. Browse through the site’s content and consider the following questions:

What is the purpose of the site?
What is its intended audience? How do we know?
What are the main subjects discussed on the sites?
What assumptions and biases do the authors of the publications on the site seem to have? How do we know?
What research methods and sources do the authors of these materials use? How does research help the writers of the site state their case?

Apply the same analysis to any online sources you are using for one of your research projects.

Website Design and Style

The style and layout of any text is a part of that text’s message, and online research sources are no exception. Well-designed and written websites add to the ethos (credibility) of their authors while badly designed and poorly written ones detract from it. Sometimes, however, a website with a good-looking design can turn out to be an unreliable or unsuitable research source.

In Place of a Conclusion: Do Not Accept A Source Just Because It Sounds or Looks Authoritative

Good writers try to create authoritative texts. Having authority in their writing helps them advance their arguments and influence their audiences. To establish such authority, writers use a variety of methods. As has been discussed throughout this essay, it is important for any researcher to recognize authoritative and credible research sources. On the other hand, it is also important not to accept authoritative sources without questioning them. After all, the purpose of every researched piece of writing is to create new views and new theories on the subject, not to repeat the old ones, however good and well presented those old theories may be. Therefore, when working with reliable and suitable research sources, consider them solid foundations that will help you to achieve a new understanding of your subject, which will be your own. Applying the critical source-evaluation techniques discussed in this essay will help you to accomplish this goal.

Finding and Evaluating Research Sources. Authored by : Pavel Zemliansky. Located at : http://www.saylor.org/site/wp-content/uploads/2011/01/ENGL002-Chapter-4-Research-Writing.pdf . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

Research Paper Format: Your Ultimate Guide

In this article, our research proposal writing service experts will empower you to understand the critical role of formatting in academic writing. You'll explore various types of research papers and tailor your format to the specific demands of your project. Learn how to format a research paper in APA, MLA, ASA, and Chicago styles, and demystify the art of citation in each. Gain insights into crafting a well-structured, impactful paper, and join us as we unlock your research paper's true potential and elevate your academic writing skills to new heights!

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The Basics of Research Paper Formats

Before diving into the intricacies of different paper writing formats, it's essential to establish a clear understanding of what exactly a research paper format entails. In essence, it is a structured set of guidelines and rules that govern the layout, organization, and overall presentation of your scholarly work. It encompasses elements such as font styles, margins, headings, citations, and reference lists.

Why is adhering to a specific research article format so crucial? The answer lies in the very essence of academic writing. Research papers are the means through which scholars and students communicate their ideas, findings, and insights to the academic community and the world at large. Consistency in formatting is paramount because it ensures that your work is presented in a standardized, professional manner. Adhering to a specific format serves multiple purposes:

Clarity and Professionalism: A consistent format enhances the clarity of your paper and presents it in a professional light. It allows readers to focus on the content rather than being distracted by inconsistent styling.
Communication: Standardized formatting conventions enable scholars from various disciplines and institutions to understand your research more easily. It's a universal language that transcends academic boundaries.
Credibility: Conforming to a recognized format demonstrates your commitment to the academic standards of your field. It establishes credibility and trust among your readers.

Formatting research papers effectively isn't just about aesthetics; it plays a pivotal role in making your research paper more readable and comprehensible. Here's how:

Logical Flow: A well-structured format with clear headings and subheadings helps your readers navigate through your paper with ease, following the logical flow of your argument or analysis.
Citations and References: Proper citation and referencing, integral parts of formatting, giving due credit to the sources you've used, and lending authority to your research.
Consistency: Consistent formatting, from margins to font size and citation style, fosters a sense of order and coherence, making it simpler for your audience to focus on the content.
Accessibility: An appropriate format ensures that your research paper is accessible to individuals with diverse reading preferences and needs. It accommodates those who skim, scan, or read in detail.

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How the Choice of Format May Vary Based on the Type of Research Paper?

The type of paper you're working on plays a significant role in determining the most suitable college research paper format. For instance:

Argumentative Papers: These often follow formats that highlight the thesis statement, counterarguments, and supporting evidence. In APA or MLA formats, clear citations and references are key.
Analytical Papers: These may employ a variety of formats depending on the discipline, but clarity and logical flow are always crucial. APA or MLA can work well, depending on the subject.
Empirical Papers: APA format is commonly used for empirical research papers due to its focus on methodology, results, and statistics.
Literature Reviews: A literature review might follow APA, MLA, or Chicago styles, depending on the subject area. Consistent citation and referencing are essential.
Survey Research Papers: APA or ASA (American Sociological Association) formats are often used for survey research, emphasizing methodology and results.

How to Format a Research Paper in Different Citation Styles?

The art of crafting a research paper layout extends beyond structure and organization; it also encompasses the intricate details of citation styles. Each academic discipline has its preferred citation style, and mastering the nuances of these styles is essential for academic success. In this section, we'll provide you with the knowledge and tools to navigate the intricacies of APA, MLA, ASA, and Chicago formats. Whether you're working on research paper topics in psychology, literature, sociology, or history, understanding how to format your paper is the key to presenting your findings with precision and authority.

APA Research Paper Format

When it comes to academic writing, the American Psychological Association (APA) style is a formidable presence. Widely used in the fields of psychology, education, and the social sciences, mastering the APA research paper format is essential for researchers, scholars, and students. In this section, we'll delve into the core elements of APA formatting, offering insights into everything from title pages to reference lists. Whether you're embarking on a psychology research paper or exploring the intricacies of the social sciences, understanding the APA format is your key to presenting research with clarity and precision. And, should you ever need assistance in crafting a well-structured paper, you can always rely on our expertise and request, ' write my research paper for me'!

How to Cite a Research Paper in APA?

Citing sources in an APA research paper format is essential for acknowledging the work of others and maintaining the credibility of your own research. Let's explore the key aspects of APA citation with concise examples:

In-Text Citations

In APA, in-text citations include the author's last name and the publication year. They can be integrated into your sentence or enclosed in parentheses.

Author's Name in the Sentence:

Smith (2018) argued that...
According to Smith (2018),...

Author's Name in Parentheses:

This theory has been widely accepted (Smith, 2018).
The results were inconclusive (Jones & Lee, 2019).
When no author is available, use the first few words of the reference list entry and the year: ('Title of Article,' 2020).

Reference List

The reference list, located at the end of your paper, lists all the sources cited. Entries follow a specific format:

Author(s): Last name and initials or organization name.
Publication Year: Enclosed in parentheses.
Title of Work: Italicized with sentence case.
Source: Journal, book, or website.
DOI or URL: For online sources.
Smith, J. R. (2017). The Art of Research. American Psychological Association.

Journal Article:

Brown, M., & Davis, S. (2020). Experimental Findings in Neuroscience. Journal of Advanced Research, 32(5), 123-135.

Online Source:

Johnson, L. (2019). The Digital Age: A Comprehensive Overview. Retrieved from https://www.examplewebsite.com/digital-age

ASA Research Paper Format

The American Sociological Association (ASA) format serves as the standard in sociology and related disciplines, providing a structured framework for presenting research findings. Whether you're exploring social issues, demographics, or cultural phenomena, understanding the ASA research paper format is pivotal. In this section, we'll introduce you to the key elements of ASA formatting and guide you through the process of citing sources effectively.

How to Cite a Research Paper in ASA?

Citing sources in ASA format follows a specific set of guidelines designed to maintain consistency and clarity in sociological research. Let's delve into ASA citation with clear examples to ensure your research papers align with this discipline's requirements.

ASA in-text citations typically include the author's last name and the publication year, with variations based on whether the author is named in the text or included in parentheses.

Johnson (2019) argued that...
According to Johnson (2019),...
This theory has been widely accepted (Johnson 2019).
The results were inconclusive (Smith and Lee 2018).

The ASA reference list, located at the end of your paper, lists all the sources cited. Entries should include:

Author(s): Last name, first name.
Title of Work: Italicized in title case.
Smith, John. 2017. The Art of Research. American Sociological Association.
Brown, Mary, and Davis, Susan. 2020. 'Experimental Findings in Sociology.' Journal of Advanced Research 32(5): 123-135.
Johnson, Laura. 2019. 'The Digital Age: A Comprehensive Overview.' Retrieved from https://www.examplewebsite.com/digital-age

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MLA Format Research Paper

The Modern Language Association (MLA) style is widely used in the humanities, including literature, language studies, and the arts. Navigating the research paper format MLA is essential for scholars and students in these fields. In this section, we'll provide an overview of the key elements of MLA formatting, guiding you through the process of citing sources accurately.

How to Cite a Research Paper in MLA?

Learning how to write a research paper in MLA format adheres to specific rules to ensure the clarity and consistency of your research papers. Let's delve into MLA citation with illustrative examples:

MLA in-text citations typically include the author's last name and the page number in parentheses. The format can vary based on whether the author's name is included in the sentence or enclosed in parentheses.

Smith argued that 'the sky is blue' (25).
According to Smith, 'the sky is blue' (25).
This theory has been widely accepted (Johnson 42).
The results were inconclusive (Smith and Lee 56).

Works Cited Page

The Works Cited page, located at the end of your paper, provides a comprehensive list of all the sources cited. Entries follow a specific format:

Title of Work: Italicized with title case.
Page Numbers: For print sources.
URL: For online sources.
Smith, John. The Art of Research. American Literary Press, 2017.
Brown, Mary, and Susan Davis. 'Experimental Findings in Literature.' Journal of Advanced Research , vol. 32, no. 5, 2020, pp. 123-135.
Johnson, Laura. 'The Digital Age: A Comprehensive Overview.' www.examplewebsite.com/digital-age.

Chicago Style of Citing Research Paper

The Chicago Manual of Style (CMS) is a versatile and widely recognized style guide used across various disciplines, including history, social sciences, and fine arts. Mastery of the Chicago research paper format is a valuable skill for researchers and students in these fields. In this section, we will explore the core elements of Chicago formatting and guide you through the process of accurately citing sources.

How to Cite a Research Paper in Chicago Style?

Chicago citation style offers flexibility, accommodating both notes and bibliography (NB) and author-date (AD) systems. Let's delve into Chicago citation with examples to ensure your research papers adhere to the requirements of your discipline.

In Chicago NB (Notes and Bibliography) format, in-text citations often appear as footnotes or endnotes, while Chicago AD (Author-Date) format employs parenthetical citations. The format can vary based on whether the author's name is included in the sentence or enclosed in parentheses.

Chicago NB Format:

Smith argued that 'the sky is blue.' ¹
According to Smith, 'the sky is blue.' ²

Chicago AD Format:

(Smith 2017, 25)
(Smith and Lee 2018, 56)

Bibliography (Chicago NB) or Reference List (Chicago AD)

The Bibliography (for NB) or Reference List (for AD) is located at the end of your paper and lists all the sources cited. Entries follow specific formats:

Book (Chicago NB):

Journal Article (Chicago AD):

Brown, Mary, and Susan Davis. 2020. 'Experimental Findings in History.' Journal of Advanced Research 32, no. 5: 123-135.

Online Source (Chicago NB):

In the world of academia, mastering different types of research paper formatting and the art of citation is your passport to success. Whether it's APA, MLA, ASA, or Chicago, each format has its nuances, and understanding them is crucial. With a well-structured outline, clarity in in-text citations, and a meticulously organized reference list, you're poised to navigate the complexities of research paper writing. As you embark on your academic journey, remember that precise formatting and citing not only uphold the integrity of your work work but also enhance your scholarly impact.

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How to Introduce Evidence: 41 Effective Phrases & Examples

Research requires us to scrutinize information and assess its credibility. Accordingly, when we think about various phenomena, we examine empirical data and craft detailed explanations justifying our interpretations. An essential component of constructing our research narratives is thus providing supporting evidence and examples.

The type of proof we provide can either bolster our claims or leave readers confused or skeptical of our analysis. Therefore, it’s crucial that we use appropriate, logical phrases that guide readers clearly from one idea to the next. In this article, we explain how evidence and examples should be introduced according to different contexts in academic writing and catalog effective language you can use to support your arguments, examples included.

When to Introduce Evidence and Examples in a Paper

Evidence and examples create the foundation upon which your claims can stand firm. Without proof, your arguments lack credibility and teeth. However, laundry listing evidence is as bad as failing to provide any materials or information that can substantiate your conclusions. Therefore, when you introduce examples, make sure to judiciously provide evidence when needed and use phrases that will appropriately and clearly explain how the proof supports your argument.

There are different types of claims and different types of evidence in writing. You should introduce and link your arguments to evidence when you

state information that is not “common knowledge”;
draw conclusions, make inferences, or suggest implications based on specific data;
need to clarify a prior statement, and it would be more effectively done with an illustration;
need to identify representative examples of a category;
desire to distinguish concepts; and
emphasize a point by highlighting a specific situation.

Introductory Phrases to Use and Their Contexts

To assist you with effectively supporting your statements, we have organized the introductory phrases below according to their function. This list is not exhaustive but will provide you with ideas of the types of phrases you can use.

Although any research author can make use of these helpful phrases and bolster their academic writing by entering them into their work, before submitting to a journal, it is a good idea to let a professional English editing service take a look to ensure that all terms and phrases make sense in the given research context. Wordvice offers paper editing , thesis editing , and dissertation editing services that help elevate your academic language and make your writing more compelling to journal authors and researchers alike.

For more examples of strong verbs for research writing , effective transition words for academic papers , or commonly confused words , head over to the Wordvice Academic Resources website.

'ZDNET Recommends': What exactly does it mean?

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When you click through from our site to a retailer and buy a product or service, we may earn affiliate commissions. This helps support our work, but does not affect what we cover or how, and it does not affect the price you pay. Neither ZDNET nor the author are compensated for these independent reviews. Indeed, we follow strict guidelines that ensure our editorial content is never influenced by advertisers.

ZDNET's editorial team writes on behalf of you, our reader. Our goal is to deliver the most accurate information and the most knowledgeable advice possible in order to help you make smarter buying decisions on tech gear and a wide array of products and services. Our editors thoroughly review and fact-check every article to ensure that our content meets the highest standards. If we have made an error or published misleading information, we will correct or clarify the article. If you see inaccuracies in our content, please report the mistake via this form .

ChatGPT vs. Copilot: Which AI chatbot is better for you?

Since ChatGPT launched in November 2022, AI chatbots have been the talk of the internet. ChatGPT's abilities to generate text , talk conversationally, write code , and do so much more have driven huge demand for the chatbot.

Naturally, seeing ChatGPT's massive success, other companies rushed to compete in the generative AI space .

Also: The best AI chatbots: ChatGPT and other noteworthy alternatives

Shortly after ChatGPT's launch, Microsoft announced its Bing search engine was getting an AI chatbot, known at the time as Bing Chat but later renamed to Copilot . Despite being designed for the same purpose, Copilot had some major advantages over ChatGPT, with the biggest perk being access to the internet for free.

In May 2024, however, OpenAI leveled the playing field, unveiling upgrades to the free version of ChatGPT that matched Copilot's features and then some. So, which chatbot should you use? To help make your decision easier, we compared ChatGPT (the free version) and Copilot.

You should use ChatGPT if...

1. you want to experience the hype for yourself.

Since its launch, ChatGPT has been the leading AI chatbot and has served as the blueprint for the many AI chatbot alternatives that have entered the space.

Also: AI business is booming: ChatGPT Enterprise now boasts 600,000+ users

As a result, it has the most name recognition and popularity, and the hype is well deserved. ChatGPT is a capable chatbot that can provide insight and assistance on various topics, including technical areas such as writing and coding .

ChatGPT is currently free to use and open to everyone. Therefore, if you are curious about how an AI chatbot could benefit you, you might as well try the one that started the boom -- and find out what you like and need in a chatbot assistant.

2. You want free access to OpenAI's latest model, GPT-4o

The most compelling reason to try ChatGPT is to experience GPT-4o. In May 2024, OpenAI unveiled its latest and most advanced flagship model -- GPT-4o. As the name implies, the model has the same intelligence as GPT-4, which is impressive because GPT-4 outperformed its predecessor on nearly every benchmark, including reasoning, coding, English, and more.

Additionally, the "o" in the new model's title is a nod to its multimodal capabilities, which allow it to understand text, audio, image, and video inputs, and output text, audio, and images.

Also: 6 ways OpenAI just supercharged ChatGPT for free users

With the upgrade, free users can take advantage of features previously limited to paid users, such as getting responses from the web, uploading files and images, and accessing Memory and the GPT Store.

Eventually, free ChatGPT users will also be able to use the new Voice Mode, supercharged with GPT-4o's video and audio capabilities, to provide a more conversational experience and use the context from their environment to provide voice answers.

You should use Copilot if...

1. you want footnotes automatically added.

One of the biggest problems with ChatGPT is the inability to confirm the accuracy of its responses, as the tool does not provide sources. Even though the May update to ChatGPT made it possible for the chatbot to browse the internet, ChatGPT still only provides links in some instances.

Also: AI taking on more work doesn't mean it replaces you. Here are 12 reasons to worry less

When you ask a question in Copilot, the chatbot automatically includes footnotes in its generated answers that lead you back to the source of its response. Click the footnote, and you will be sent directly to the web article in another tab.

This capability is useful when you use the chatbot to learn more about a subject. It's easy to explore further by clicking the provided links, especially if you want to learn more about certain parts of the answer.

2. You want more visual responses

Copilot resembles a search engine. The chatbot's responses include plenty of links and, in many instances, photos. The visual components add to the answers by providing context and making the user experience more engaging. The graphics the tool creates also often include additional information.

Alternatives to consider

Generative AI tools on the market offer different strengths. Here are others you can try:

Artificial Intelligence

Copilot pro vs. chatgpt plus: which is ai chatbot is worth your $20 a month, chatgpt vs. microsoft copilot vs. gemini: which is the best ai chatbot, what is copilot (formerly bing chat) here's everything you need to know.

Diving Deeper into Postsecondary Value, IHEP Research Series Explores Equity and Economic Outcomes

Washington, DC (May 29, 2024) –   Higher education has long been recognized as a key driver of economic opportunity, but new research, spearheaded by the Institute for Higher Education Policy (IHEP), is diving deeper into questions of postsecondary value and equity. The “Elevating Equitable Value: Investigating Economic Outcomes of Postsecondary Education” series, informed by data from the Equitable Value Explorer tool along with state-level data, surveys, and additional sources, is exploring pressing questions about postsecondary value. Research released today by Trellis Strategies, the American Association of State Colleges and Universities (AASCU), Wayne State University, and the Research Institute at Dallas College completes the seven-paper series.

“Earning a college degree can change the trajectory of students’ lives, their families, and their communities, for generations to come, but the benefits are not evenly distributed,” said IHEP President Mamie Voight . “By unpacking the nuances of value delivery across different contexts, this research strengthens the evidence-base showing that college is worth the investment. It also can inform policymakers and institutions about targeted strategies to improve the returns on postsecondary education for all students.”

Field-based researchers across the country built on the work of the Postsecondary Value Commission by exploring critical questions on post-college outcomes in their own specific context:

How Can Policy and Practice Shape Equitable Value?

Several papers in the series explored how institutional policy and practice can ensure all students benefit from a college degree. Research by Trellis Strategies underscores the connection between student financial well-being during college and future economic returns. A ten-percentage-point decrease in the number of students experiencing financial instability during college was correlated with higher economic returns to students, especially at four-year public schools. The authors highlight the importance of programs that expand access to emergency aid, promote financial literacy, and enhance transparency around college costs and financial aid options.

A study by the American Association of State Colleges and Universities (AASCU) found that all 33 institutions participating in their Student Success Equity Intensive program had earnings that exceeded the Postsecondary Value Commission’s minimum economic return threshold, but equity gaps persist. Institutions serving a larger proportion of Black, Latinx, and Indigenous students or Pell Grant recipients saw a smaller economic return – the amount by which earnings exceed those of a typical high school graduate, plus the cost of their education – demonstrating the need for continued efforts to promote student success and the financial value of college degrees.

Another key finding shows a strong link between faculty composition and student outcomes. Research by Frederick Tucker of the City University of New York reveals that institutions with more tenured or tenure-track faculty, alongside a smaller proportion of full-time adjuncts, see stronger economic returns for students. This is particularly true at Minority-Serving Institutions (MSIs) and colleges serving a large share of Pell Grant recipients.

How Does Postsecondary Value Differ By and Within States?

The research in this series adds to our growing understanding of how certain states are delivering value. For example, a project by Wayne State University found that while postsecondary education generally leads to higher earnings in Michigan, disparities exist. Public, four-year universities in the state provided the highest economic return, exceeding the minimum threshold by over $22,000, while most other types of institutions in the state offered a smaller but still positive return. Michigan ranked high nationally in terms of the amount that students’ earnings typically exceed the minimum economic return threshold, despite having a moderate ranking in median post-college earnings.

The Research Institute at Dallas College’s analysis paired data from the Equitable Value Explorer with state longitudinal data to measure the economic return at more than 500 Hispanic-Serving Institutions (HSIs) nationwide, in addition to outcomes for all Hispanic students in Texas. Overall, economic returns were positive for Hispanic students, but disparities persisted even within Hispanic communities, particularly for immigrants, those from low-income backgrounds and women.

What is the Role of Geography in the Postsecondary Value Equation?

Location plays a significant role in education options and economic returns. Two papers in the series examined the geographic dimension of value. The American Institutes for Research’s study found that community college students generally earn more after college than those with only a high school diploma in their region. However, community colleges serving a higher percentage of underrepresented students tend to deliver a lower economic value, underscoring the need for additional support to ensure these institutions can effectively serve their students.

Boston College researchers’ analysis of rural-serving institutions (RSIs) found that while median post-college earnings may be slightly lower compared to urban and suburban institutions, RSIs are typically more affordable. The majority of RSIs still provide a positive economic return for students after factoring in these relatively low education costs, highlighting their vital role in expanding access to higher education in underserved areas.

IHEP is expanding and strengthening the community of researchers, practitioners and advocates exploring postsecondary value through an equity lens, by providing the tools necessary for researchers, associations, and institutions to tackle these critical questions. For more information about the Equitable Value Explorer, please visit: https://equity.postsecondaryvalue.org/

Supporting the Whole Student Through Holistic Advising: Reflections on ED’s Raise The Bar Summit

Investing in Student Success: IHEP’s Federal Funding Priorities for FY25

14 Top Outstanding Open Source LLMs For Research and Commercial Use

Large Language Models (or LLMs) are machine learning models ( built on top of transformer neural network ) that aim to solve language problems like auto-completion, text classification, text generation, and more. It is a subset of Deep Learning.

The "large" refers to the model being pre-trained by a massive set of data (could be in sizes of petabytes), accompanied by millions or billions of parameters and further fine-tuned for a specific use-case.

While LLMs made projects like ChatGPT and Google Gemini possible, they are proprietary. So, there's a lack of transparency, and the entire control of the LLM (and its usage) is at the discretion of the company that owns it. So, what's the solution to this? Open source LLMs .

With an open-source LLM, you can have multiple benefits like transparency, no vendor lock-in, free to use for commercial purposes, and total control over customization of the model (in terms of performance, carbon footprint, and more) .

Similar reasons why we need open-source ChatGPT chatbot alternatives:

Now that you know why we need open-source LLMs, let me highlight some of the best ones available.

1. Falcon 180B

The Technology Innovation Institute (TII) in the United Arab Emirates (UAE) launched an open LLM, which performs close to its proprietary competitors.

The model includes 180 billion parameters and was trained on 3.5 trillion tokens.

In the Falcon AI model family, there are smaller/newer models like Falcon 2 11B, which is a scalable solution, and outperforms similar models from Meta and Google.

2. Dolly 2.0

Dolly 2.0 is one of the most prominent open-source LLM models developed by Databricks, fine-tuned on a human-generated instruction dataset. Unlike its predecessor, the dataset is its original, generated by more than 5000 employees of the company.

It includes 12 billion parameters, and is geared towards summarization, QA, classification, and some brainstorming. Dolly 2.0 does not aim to compete with existing models, but the focus was more on providing a human-generated dataset along with an LLM. They claimed it to be the first of its kind back then that tried to mimic ChatGPT's interaction.

3. Cerebras-GPT

Cerebras-GPT is a family of seven GPT-3 open-source LLM models ranging from 111 million to 13 billion parameters.

These models aim for higher accuracy with a faster training times, lower cost, and consume less energy. It is trained using DeepMind's Chinchilla formula.

Bloom is an open-access multilingual LLM model that is trained to continue text from prompts, and can be trained for other text-based tasks.

The model includes 176 billion parameters, and can output in 46 different languages and 13 programming languages.

5. DLite V2

DLite by AI Squared aims to present lightweight LLMs that you can use almost anywhere.

The family of model includes variations ranging from 123 million to 1.5 billion parameters. It utilizes the same database built by Databricks for Dolly 2.0. Hence, it is tuned for the same use-case.

MPT-7B is another prominent open-source model by Databricks . Unlike Dolly 2.0, it competes and surpasses Meta's LLaMA-7B in many ways.

The model was trained using a mixed set of data from various sources, including 6.7 billion parameters. It also aims to be an affordable alternative to the closed source LLM models available.

XGen 7B is an LLM model by Salesforce , one of the leading companies in its industry. The model has been trained for text generation and code tasks, claiming performance benefits over similar models like MPT.

8. OpenLLaMA

OpenLLaMA is a reproduction of Meta's popular LLaMa model trained with a different dataset to make it available under a permissive license, when compared to Meta's custom commercial license.

Currently, you can find OpenLLaMA 7Bv2 and a 3Bv3 model, with all of them trained using a mixture of datasets.

You can learn more about it on its GitHub page.

9. StarCoder

StarCoder is an interesting open-source LLM trained using data from GitHub (commits, issues etc) fine-tuned for coding tasks.

It includes 15 billion parameters and trained on 80+ programming languages. Considering the data is from GitHub, you will need to add attribution wherever necessary when you use the model.

Another open-source from Salesforce, fine-tuned for coding tasks and code generation. CodeT5 is one of the most competing code LLMs that features 16 billion parameters, and claims to outperform OpenAI's code-cushman001 model.

Yi-1.5 is an exciting open-source LLM featuring a whopping 34.4 billion parameters.

It is fine-tuned for coding, math, reasoning, and instruction-following capability. Originally, this model wasn't open-source, but later it was. And, that's a good thing.

12. SOLAR-10.7B

SOLAR-10.7B is a pre-trained open-source LLM by Upstage.ai that just generates random text. You need to fine-tune it to adapt to your particular requirements.

When compared to models with larger parameters, it promises to provide a good model performance efficiency and scalability even with 10.7 billion parameters. It is an incredibly popular adaptable language model.

13. Mistral 7B

Mistral 7B is a powerful language model that claims to outperform LLaMa 1/2 in various ways. The large language model is capable of math, reasoning, word knowledge, QA, and more.

It is a pre-trained generative text model with 7 billion parameters. Hence, it does not have any moderation mechanisms. So, you need to fine-tune it to output moderated results.

14. OLMo-7B

OLMo-7B is yet another open language model pre-trained with Dolma dataset featuring three trillion token open corpus. The entire training data, model weights, and the code is open-source, and available to use without restriction.

💬 What is your favorite open-source LLM? Have you tried running any of them? Share your thoughts in the comments below!

A passionate technophile who also happens to be a Computer Science graduate. You will usually see cats dancing to the beautiful tunes sung by him.

8 Best Linux Tools For Digital Artists

Ten blogs every ubuntu user must follow, running ai locally using ollama on ubuntu linux, 8 open source second brain knowledge base tools, run llms locally on raspberry pi using ollama ai, become a better linux user.

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chemical formula for caffeine with three coffee beans on the side

Many of us can’t imagine starting the day without a cup of coffee. One reason may be that it supplies us with a jolt of caffeine, a mild stimulant to the central nervous system that quickly boosts our alertness and energy levels. [1] Of course, coffee is not the only caffeine-containing beverage. Read on to learn more about sources of caffeine, and a review of the research on this stimulant and health.

Absorption and Metabolism of Caffeine

The chemical name for the bitter white powder known as caffeine is 1,3,7 trimethylxanthine. Caffeine is absorbed within about 45 minutes after consuming, and peaks in the blood anywhere from 15 minutes to 2 hours. [2] Caffeine in beverages such as coffee, tea, and soda is quickly absorbed in the gut and dissolves in both the body’s water and fat molecules. It is able to cross into the brain. Food or food components, such as fibers, in the gut can delay how quickly caffeine in the blood peaks. Therefore, drinking your morning coffee on an empty stomach might give you a quicker energy boost than if you drank it while eating breakfast.

Caffeine is broken down mainly in the liver. It can remain in the blood anywhere from 1.5 to 9.5 hours, depending on various factors. [2] Smoking speeds up the breakdown of caffeine, whereas pregnancy and oral contraceptives can slow the breakdown. During the third trimester of pregnancy, caffeine can remain in the body for up to 15 hours. [3]

People often develop a “caffeine tolerance” when taken regularly, which can reduce its stimulant effects unless a higher amount is consumed. When suddenly stopping all caffeine, withdrawal symptoms often follow such as irritability, headache, agitation, depressed mood, and fatigue. The symptoms are strongest within a few days after stopping caffeine, but tend to subside after about one week. [3] Tapering the amount gradually may help to reduce side effects.

Sources of Caffeine

Caffeine is naturally found in the fruit, leaves, and beans of coffee , cacao, and guarana plants. It is also added to beverages and supplements. There is a risk of drinking excess amounts of caffeinated beverages like soda and energy drinks because they are taken chilled and are easy to digest quickly in large quantities.

Coffee. 1 cup or 8 ounces of brewed coffee contains about 95 mg caffeine. The same amount of instant coffee contains about 60 mg caffeine. Decaffeinated coffee contains about 4 mg of caffeine. Learn more about coffee .
Espresso. 1 shot or 1.5 ounces contains about 65 mg caffeine.
Tea. 1 cup of black tea contains about 47 mg caffeine. Green tea contains about 28 mg. Decaffeinated tea contains 2 mg, and herbal tea contains none. Learn more about tea .
Soda. A 12-ounce can of regular or diet dark cola contains about 40 mg caffeine. The same amount of Mountain Dew contains 55 mg caffeine.
Chocolate (cacao) . 1 ounce of dark chocolate contains about 24 mg caffeine, whereas milk chocolate contains one-quarter of that amount.
Guarana. This is a seed from a South American plant that is processed as an extract in foods, energy drinks, and energy supplements. Guarana seeds contain about four times the amount of caffeine as that found in coffee beans. [4] Some drinks containing extracts of these seeds can contain up to 125 mg caffeine per serving.
Energy drinks. 1 cup or 8 ounces of an energy drink contains about 85 mg caffeine. However the standard energy drink serving is 16 ounces, which doubles the caffeine to 170 mg. Energy shots are much more concentrated than the drinks; a small 2 ounce shot contains about 200 mg caffeine. Learn more about energy drinks .
Supplements. Caffeine supplements contain about 200 mg per tablet, or the amount in 2 cups of brewed coffee.

Recommended Amounts

In the U.S., adults consume an average of 135 mg of caffeine daily, or the amount in 1.5 cups of coffee (1 cup = 8 ounces). [5] The U.S. Food and Drug Administration considers 400 milligrams (about 4 cups brewed coffee) a safe amount of caffeine for healthy adults to consume daily. However, pregnant women should limit their caffeine intake to 200 mg a day (about 2 cups brewed coffee), according to the American College of Obstetricians and Gynecologists.

The American Academy of Pediatrics suggests that children under age 12 should not consume any food or beverages with caffeine. For adolescents 12 and older, caffeine intake should be limited to no more than 100 mg daily. This is the amount in two or three 12-ounce cans of cola soda.

Caffeine and Health

Caffeine is associated with several health conditions. People have different tolerances and responses to caffeine, partly due to genetic differences. Consuming caffeine regularly, such as drinking a cup of coffee every day, can promote caffeine tolerance in some people so that the side effects from caffeine may decrease over time. Although we tend to associate caffeine most often with coffee or tea, the research below focuses mainly on the health effects of caffeine itself. Visit our features on coffee , tea , and energy drinks for more health information related to those beverages.

Caffeine can block the effects of the hormone adenosine, which is responsible for deep sleep . Caffeine binds to adenosine receptors in the brain, which not only lowers adenosine levels but also increases or decreases other hormones that affect sleep, including dopamine, serotonin, norepinephrine, and GABA. [2] Levels of melatonin, another hormone promoting sleep, can drop in the presence of caffeine as both are metabolized in the liver. Caffeine intake later in the day close to bedtime can interfere with good sleep quality. Although developing a caffeine tolerance by taking caffeine regularly over time may lower its disruptive effects, [1] those who have trouble sleeping may consider minimizing caffeine intake later in the day and before going to bed.

In sensitive individuals, caffeine can increase anxiety at doses of 400 mg or more a day (about 4 cups of brewed coffee). High amounts of caffeine may cause nervousness and speed up heart rate, symptoms that are also felt during an anxiety attack. Those who have an underlying anxiety or panic disorder are especially at risk of overstimulation when overloading on caffeine.

Caffeine stimulates the heart, increases blood flow, and increases blood pressure temporarily, particularly in people who do not usually consume caffeine. However, strong negative effects of caffeine on blood pressure have not been found in clinical trials, even in people with hypertension, and cohort studies have not found that coffee drinking is associated with a higher risk of hypertension. Studies also do not show an association of caffeine intake and atrial fibrillation (abnormal heart beat), heart disease , or stroke. [3]

Caffeine is often added to weight loss supplements to help “burn calories.” There is no evidence that caffeine causes significant weight loss. It may help to boost energy if one is feeling fatigued from restricting caloric intake, and may reduce appetite temporarily. Caffeine stimulates the sympathetic nervous system, which plays a role in suppressing hunger, enhancing satiety, and increasing the breakdown of fat cells to be used for energy. [6] Cohort studies following large groups of people suggest that a higher caffeine intake is associated with slightly lower rates of weight gain in the long term. [3] However, a fairly large amount of caffeine (equivalent to 6 cups of coffee a day) may be needed to achieve a modest increase in calorie “burn.” Additional calories obtained from cream, milk, or sweetener added to a caffeinated beverage like coffee or tea can easily negate any calorie deficit caused by caffeine.

Caffeine can cross the placenta, and both mother and fetus metabolize caffeine slowly. A high intake of caffeine by the mother can lead to prolonged high caffeine blood levels in the fetus. Reduced blood flow and oxygen levels may result, increasing the risk of miscarriage and low birth weight. [3] However, lower intakes of caffeine have not been found harmful during pregnancy when limiting intakes to no more than 200 mg a day. A review of controlled clinical studies found that caffeine intake, whether low, medium, or high doses, did not appear to increase the risk of infertility. [7]

Most studies on liver disease and caffeine have specifically examined coffee intake. Caffeinated coffee intake is associated with a lower risk of liver cancer, fibrosis, and cirrhosis. Caffeine may prevent the fibrosis (scarring) of liver tissue by blocking adenosine, which is responsible for the production of collagen that is used to build scar tissue. [3]

Studies have shown that higher coffee consumption is associated with a lower risk of gallstones. [8] Decaffeinated coffee does not show as strong a connection as caffeinated coffee. Therefore, it is likely that caffeine contributes significantly to this protective effect. The gallbladder is an organ that produces bile to help break down fats; consuming a very high fat diet requires more bile, which can strain the gallbladder and increase the risk of gallstones. It is believed that caffeine may help to stimulate contractions in the gallbladder and increase the secretion of cholecystokinin, a hormone that speeds the digestion of fats.

Caffeine may protect against Parkinson’s disease. Animal studies show a protective effect of caffeine from deterioration in the brain. [3] Prospective cohort studies show a strong association of people with higher caffeine intakes and a lower risk of developing Parkinson’s disease. [9]

Caffeine has a similar action to the medication theophylline, which is sometimes prescribed to treat asthma. They both relax the smooth muscles of the lungs and open up bronchial tubes, which can improve breathing. The optimal amount of caffeine needs more study, but the trials reviewed revealed that even a lower caffeine dose of 5 mg/kg of body weight showed benefit over a placebo. [10] Caffeine has also been used to treat breathing difficulties in premature infants. [3]

Caffeine stimulates the release of a stress hormone called epinephrine, which causes liver and muscle tissue to release its stored glucose into the bloodstream, temporarily raising blood glucose levels. However, regular caffeine intake is not associated with an increased risk of diabetes . In fact, cohort studies show that regular coffee intake is associated with a lower risk of type 2 diabetes , though the effect may be from the coffee plant compounds rather than caffeine itself, as decaffeinated coffee shows a similar protective effect. [3] Other observational studies suggest that caffeine may protect and preserve the function of beta cells in the pancreas, which are responsible for secreting insulin. [11]

Signs of Toxicity

Caffeine toxicity has been observed with intakes of 1.2 grams or more in one dose. Consuming 10-14 grams at one time is believed to be fatal. Caffeine intake up to 10 grams has caused convulsions and vomiting, but recovery is possible in about 6 hours. Side effects at lower doses of 1 gram include restlessness, irritability, nervousness, vomiting, rapid heart rate, and tremors.

Toxicity is generally not seen when drinking caffeinated beverages because a very large amount would need to be taken within a few hours to reach a toxic level (10 gm of caffeine is equal to about 100 cups of brewed coffee). Dangerous blood levels are more often seen with overuse of caffeine pills or tablets. [3]

Did You Know?

Caffeine is not just found in food and beverages but in various medications. It is often added to analgesics (pain relievers) to provide faster and more effective relief from pain and headaches. Headache or migraine pain is accompanied by enlarged inflamed blood vessels; caffeine has the opposite effect of reducing inflammation and narrowing blood vessels, which may relieve the pain.
Caffeine can interact with various medications. It can cause your body to break down a medication too quickly so that it loses its effectiveness. It can cause a dangerously fast heart beat and high blood pressure if taken with other stimulant medications. Sometimes a medication can slow the metabolism of caffeine in the body, which may increase the risk of jitteriness and irritability, especially if one tends to drink several caffeinated drinks throughout the day. If you drink caffeinated beverages daily, talk with your doctor about potential interactions when starting a new medication.

Energy Drinks

Clark I, Landolt HP. Coffee, caffeine, and sleep: A systematic review of epidemiological studies and randomized controlled trials. Sleep medicine reviews . 2017 Feb 1;31:70-8. *Disclosure: some of HPL’s research has been supported by Novartis Foundation for Medical-Biological Research.
Institute of Medicine (US) Committee on Military Nutrition Research. Caffeine for the Sustainment of Mental Task Performance: Formulations for Military Operations. Washington (DC): National Academies Press (US); 2001. 2, Pharmacology of Caffeine. Available from: https://www.ncbi.nlm.nih.gov/books/NBK223808/
van Dam RM, Hu FB, Willett WC. Coffee, Caffeine, and Health. NEJM . 2020 Jul 23; 383:369-378
Moustakas D, Mezzio M, Rodriguez BR, Constable MA, Mulligan ME, Voura EB. Guarana provides additional stimulation over caffeine alone in the planarian model. PLoS One . 2015 Apr 16;10(4):e0123310.
Drewnowski A, Rehm CD. Sources of caffeine in diets of US children and adults: trends by beverage type and purchase location. Nutrients . 2016 Mar;8(3):154.
Harpaz E, Tamir S, Weinstein A, Weinstein Y. The effect of caffeine on energy balance. Journal of basic and clinical physiology and pharmacolog y. 2017 Jan 1;28(1):1-0.
Bu FL, Feng X, Yang XY, Ren J, Cao HJ. Relationship between caffeine intake and infertility: a systematic review of controlled clinical studies. BMC Womens Health . 2020;20(1):125.
Zhang YP, Li WQ, Sun YL, Zhu RT, Wang WJ. Systematic review with meta‐analysis: coffee consumption and the risk of gallstone disease. Alimentary pharmacology & therapeutics . 2015 Sep;42(6):637-48.
Hong CT, Chan L, Bai CH. The Effect of Caffeine on the Risk and Progression of Parkinson’s Disease: A Meta-Analysis. Nutrients . 2020 Jun;12(6):1860.
Welsh EJ, Bara A, Barley E, Cates CJ. Caffeine for asthma. Cochrane Database Syst Rev . 2010;2010(1):CD001112.
Lee S, Min JY, Min KB. Caffeine and Caffeine Metabolites in Relation to Insulin Resistance and Beta Cell Function in US Adults. Nutrients . 2020 Jun;12(6):1783.

Last reviewed July 2020

Terms of Use

The contents of this website are for educational purposes and are not intended to offer personal medical advice. You should seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have read on this website. The Nutrition Source does not recommend or endorse any products.

IMAGES

The Ultimate Guide on Academic Sources for Research Papers
A Guide on How to Find Sources For a Research Paper
Types Of Sources For Research
How to Write a Research Paper: Full Guide with Examples
What are sources for a research paper. Integrating sources into your
How to use a source in a research paper in 2021

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COMMENTS

How to Find Sources
Research databases. You can search for scholarly sources online using databases and search engines like Google Scholar. These provide a range of search functions that can help you to find the most relevant sources. If you are searching for a specific article or book, include the title or the author's name. Alternatively, if you're just ...
Choosing & Using Sources: A Guide to Academic Research
Choosing & Using Sources presents a process for academic research and writing, from formulating your research question to selecting good information and using it effectively in your research assignments. Additional chapters cover understanding types of sources, searching for information, and avoiding plagiarism. Each chapter includes self-quizzes and activities to reinforce core concepts and ...
Types of Sources
Print Sources. Books and Textbooks: Odds are that at least one book has been written about virtually any research topic you can imagine (and if not, your research could represent the first steps toward a best-selling publication that addresses the gap!).Because of the time it takes to publish a book, books usually contain more dated information than will be found in journals and newspapers.
Types of Sources Explained
Revised on May 31, 2023. Throughout the research process, you'll likely use various types of sources. The source types commonly used in academic writing include: Academic journals. Books. Websites. Newspapers. Encyclopedias. The type of source you look for will depend on the stage you are at in the writing process.
Research Paper: A step-by-step guide: 4. Appropriate Sources
Put simply, a primary source in the sciences would be the original research, data, or material that forms the basis for other research. For example, the first time research about a new scientific discovery is published would be the primary source. A paper that analyzes or interprets the original research would be a secondary source.
What Are Credible Sources & How to Spot Them
Revised on May 9, 2024. A credible source is free from bias and backed up with evidence. It is written by a trustworthy author or organization. There are a lot of sources out there, and it can be hard to tell what's credible and what isn't at first glance. Evaluating source credibility is an important information literacy skill.
Choosing the Best Sources and Evidence
Choosing the Best Sources and Evidence. The sources and evidence you select to use in an academic paper should be of a higher caliber than what you use in your daily life and need to be verifiable, accurate, objective and authoritative. Before integrating research into your paper, follow these guidelines to select the best sources and evidence ...
Tips to Find Credible Sources for Research: A Guide for Students
2. Cross Wikipedia off. Wikipedia, although it's a massive pool of information, should always be avoided when writing a research paper since it allows the public to edit information. Sites such as these often run the risk of lacking accuracy, and is not one of the most credible sources for research. 3.
How To Write A Research Paper (FREE Template
Step 1: Find a topic and review the literature. As we mentioned earlier, in a research paper, you, as the researcher, will try to answer a question.More specifically, that's called a research question, and it sets the direction of your entire paper. What's important to understand though is that you'll need to answer that research question with the help of high-quality sources - for ...
Planning and Writing a Research Paper: Work Your Sources into Your
Work Your Sources into Your Research Writing. Working your sources into your writing is a very important part of the writing process and gets easier over time. You must also decide whether you will quote, paraphrase, or summarize the material when incorporating resources into your writing. Academic integrity encompasses the practice of engaging ...
10 Ways On How To Find Sources For A Research Paper
Each source you use in your research paper should pass the CRAAP Test. By utilizing this tool, you enhance the credibility of your work and make your arguments more compelling. By following the strategies outlined in this guide, you can easily gather academic sources for your research paper.
How can I find good sources for my research paper?
Some tips for getting from this beginning research to finding "good" sources include the following. Make a list of research terms you can use when searching in the library or even online. Start with your core list, but also add other keywords and phrases that you notice as you research. Also, when you find a good source, look to see if it ...
A Source's Role in Your Paper
Advance your argument: a source provides a new insight that helps establish a main supporting claim to your overall argument; your use of that source should usually agree with and extend the idea or insight, demonstrating its application to your own analysis. Provide a complication or counterargument: a source introduces an idea or raises a ...
What Types of References Are Appropriate?
Potentially appropriate: books, encyclopedias, and other scholarly works. Another potential source that you might use when writing a research paper is a book, encyclopedia, or an official online source (such as demographic data drawn from a government website). When relying on such sources, it is important to carefully consider its accuracy and ...
Find Credible Sources For Research Paper [Useful Tips]
8 Sources to Avoid When Conducting Research. 8.1 Social Media & Related Sites. 8.2 Wikipedia. 8.3 General Blogs. 8.4 Magazines. 8.5 Outdated Sources. 9 Tips for Finding Research Paper Sources. Writing research papers requires patience and a lot of in-depth analysis of the materials chosen to find reliable sources.
Why Use Sources?
Natural scientists consider empirical articles published in peer-reviewed journals to be primary sources. These published results of experiments and analyses of data provide the raw material for other scientists to consider as they pursue their own research. Secondary sources in the natural sciences include literature reviews and books.
Reading Sources for Your Research Paper
If you have any questions, call the Writing Center at ext. 6981. Return to WAC index. Beginning a research paper can be overwhelming unless you know how to set goals for yourself when you read. Think of gathering sources as a triangle where the top are the 5-6 excellent sources: 5-6 excellent sources -read 10-12 good ones-skim 20-30 available ...
10 Best Online Websites and Resources for Academic Research
Still, Google Books is a great first step to find sources that you can later look for at your campus library. 6. Science.gov. If you're looking for scientific research, Science.gov is a great option. The site provides full-text documents, scientific data, and other resources from federally funded research.
The best academic search engines [Update 2024]
Academic search engines have become the number one resource to turn to in order to find research papers and other scholarly sources. While classic academic databases like Web of Science and Scopus are locked behind paywalls, Google Scholar and others can be accessed free of charge. In order to help you get your research done fast, we have compiled the top list of free academic search engines.
Information Sources: Where to Find Them
To get started with your literature review, those at FAU can refer to the following sources: Library Research 101: An Introduction to the FAU Libraries. Library Research 101 (Recording) View this webinar recording that introduces the FAU Libraries and its services. This provides demonstrations for searching the FAU Library Catalog and its ...
Identifying a source
Academic journals are the best source to find the most up to date research on specific topics. They are published several times a year and will be longer pieces of work than newspaper articles and written for a specific audience interested in that research. ... This is a unique identifier for each article and can be used as a permanent link to ...
Organizing Your Social Sciences Research Paper
A research problem that is too narrowly defined leads to any of the following problems: You can't find enough information and what you do find is tangential or irrelevant. You find information that is so specific that it can't lead to any significant conclusions. Your sources cover so few ideas that you can't expand them into a significant paper.
Evaluating Sources
Lateral reading is the act of evaluating the credibility of a source by comparing it to other sources. This allows you to: Verify evidence. Contextualize information. Find potential weaknesses. If a source is using methods or drawing conclusions that are incompatible with other research in its field, it may not be reliable. Example: Lateral ...
5.6: Finding and Evaluating Research Sources
If you have written research papers before, searching for sources and citing them in your paper may, at times, have appeared to you as purely mechanical processes, chores necessary to produce a paper. On the other hand, when writers work with research sources, first finding and then evaluating them, they do rhetorical work. ...
Research Paper Format: In-depth Guide with Tips
Argumentative Research Papers: These papers aim to persuade the reader about a particular viewpoint or argument. They require a clear thesis statement, compelling evidence, and a logical structure. Analytical Research Papers: Analytical papers delve into a topic, dissecting it to understand its various components and nuances. They don't ...
How to Introduce Evidence: 41 Effective Phrases & Examples
Although any research author can make use of these helpful phrases and bolster their academic writing by entering them into their work, before submitting to a journal, it is a good idea to let a professional English editing service take a look to ensure that all terms and phrases make sense in the given research context. Wordvice offers paper editing, thesis editing, and dissertation editing ...
ChatGPT vs. Copilot: Which AI chatbot is better for you?
ChatGPT is a capable chatbot that can provide insight and assistance on various topics, including technical areas such as writing and coding. ChatGPT is currently free to use and open to everyone.
Diving Deeper into Postsecondary Value, IHEP Research Series Explores
Higher education has long been recognized as a key driver of economic opportunity, but new research, spearheaded by the Institute for Higher Education Policy (IHEP), is diving deeper into questions of postsecondary value and equity. The "Elevating Equitable Value: Investigating Economic Outcomes of Postsecondary Education" series, informed by data from the Equitable Value Explorer tool ...
14 Top Open Source LLMs For Research and Commercial Use
Open source LLMs. With an open-source LLM, you can have multiple benefits like transparency, no vendor lock-in, free to use for commercial purposes, and total control over customization of the model (in terms of performance, carbon footprint, and more). Similar reasons why we need open-source ChatGPT chatbot alternatives:
Caffeine
Read on to learn more about sources of caffeine, and a review of the research on this stimulant and health. Absorption and Metabolism of Caffeine. The chemical name for the bitter white powder known as caffeine is 1,3,7 trimethylxanthine. Caffeine is absorbed within about 45 minutes after consuming, and peaks in the blood anywhere from 15 ...

Choosing & Using Sources: A Guide to Academic Research

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Table of Contents

Ancillary Material

About the Contributors

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Types of Sources

Welcome to the Purdue OWL

Print Sources

Digital and Electronic Sources

Research Paper: A step-by-step guide: 4. Appropriate Sources

What Source Should You Use?

Scholarly Resources

Primary, Secondary, and Tertiary Resources

Choosing a Resource

Choosing the Best Database for Your Project

The Ultimate Student Guide To Finding Credible Sources

What is a Research Paper?

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2. Cross Wikipedia off

3. Yes to scholarly databases

4. Newspapers and magazines

5. The library

Types of Credible Sources for Research

2. What are some credible journal articles?

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The Credibility of a Source

1. What’s the depth of it?

2. Who is reading it?

3. What’s the goal?

4. Who wrote it?

5. Can it be trusted?

6. Is it relevant to now?

7. Can it be proven?

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1. What is a credible source?

2. What is a potentially unreliable source?

Free Resources For Learning

Sites For Scholarly Research

Which Sites Can Be Relied On

List of Credible Research Sources to Consider

2. Research Think Tanks

3. Academic Libraries and Databases

4. Professional Standards Organizations

How to Write a Research Paper: Step-by-Step

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How To Write A Research Paper

Overview: Writing A Research Paper

Overview: The 3-Stage Process

Need a helping hand?

Step 1: Find a topic and review the literature

Step 2: Develop a structure and outline

Step 3: Write and refine

Recap: Key Takeaways

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Online Guide to Writing and Research

Work Your Sources into Your Research Writing

Quoting, Paraphrasing, Summarizing, and Citing Your Sources

Understanding Why We Use Citations

How to Work Citations and Paraphrasing Into Your Own Writing

Research Styles

Key Takeaways

Table of Contents: Online Guide to Writing

Appendix A: Books to Help Improve Your Writing

Appendix B: Collaborative Writing and Peer Reviewing

Appendix C: Developing an Improvement Plan

Appendix D: Writing Plan and Project Schedule

10 Ways On How To Find Sources For A Research Paper

Table of Contents

Related Reading

Objectivity

1. Dive Deep into Scholarly Articles and Journals

2. Utilize the Wealth of Your University Library

3. Government Websites: A Treasure Trove of Information

4. Sink Your Teeth Into Educational Websites

5. Turn to Established News Outlets

6. Delve into Peer-Reviewed Journals

7. Explore Books by Credible Authors

8. Reports from Reputable Organizations