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Resources for Academic Research: 12 Best Websites & Tools

Learn about the best 12 websites, tools, and resources for academic research to streamline and improve your research. Find out more now!

It is best to use scholarly or professional resources that are reliable, accurate, and valid for academic coursework and resources for academic research project assignments.

These are typically books and articles that have been reviewed before publication, but they can also be media and websites from reputable organizations and institutions.

When you do a research project, write a paper, or start a blog, you would then read articles to see what other people have done and then build on their work.

What are Resources for Academic Research?

Resources for academic research are the tools, materials, and information sources that scholars, students, and researchers use to conduct thorough and accurate research on a given topic.

Academic journals, books, online databases, primary and secondary sources, and research tools such as citation generators, reference managers, and statistical analysis software are examples of these resources .

Access to reliable and diverse resources is essential for producing high-quality academic work that is credible, informative, and current.

12 Best Websites, Tools & Resources for Academic Research

What sources will lead you to trustworthy resources for academic research? When you need to find sources, use these academic resources instead of scrolling through pages of search results.

Google Scholar

Google Scholar offers a wide range of scholarly literature, including articles, theses, books, and conference papers, making it a great resource for academic study.

Google Scholar allows researchers to search for information on a topic, find relevant material for their literature review, track citations of their work, remain up-to-date on new research in their field, and evaluate their work using metrics like the h-index and i10-index.

It’s a comprehensive, user-friendly academic research resource with powerful search capabilities, email alerts, and Google integration. This important website helps researchers find, access, and manage research data.

Features:

Keyword, author, or title search box for scholarly literature.
Tracking your work’s citations.
Advanced search filters by publication date, author, or journal.
Full-text articles and papers for convenient reference.
Email alerts for keywords or topics to remain current on research in your profession.
Work impact metrics like the h-index and i10-index.
Google Books and Google Drive integration for saving and organizing research resources.

JSTOR is an online library with academic journals, books, and primary sources from many fields. It was started in 1995 as a non-profit organization by JSTOR Inc. and a number of academic institutions.

More than 12 million academic articles and books from more than 2,000 publishers are in JSTOR’s online library. Content on JSTOR comes from many different fields, such as the humanities, social sciences, and natural sciences.

Individuals and institutions can subscribe to JSTOR’s digital library, and researchers, students, and scholars worldwide use it as a reliable and complete resource for academic research.

JSTOR offers scholarly journals, books, and primary materials.
JSTOR material spans humanities, social sciences, and natural sciences.
JSTOR’s stored content, including historical records, gives academics a broad perspective.
Users can search the platform’s huge database for keywords, authors, titles, and more.
PDFs of JSTOR articles can be downloaded.
Sharing, citation, and exporting options help scholars collaborate on the platform.
JSTOR’s pricing makes it’s content affordable for all sizes and budgets.

ProQuest is a global information content and technology company that gives access to research databases, electronic books, and digital archives. Eugene B. Power started it in 1938 as University Microfilms to store and distribute dissertations and theses on microfilm.

Today, ProQuest gives you access to a wide range of content, such as academic journals, newspapers, dissertations, and primary sources. The databases on ProQuest cover a wide range of subjects, including the social sciences, the humanities, and the natural sciences.

Researchers, students, and scholars worldwide use ProQuest because it is a reliable, all-inclusive resource for academic research.

Features :

Offers access to research databases, e-books, and digital archives in a wide range of fields.
There are a lot of academic journals, newspapers, dissertations, and primary sources in this collection.
Included are the social sciences, the humanities, and the natural sciences.
Users can search by author, title, keyword, subject, and other criteria.
Many of its databases let you read articles and other materials in full text.
Includes tools for saving research, organizing it, and sharing it with others.
Offers different pricing options so that people and organizations of all sizes and budgets can use it.
Offers easy access to ProQuest’s services through mobile apps and the web so that they can be used from anywhere.
Users can get a lot of help with customer service and training.
ResearchGate

ResearchGate is a social networking site for academics and researchers to cooperate. In 2008, a group of scientists founded it to allow researchers to share their work, communicate, and network.

One of the largest research communities online, ResearchGate has over 17 million users. The platform lets scholars create profiles, share publications, ask and answer questions, and network with like-minded researchers.

A citation tracker and reputation score help scholars manage their research activity on ResearchGate.

A social network for scientists and researchers.
Enables scholars to create profiles, share work, and network.
Researcher cooperation and discussion platform.
A citation tracker, online reputation score , and analytics assist scholars in managing their research.
Job board and career resource for researchers.
Allows field researchers to ask and answer questions.
Offers a news feed on cutting-edge research.
Provides scholars with peer assessment and feedback.
Allows researchers to advertise their work and gain academic recognition.
Provides free and premium memberships.

Zotero, a free, open-source reference manager, helps scholars organize and credit their sources. The George Mason University Roy Rosenzweig Center for History and New Media was founded in 2006.

Zotero lets users organize and search papers, books, web pages, and other study materials. It connects with various online browsers to gather and save research sources when surfing.

Researchers may easily format their citations and bibliographies in their discipline’s style with Zotero’s several citation formats. As a handy and effective tool for managing research resources, researchers, students, and scholars worldwide use it.

A free, open-source reference manager.
Organizes, stores, and cites research sources.
Organizes and stores research items in a searchable database.
It connects with various online browsers to gather and save research sources when surfing.
Offers a variety of citation styles for producing citations and bibliographies.
Enables people to share their research.
Provides note-taking, labeling, and research source highlighting features.
Automatically refreshes and syncs devices for easy research access.
Provides many plugins and add-ons to increase functionality.
Includes excellent documentation and a helpful user community.

Mendeley, a free reference management and academic, social network, lets researchers organize and share their articles and resources. It was started in 2008 by academicians and software developers and acquired by Elsevier in 2013.

Mendeley lets users create a searchable database of research papers, books, and other resources, including citation management, collaboration, and discovery capabilities. It offers groups, profiles, and suggestions to assist the researcher’s network.

Mendeley is a convenient and effective research management tool used by academics, students, and intellectuals worldwide.

Free academic networking and reference management.
Helps scholars organize and share papers and resources.
Provides a searchable database of research papers, books, etc.
Citation, collaboration, and discovery tools.
Helps researchers network with groups, profiles, and recommendations.
Annotates, highlights, and organizes research.
Formats citations and bibliographies in several fields.
Plugins and add-ons for major word processing and research applications.
Automatic updates and device syncing make research materials accessible anywhere.
Has a strong user community and substantial documentation.

Grammarly is a real-time writing tool that checks spelling, punctuation, and style. It was created in 2009 by linguists and software engineers and is now one of the most popular writing tools.

Grammarly is available as a browser extension, a desktop program for Windows and macOS, and a web app. It comes in free and premium versions, with the premium version adding genre-specific writing style advice, plagiarism detection, and readability scoring.

Grammarly improves writing for millions of writers, students, and professionals worldwide.

Real-time grammar and spelling checker for writers.
Helps writers improve style and tone.
Software engineers and linguists created it.
Use a web app, browser extension, or desktop software.
Free and paid versions are available.
The premium edition includes genre-specific writing style suggestions, plagiarism detection, and a readability score.
Helps writers improve their writing quality and clarity.
Available in English and others.
Compatible with Google Documents, Microsoft Word, and others.
Provides thorough grammar and writing instructions in an easy-to-use interface.
Helps non-native English speakers improve their writing.
Microsoft Academic

Microsoft Research created the free public search engine Microsoft Academic. It offers scientific, technological, engineering, mathematical, social science, and humanities research papers, journals, conference proceedings, and other scholarly publications.

Microsoft Academic leverages advanced natural language processing and machine learning to recognize author, publication, and research domain relationships, making it easier for scholars to find relevant material and track field changes. Citation analysis, research network visualization, and author profile management are also available.

A free public search engine built by Microsoft Research.
Accesses academic journals, conference proceedings, research papers, and other scholarly publications.
Understands authors, publications, and research fields using advanced natural language processing and machine learning.
Helps researchers find relevant literature and follow industry trends.
Citation analysis, visualization of research networks, and author profile creation and management are available.
Has powerful filters and semantic search in a user-friendly interface.
Citation counts, trends, and co-authorship networks are provided.
Enables users to set personalized research alerts.
APIs enable developers to access data and functionality.
Zotero and Mendeley integration supported.

Evernote lets users capture, organize, and share notes and information across devices. It helps users recall everything from personal notes and to-do lists to business documents and research notes.

Evernote lets users make and save notes in text, photos, audio, and site clippings. Tagging, search, and device synchronization make it easy for users to find and retrieve their notes anytime, anywhere.

The premium edition of Evernote includes PDF annotation, presentation mode, and team collaboration.

Note-taking app for multiple platforms.
Enables users to take, organize, and share notes across devices.
Helps users recall anything from personal notes and to-do lists to research and business paperwork.
Enables users to make and save notes in numerous formats, including text, photos, audio, and site clippings.
Allows users to find and retrieve their notes anytime, anywhere, with labeling, search, and device syncing.
Has configurable notebooks and notes and a simple interface.
Offers note formatting, annotation, and editing features.
Supports Google Drive, Slack, and other productivity apps.
Provides a free version with limited functionality and a paid version with PDF annotation, presentation mode, and team collaboration.
Search notes, journals, and tags with a sophisticated search function.
To keep organized, lets users set reminders and make to-do lists.

The US National Library of Medicine (NLM) of the National Institutes of Health (NIH) maintains PubMed, a free biomedical literature and research article database (NIH). It comprises over 32 million citations and abstracts of papers from more than 8,000 biomedical journals and books, dissertations, and other health and medicine-related resources.

PubMed covers a wide range of medical issues, including clinical research, genetics, nursing, and pharmacology. Medical researchers, students, and professionals can use it to find the newest medical research.

Free biomedical research article database.
Managed by the US National Library of Medicine (NLM) at the NIH (NIH)
32 million citations and abstracts from over 8,000 biomedical journals.
Clinical research, genetics, nursing, pharmacology, and more.
Obtains full-text articles from PubMed Central (PMC)
Includes Boolean operators, search fields, and filters.
Accesses MeSH, a fully controlled vocabulary for indexing articles.
Saves and exports search results and send email alerts for new publications matching search criteria.
Has a simple interface and search tools.
Links to important publications, citations, and other resources.
PubMed has a smartphone app.
QuestionPro Insight Hub

QuestionPro Insight Hub connects businesses and organizations to millions of consumers and expert panelists globally for market research. The platform allows users to build surveys, run polls, conduct focus groups, and collect data from social media, email, mobile devices, and websites. Advanced analytics and reporting options enable users to evaluate data and understand customer behavior, preferences, and opinions.

Businesses may use QuestionPro Insight Hub to acquire real-time feedback from their target audience, optimize their products and services, and make informed business decisions based on consumer insights. The platform is appropriate for startups to enterprise-level enterprises in fields including healthcare, education, finance, and more.

Access to millions of professional and consumer panelists all over the world
Customizable surveys with different types of questions, themes, and templates
Advanced logic and branching options for surveys
Integration with many data collection sources, like social media, email, mobile devices, and websites
Text analytics and sentiment analysis are built in for free-form responses.
Real-time reporting and analytics with dashboards and charts that the user can change
Collaboration tools that let team members share surveys, results, and insights
Survey participants can get invitations and reminders by email that they can customize.
Tools for running moderated and unmoderated discussions in online focus groups
Polling tools to get quick feedback from customers and stakeholders and to get them involved
Targeting options that make it easier to reach specific groups and demographics
Compliance with GDPR and CCPA for privacy and security of data
API and the ability to connect to other business platforms and applications.
QuestionPro Live polls

QuestionPro Live Polls lets presenters communicate with their audience by running live polls during presentations, meetings, webinars, and other events that require real-time input. Presenters can modify QuestionPro Live Polls and obtain rapid audience reactions.

QuestionPro Live Polls include:

Different question kinds.
Configurable designs.
Real-time live polling results.
Multiple distribution choices.
Audience engagement tools.
Analytics and reporting.
Integration with other platforms.

The solution lets presenters generate multiple-choice, rating scales, and open-ended polls.

SMS, email, QR codes, and social media to distribute QuestionPro Live Polls. Presenters and guests can instantly see real-time polling results on the screen. Presenters can quickly poll their audience regardless of location or device.

QuestionPro Live Polls encourages audience participation with countdown timers, animations, and gamification. Presenters can learn about audience opinions, preferences, and habits using poll analytics and reporting.

QuestionPro Live Polls is great for audience engagement, real-time feedback, and interactive presentations and events.

Features:

Multiple question types, including multiple-choice, rating scales, and open-ended questions
Poll designs that can be changed to fit the theme of the presentation or event
The results of the poll were shown on the screen right away.
Several ways to spread the word, like SMS, email, QR codes, and social media
Tools for getting people to pay attention, such as countdown timers, animations, and gamification elements
Analytics and reporting tools can help you determine what your audience thinks, likes, and does.
Integration with other platforms, like PowerPoint, Zoom, and other video conferencing tools
You can target your audience based on different demographic and psychographic factors to get more accurate feedback and insights.

LEARN ABOUT: Speaker evaluation form

In conclusion, the 12 best websites, tools, and resources for academic research offer students, scholars, and researchers a wealth of information and tools to help them in their quest for knowledge. Databases, search engines, citation generators, and collaboration tools are just a few of the features these resources offer.

Using these resources, researchers can improve their research and produce high-quality academic work. Researchers should keep up with the latest tools and technologies, as these can greatly improve their research and help their field advance.

QuestionPro’s Insight Hub and Livepolls are powerful data collection tools. These tools have various features, such as doing surveys, visualizing data, and polling in real-time, which can greatly improve the research process.

With the ability to collect data from a wide range of sources, researchers can gain valuable insights and come to conclusions that are based on facts. Combining these two tools can help researchers do high-quality research and make important contributions to their field. So get more help for your academic research with the help of QuestionPro.

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Choosing & Using Sources: A Guide to Academic Research

(48 reviews)

Cheryl Lowry, Ohio State University

Publisher: Ohio State University Libraries

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

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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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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Knowledge Base
Research paper

How to Write a Research Paper | A Beginner's Guide

A research paper is a piece of academic writing that provides analysis, interpretation, and argument based on in-depth independent research.

Research papers are similar to academic essays , but they are usually longer and more detailed assignments, designed to assess not only your writing skills but also your skills in scholarly research. Writing a research paper requires you to demonstrate a strong knowledge of your topic, engage with a variety of sources, and make an original contribution to the debate.

This step-by-step guide takes you through the entire writing process, from understanding your assignment to proofreading your final draft.

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Understand the assignment, choose a research paper topic, conduct preliminary research, develop a thesis statement, create a research paper outline, write a first draft of the research paper, write the introduction, write a compelling body of text, write the conclusion, the second draft, the revision process, research paper checklist, free lecture slides.

Completing a research paper successfully means accomplishing the specific tasks set out for you. Before you start, make sure you thoroughly understanding the assignment task sheet:

Read it carefully, looking for anything confusing you might need to clarify with your professor.
Identify the assignment goal, deadline, length specifications, formatting, and submission method.
Make a bulleted list of the key points, then go back and cross completed items off as you’re writing.

Carefully consider your timeframe and word limit: be realistic, and plan enough time to research, write, and edit.

Prevent plagiarism. Run a free check.

There are many ways to generate an idea for a research paper, from brainstorming with pen and paper to talking it through with a fellow student or professor.

You can try free writing, which involves taking a broad topic and writing continuously for two or three minutes to identify absolutely anything relevant that could be interesting.

You can also gain inspiration from other research. The discussion or recommendations sections of research papers often include ideas for other specific topics that require further examination.

Once you have a broad subject area, narrow it down to choose a topic that interests you, m eets the criteria of your assignment, and i s possible to research. Aim for ideas that are both original and specific:

A paper following the chronology of World War II would not be original or specific enough.
A paper on the experience of Danish citizens living close to the German border during World War II would be specific and could be original enough.

Note any discussions that seem important to the topic, and try to find an issue that you can focus your paper around. Use a variety of sources , including journals, books, and reliable websites, to ensure you do not miss anything glaring.

Do not only verify the ideas you have in mind, but look for sources that contradict your point of view.

Is there anything people seem to overlook in the sources you research?
Are there any heated debates you can address?
Do you have a unique take on your topic?
Have there been some recent developments that build on the extant research?

In this stage, you might find it helpful to formulate some research questions to help guide you. To write research questions, try to finish the following sentence: “I want to know how/what/why…”

A thesis statement is a statement of your central argument — it establishes the purpose and position of your paper. If you started with a research question, the thesis statement should answer it. It should also show what evidence and reasoning you’ll use to support that answer.

The thesis statement should be concise, contentious, and coherent. That means it should briefly summarize your argument in a sentence or two, make a claim that requires further evidence or analysis, and make a coherent point that relates to every part of the paper.

You will probably revise and refine the thesis statement as you do more research, but it can serve as a guide throughout the writing process. Every paragraph should aim to support and develop this central claim.

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A research paper outline is essentially a list of the key topics, arguments, and evidence you want to include, divided into sections with headings so that you know roughly what the paper will look like before you start writing.

A structure outline can help make the writing process much more efficient, so it’s worth dedicating some time to create one.

Your first draft won’t be perfect — you can polish later on. Your priorities at this stage are as follows:

Maintaining forward momentum — write now, perfect later.
Paying attention to clear organization and logical ordering of paragraphs and sentences, which will help when you come to the second draft.
Expressing your ideas as clearly as possible, so you know what you were trying to say when you come back to the text.

You do not need to start by writing the introduction. Begin where it feels most natural for you — some prefer to finish the most difficult sections first, while others choose to start with the easiest part. If you created an outline, use it as a map while you work.

Do not delete large sections of text. If you begin to dislike something you have written or find it doesn’t quite fit, move it to a different document, but don’t lose it completely — you never know if it might come in useful later.

Paragraph structure

Paragraphs are the basic building blocks of research papers. Each one should focus on a single claim or idea that helps to establish the overall argument or purpose of the paper.

Example paragraph

George Orwell’s 1946 essay “Politics and the English Language” has had an enduring impact on thought about the relationship between politics and language. This impact is particularly obvious in light of the various critical review articles that have recently referenced the essay. For example, consider Mark Falcoff’s 2009 article in The National Review Online, “The Perversion of Language; or, Orwell Revisited,” in which he analyzes several common words (“activist,” “civil-rights leader,” “diversity,” and more). Falcoff’s close analysis of the ambiguity built into political language intentionally mirrors Orwell’s own point-by-point analysis of the political language of his day. Even 63 years after its publication, Orwell’s essay is emulated by contemporary thinkers.

Citing sources

It’s also important to keep track of citations at this stage to avoid accidental plagiarism . Each time you use a source, make sure to take note of where the information came from.

You can use our free citation generators to automatically create citations and save your reference list as you go.

APA Citation Generator MLA Citation Generator

The research paper introduction should address three questions: What, why, and how? After finishing the introduction, the reader should know what the paper is about, why it is worth reading, and how you’ll build your arguments.

What? Be specific about the topic of the paper, introduce the background, and define key terms or concepts.

Why? This is the most important, but also the most difficult, part of the introduction. Try to provide brief answers to the following questions: What new material or insight are you offering? What important issues does your essay help define or answer?

How? To let the reader know what to expect from the rest of the paper, the introduction should include a “map” of what will be discussed, briefly presenting the key elements of the paper in chronological order.

The major struggle faced by most writers is how to organize the information presented in the paper, which is one reason an outline is so useful. However, remember that the outline is only a guide and, when writing, you can be flexible with the order in which the information and arguments are presented.

One way to stay on track is to use your thesis statement and topic sentences . Check:

topic sentences against the thesis statement;
topic sentences against each other, for similarities and logical ordering;
and each sentence against the topic sentence of that paragraph.

Be aware of paragraphs that seem to cover the same things. If two paragraphs discuss something similar, they must approach that topic in different ways. Aim to create smooth transitions between sentences, paragraphs, and sections.

The research paper conclusion is designed to help your reader out of the paper’s argument, giving them a sense of finality.

Trace the course of the paper, emphasizing how it all comes together to prove your thesis statement. Give the paper a sense of finality by making sure the reader understands how you’ve settled the issues raised in the introduction.

You might also discuss the more general consequences of the argument, outline what the paper offers to future students of the topic, and suggest any questions the paper’s argument raises but cannot or does not try to answer.

You should not :

Offer new arguments or essential information
Take up any more space than necessary
Begin with stock phrases that signal you are ending the paper (e.g. “In conclusion”)

There are four main considerations when it comes to the second draft.

Check how your vision of the paper lines up with the first draft and, more importantly, that your paper still answers the assignment.
Identify any assumptions that might require (more substantial) justification, keeping your reader’s perspective foremost in mind. Remove these points if you cannot substantiate them further.
Be open to rearranging your ideas. Check whether any sections feel out of place and whether your ideas could be better organized.
If you find that old ideas do not fit as well as you anticipated, you should cut them out or condense them. You might also find that new and well-suited ideas occurred to you during the writing of the first draft — now is the time to make them part of the paper.

The goal during the revision and proofreading process is to ensure you have completed all the necessary tasks and that the paper is as well-articulated as possible. You can speed up the proofreading process by using the AI proofreader .

Global concerns

Confirm that your paper completes every task specified in your assignment sheet.
Check for logical organization and flow of paragraphs.
Check paragraphs against the introduction and thesis statement.

Fine-grained details

Check the content of each paragraph, making sure that:

each sentence helps support the topic sentence.
no unnecessary or irrelevant information is present.
all technical terms your audience might not know are identified.

Next, think about sentence structure , grammatical errors, and formatting . Check that you have correctly used transition words and phrases to show the connections between your ideas. Look for typos, cut unnecessary words, and check for consistency in aspects such as heading formatting and spellings .

Finally, you need to make sure your paper is correctly formatted according to the rules of the citation style you are using. For example, you might need to include an MLA heading or create an APA title page .

Scribbr’s professional editors can help with the revision process with our award-winning proofreading services.

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Checklist: Research paper

I have followed all instructions in the assignment sheet.

My introduction presents my topic in an engaging way and provides necessary background information.

My introduction presents a clear, focused research problem and/or thesis statement .

My paper is logically organized using paragraphs and (if relevant) section headings .

Each paragraph is clearly focused on one central idea, expressed in a clear topic sentence .

Each paragraph is relevant to my research problem or thesis statement.

I have used appropriate transitions to clarify the connections between sections, paragraphs, and sentences.

My conclusion provides a concise answer to the research question or emphasizes how the thesis has been supported.

My conclusion shows how my research has contributed to knowledge or understanding of my topic.

My conclusion does not present any new points or information essential to my argument.

I have provided an in-text citation every time I refer to ideas or information from a source.

I have included a reference list at the end of my paper, consistently formatted according to a specific citation style .

I have thoroughly revised my paper and addressed any feedback from my professor or supervisor.

I have followed all formatting guidelines (page numbers, headers, spacing, etc.).

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Free and Accessible Resources for Students: Overview

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How to Use this Guide

This guide includes resources on:

free textbooks
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Frequently Asked Questions

What is open access (OA)? Open access refers to a set of practices and principles that support free access to scholarly research and ideas. Some books, journals, and databases maintain OA status in order to ensure that students and researchers can access materials without any barriers.

What is an open educational resource (OER)? An open educational resource is an educational material (such as a textbook) that is freely available for use or re-use. To qualify as OERs, materials must be freely available for copying, adapting, or distributing.

What is Creative Commons (CC)? Creative Commons is a nonprofit licensing program for open materials.

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How to Do Academic Research

Use the links below to jump directly to any section of this guide:

Academic Research Fundamentals

How to begin finding academic resources, how to use scholarly sources once you have located them, databases of scholarly resources, resources for teaching students how to do academic research.

Few high school students or college underclassmen are prepared to conduct the type of academic research their instructors expect. While many institutions offer library orientation sessions, the information is rarely at hand when students are dealing with midterm or finals panic. Furthermore, those sessions generally focus on finding resources, and often fail to teach students how to use those resources effectively. This guide contains links to resources, exercises, and assignments that will help instructors fill these gaps. It also includes tips and responsible shortcuts for students who don't have access to good library resources, or are panicking because they have a lot of material to sort through and don't know how to begin.

Students often want to know the quickest way to get the minimum number of sources required, and many of them cannot see the connection between a slapped-together bibliography and an unfocused mess of a paper. The resources in this section encourage students to think about what they're doing when they write a paper. These resources can also help students understand why a good bibliography is the foundation of a good paper.

What is Academic Research?

"Overview of Research Process" (Univ. of Nebraska)

This resource discusses how the overarching process of research should guide the writing of a research paper. It also includes separate attachments that provide specific guidance for thinking about research questions and proposals.

"Qualitative Research vs. Quantitative Research" (YouTube)

This video introduces students to two basic approaches to conducting research. Understanding basic methodological approaches will help students evaluate whether a scholarly source is appropriate for their research project.

"The 'Realistic' Research Paper" ( Chronicle of Higher Education )

This article from the CHE asks whether the formal academic research paper can be made more relevant while still preserving academic rigor. This could be a very good discussion starter for a class of advanced high schoolers or college underclassmen.

Types of Academic Research Sources

"Types of Sources" (Purdue OWL)

The reliable folks at the Purdue Online Writing Lab provide a basic introduction to the types of academic research sources, with section devoted to both traditional print and online-only resources.

"Articles, Books, and...? Understanding the Many Types of Information Found in Libraries" (UCLA)

This guide breaks down categories of scholarly sources (they are all listed in the sidebar on the left). It defines terms like "scholarly source" and "secondary source," and its explanation of when to use certain types of sources is succinct and clear.

Many students have no idea where to begin looking for books and journal articles. Students, here's a tip I always gave my students when I was a professor: begin by looking at the works cited in your assigned readings. You'll probably notice that certain authors, books, or articles are cited frequently. It's safe for you to assume those are the type of respectable sources that are the foundation of any good bibliography. The links below will help you navigate the process, one step at a time.

First Steps

These resources will aid you in time management, and will introduce you to the best places on the web to start the research process.

"Research Paper Planner: Timeline" (Baylor Univ.)

This tool generates a responsible timeline for the research and writing process based on the current date and assignment due date. It is useful to budget extra time for obtaining books and articles through Interlibrary loan (for more on ILL, see "How to Deal with Hard-to-find Sources").

Google Scholar

Anyone who does not know where to begin should start here. Google Scholar searches across the internet for various kinds of scholarly resources. Use the "cited by" option to narrow down articles. NOTE: Users may not be able to access resources' full text if they are not connected to a library, or college or university network.

"Basic Guide to Google Scholar" (YouTube)

This tutorial demonstrates how to perform basic searches, save search results, and generate MLA, APA, and Chicago-style citations.

"Intermediate Guide to Google Scholar" (YouTube)

This tutorial, led by a STEM Ph.D., goes into more detail about the workings of Google Scholar.

Google Books

Google Books permits searches of millions of books. Even when the full text is not available, users can still find the pages where a particular keyword is mentioned. This can be a valuable shortcut if a user needs to identify the most relevant chapters of a large book quickly.

How to Judge the Quality of a Source

In the age of Fake News and Stupid Algorithm Tricks, being able to evaluate a source's credibility is more important than ever. This section's first two resources help students learn to evaluate the credibility of a variety of sources. Since studies suggest that many students struggle with evaluating non-academic internet sources, the last two resources focus on those sources specifically.

"What is a 'Good' Source? Determining the Validity of Evidence" (Univ. of Maryland)

This webpage gives students tips on evaluating the author and the content of a potential source. NOTE: Be sure to click through all the modules.

"Research 101: Credibility is Contextual" (Univ. of Washington via YouTube)

This brief video (2:56) helps students learn to evaluate web and social media sources. NOTE: All the Research 101 videos are helpful for students who are new to academic research.

"The C.R.A.P. Test in Action" (Portland State Univ. via YouTube)

This video (5:00) shows how to evaluate websites using the Currency, Reliability, Authority, and Purpose or Point of View test. The video gives specific examples of high-quality and low-quality websites.

"Evaluating Internet Content" (Georgetown Univ.)

This resource gives students some very specific questions they can use to evaluate the quality of a source.

How to Deal with Hard-to-find Sources

Sometimes, you cannot access a particular source because it isn't in your library or your library doesn't have the right database subscription. In that case, you can see about an Interlibrary Loan (ILL). Every library system does ILL somewhat differently, so ask for a librarian's assistance when using the system for the first time.

WorldCat is an immense catalog of books, articles, reports, and more. To locate a source, copy and paste a title into the search bar. By entering a ZIP code under "Find a copy in a library," users can see if any libraries in the area have access to the scholarly source.

"Interlibrary Loan" (Wikipedia)

This Wikipedia article provides a general overview of the interlibrary loan process. Many students are not well-informed about how ILLs work. Knowing how the system works is especially important for students at rural colleges or colleges without large budgets.

Even if an instructor can get students to build a substantial and relevant bibliography responsibly, there is still another major hurdle. Students must learn how to read, annotate, and incorporate sources efficiently. Many students operate under the assumption that they must read every prospective source cover-to-cover. This is overwhelming and frustrating, and it's no surprise that students start doing shoddy work under these conditions. The resources in this section expose students to effective shortcuts and organizational tricks to help them make sense of their scholarly sources.

How to Do Effective Reading, Annotation, and Note-taking

"How to (Seriously) Read a Scientific Paper" ( Science Magazine )

Science asked leading scholars to describe the shortcuts they take when reading journal articles. The lesson here is that using shortcuts is absolutely OK. In fact, researchers who use the right shortcuts often build the most effective bibliographies.

"Tips for Reading Scholarly and Journal Articles" (Brandeis Univ.)

The general tips on the first page are helpful, but the most valuable part is the chart on the second page. It explains how to read an article depending on whether it was assigned in class or whether you want to test its suitability for your research paper.

"Student Worksheet: Analyzing a Journal Article" (Univ. of Guelph)

This template will help students break down any article that has a specific, testable hypothesis.

"Reading in the Humanities and Social Sciences" (Trent Univ.)

This reading guide is tailored specifically for the humanities and other fields where scholars write both books and articles. Be sure to click on the reading template link on page three.

How to Integrate Scholarly Sources Into an Essay or Research Paper

"Incorporating Sources into Research Writing" (Germanna C.C.)

Pages five through nine of this guide provide clear, detailed instructions for using scholarly sources in an academic paper. There are also two examples provided.

"Integrating Sources into Your Writing" (James Madison Univ. via YouTube)

This guide to integrating sources includes numerous examples and illustrations. In addition to discussing incorporating sources, it touches on evaluating the credibility of sources.

"Paraphrasing Exercise" (Purdue OWL)

Instructors can use this exercise to help students practice the sometimes tricky technique of incorporating sources via paraphrase.

"Incorporating Sources Exercises" (Wilmington Univ.)

This webpage links to nearly 20 resources for students who are struggling with quotation, paraphrase, summary, or similar techniques.

How to Avoid Academic Integrity Issues

Everyone knows copying and pasting from the Internet or directly lifting material from a book constitutes cheating. But what makes a good paraphrase? What is "common knowledge," and what needs to be cited? Can you plagiarize yourself? These are all legitimate, good-faith questions students might have about using scholarly sources. These online resources can help address those challenging gray areas.

"Incorporating Sources and Avoiding Plagiarism" (UC Irvine)

This detailed, example-rich presentation (helpfully written from a STEM perspective) dispels some common myths about what does and doesn't count as plagiarism.

"How Students Commit Academic Dishonesty: Plagiarism" (Northern Illinois Univ.)

This webpage contains links to lots of plagiarism examples. These examples are useful because they illustrate the difference between things like good and bad paraphrasing.

"Paraphrasing" (Univ. of Guelph)

Paraphrasing is a difficult skill and honest, well-meaning students sometimes commit academic dishonesty unintentionally by not paraphrasing correctly. This presentation discusses the elements of a good paraphrase and provides examples.

"Citation Builder" (NC State)

This webpage generates citations in MLA, APA, and Chicago format.

Here are the citation guides for the three major academic writing formats:

APA Citation Guide (BibMe.org)
Chicago Manual of Style Citation Guide
MLA Citation Guide (EasyBib.com)

Included here are links to resource collections that are free of charge to any user, or that students can access through their public or academic libraries. Remember, if you can't get access to a particular scholarly source because your public library or educational institution doesn't have access, be sure to investigate the Interlibrary Loan option mentioned earlier in this guide.

Freely Accessible Resources

The academic world becomes more accepting of open-source journals with every passing year. JURN is a database of scholarly articles from over 3,000 journals in a variety of disciplines.

Library of Congress eResources

The Library of Congress provides access to a staggering number of databases across all academic disciplines. Not all the resources are free, but many are.

Library of Congress Map Collections

Maps are valuable resources for students, professional scholars, independent scholars, and interested amateurs. The Library of Congress has access to multiple collections of current and historical maps.

U.S. National Library of Medicine

This service is provided by the National Institutes of Health. The NLM includes PubMed, an important collection of journal articles and abstracts. Many resources at the NLM are free, but not all of them are.

Resources Available at Public Libraries

Some public library systems may have no access or limited access to these resources. Please consult your local library system's website.

EBSCO allows users to search a wide variety of databases. The version of EBSCO available at most public libraries includes access to newspaper and genealogy databases. Users who connect through a university library will access Academic Search Premier, EBSCO's scholarly database collection.

Learning Express Hub College Prep Center

This database has resources to help students prepare for Advanced Placement, the SAT, the ACT, and a variety of other exams.

LexisNexis Public Library Express

LexisNexis created this service to meet the needs of public library systems. Patrons can use this resource to search current events, business news, and legal news.

ProQuest Libraries

ProQuest's list of databases for public libraries includes searchable news databases, genealogy databases, and medical health databases.

Resources Available at Most College or University Libraries

Some colleges or universities may not have all these databases, or they may have limited access. If you need a source that your library doesn't have access to, use ILL (see "How to Deal with Hard-to-find Sources").

JSTOR is a leading database of academic journals from a wide variety of disciplines.

LexisNexis is one of the leading databases for legal and business research.

Project MUSE

Project MUSE is a database with strong offerings in the humanities and social sciences.

ProQuest Academic

This is another database collection that contains links to journals from a variety of disciplines.

PsycINFO is hosted by the American Psychological Association. It is an important database for psychologists and other social scientists.

SAGE Journals

SAGE is a leading academic publisher. Its journals are sorted by four categories: Health Sciences, Social Sciences and Humanities, Life and Biomedical Sciences, and Materials Science and Engineering.

The idea of doing "research" is daunting for many students. A good way to make students more comfortable with the process is to break the giant concept of "research" into smaller pieces. These resources help teachers break down the research process effectively. "Resources for High School Teachers" help instructors understand the context and challenges of teaching their students about research, and provide sample assignments and exercises. "Resources for College Instructors" are focused more narrowly on teaching undergraduate students about formal academic papers.

Resources for High School Teachers

"How Teens do Research in the Internet World" (Pew Research Institute)

This 2012 Pew study summarizes the challenges high school teachers face when it comes to teaching students about responsible online research. The study's findings serve as a jumping off point for teachers to discuss effective strategies and probable obstacles and constraints.

"The 6 Online Research Skills Your Students Need" (Scholastic)

This article suggests classroom activities appropriate for freshmen and sophomores.

Questia School: "Teacher Guide for Research Tutorials" (Cengage)

This lengthy, free guide from a leading educational publisher provides teachers with nearly 100 pages of tutorials and exercises that introduce every element of brainstorming and writing a research paper.

"Research Paper Complete Resource Pack" (Teachers Pay Teachers)

This resource pack (designed primarily for MLA or APA style) contains worksheets and exercises to help students learn annotating, editing, integrating sources, and more.

Resources for College Instructors

"Creating Successful Research Skills Assignments" (Univ. of Pennsylvania)

This guide contains suggested assignments that help students become more comfortable with various aspects of the research process.

"Teaching Students to Write Good Papers" (Yale)

This resource discusses general strategies for teaching students to write well. Most importantly, it contains links to numerous worksheets and handouts that are useful for struggling students.

"Effective Assignment Sequencing for Scaffolding Learning" (Univ. of Michigan)

Many instructors are proponents of the scaffolding approach to research papers. This approach requires students to focus more carefully on the intermediate steps in the process, and is also effective against plagiarism. This guide from Michigan's Writing Center provides detailed instructions and suggestions for creating a scaffolded assignment.

"Keys to Designing Effective Writing and Research Assignments" (FacultyFocus)

This collection of short papers asks provocative questions and offers suggestions for new ways of looking at research paper assignments.

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

How often do you use social media per day?
Less than 30 minutes
30 minutes to 1 hour
1 to 2 hours
2 to 4 hours
More than 4 hours
Which social media platforms do you use?
Others (Please specify)
How often do you experience the following on social media?
Social comparison (comparing yourself to others)
Cyberbullying
Fear of Missing Out (FOMO)
Have you ever experienced any of the following mental health problems in the past month?
Do you think social media use has a positive or negative impact on your mental health?
Very positive
Somewhat positive
Somewhat negative
Very negative
In your opinion, which factors contribute to the negative impact of social media on mental health?
Social comparison
In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
Education on healthy social media use
Counseling for mental health problems caused by social media
Social media detox programs
Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Choose Your Test

Sat / act prep online guides and tips, 113 great research paper topics.

General Education

One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily find the best topic for you.

In addition to the list of good research topics, we've included advice on what makes a good research paper topic and how you can use your topic to start writing a great paper.

What Makes a Good Research Paper Topic?

Not all research paper topics are created equal, and you want to make sure you choose a great topic before you start writing. Below are the three most important factors to consider to make sure you choose the best research paper topics.

#1: It's Something You're Interested In

A paper is always easier to write if you're interested in the topic, and you'll be more motivated to do in-depth research and write a paper that really covers the entire subject. Even if a certain research paper topic is getting a lot of buzz right now or other people seem interested in writing about it, don't feel tempted to make it your topic unless you genuinely have some sort of interest in it as well.

#2: There's Enough Information to Write a Paper

Even if you come up with the absolute best research paper topic and you're so excited to write about it, you won't be able to produce a good paper if there isn't enough research about the topic. This can happen for very specific or specialized topics, as well as topics that are too new to have enough research done on them at the moment. Easy research paper topics will always be topics with enough information to write a full-length paper.

Trying to write a research paper on a topic that doesn't have much research on it is incredibly hard, so before you decide on a topic, do a bit of preliminary searching and make sure you'll have all the information you need to write your paper.

#3: It Fits Your Teacher's Guidelines

Don't get so carried away looking at lists of research paper topics that you forget any requirements or restrictions your teacher may have put on research topic ideas. If you're writing a research paper on a health-related topic, deciding to write about the impact of rap on the music scene probably won't be allowed, but there may be some sort of leeway. For example, if you're really interested in current events but your teacher wants you to write a research paper on a history topic, you may be able to choose a topic that fits both categories, like exploring the relationship between the US and North Korea. No matter what, always get your research paper topic approved by your teacher first before you begin writing.

113 Good Research Paper Topics

Below are 113 good research topics to help you get you started on your paper. We've organized them into ten categories to make it easier to find the type of research paper topics you're looking for.

Arts/Culture

Discuss the main differences in art from the Italian Renaissance and the Northern Renaissance .
Analyze the impact a famous artist had on the world.
How is sexism portrayed in different types of media (music, film, video games, etc.)? Has the amount/type of sexism changed over the years?
How has the music of slaves brought over from Africa shaped modern American music?
How has rap music evolved in the past decade?
How has the portrayal of minorities in the media changed?

Current Events

What have been the impacts of China's one child policy?
How have the goals of feminists changed over the decades?
How has the Trump presidency changed international relations?
Analyze the history of the relationship between the United States and North Korea.
What factors contributed to the current decline in the rate of unemployment?
What have been the impacts of states which have increased their minimum wage?
How do US immigration laws compare to immigration laws of other countries?
How have the US's immigration laws changed in the past few years/decades?
How has the Black Lives Matter movement affected discussions and view about racism in the US?
What impact has the Affordable Care Act had on healthcare in the US?
What factors contributed to the UK deciding to leave the EU (Brexit)?
What factors contributed to China becoming an economic power?
Discuss the history of Bitcoin or other cryptocurrencies (some of which tokenize the S&P 500 Index on the blockchain) .
Do students in schools that eliminate grades do better in college and their careers?
Do students from wealthier backgrounds score higher on standardized tests?
Do students who receive free meals at school get higher grades compared to when they weren't receiving a free meal?
Do students who attend charter schools score higher on standardized tests than students in public schools?
Do students learn better in same-sex classrooms?
How does giving each student access to an iPad or laptop affect their studies?
What are the benefits and drawbacks of the Montessori Method ?
Do children who attend preschool do better in school later on?
What was the impact of the No Child Left Behind act?
How does the US education system compare to education systems in other countries?
What impact does mandatory physical education classes have on students' health?
Which methods are most effective at reducing bullying in schools?
Do homeschoolers who attend college do as well as students who attended traditional schools?
Does offering tenure increase or decrease quality of teaching?
How does college debt affect future life choices of students?
Should graduate students be able to form unions?

What are different ways to lower gun-related deaths in the US?
How and why have divorce rates changed over time?
Is affirmative action still necessary in education and/or the workplace?
Should physician-assisted suicide be legal?
How has stem cell research impacted the medical field?
How can human trafficking be reduced in the United States/world?
Should people be able to donate organs in exchange for money?
Which types of juvenile punishment have proven most effective at preventing future crimes?
Has the increase in US airport security made passengers safer?
Analyze the immigration policies of certain countries and how they are similar and different from one another.
Several states have legalized recreational marijuana. What positive and negative impacts have they experienced as a result?
Do tariffs increase the number of domestic jobs?
Which prison reforms have proven most effective?
Should governments be able to censor certain information on the internet?
Which methods/programs have been most effective at reducing teen pregnancy?
What are the benefits and drawbacks of the Keto diet?
How effective are different exercise regimes for losing weight and maintaining weight loss?
How do the healthcare plans of various countries differ from each other?
What are the most effective ways to treat depression ?
What are the pros and cons of genetically modified foods?
Which methods are most effective for improving memory?
What can be done to lower healthcare costs in the US?
What factors contributed to the current opioid crisis?
Analyze the history and impact of the HIV/AIDS epidemic .
Are low-carbohydrate or low-fat diets more effective for weight loss?
How much exercise should the average adult be getting each week?
Which methods are most effective to get parents to vaccinate their children?
What are the pros and cons of clean needle programs?
How does stress affect the body?
Discuss the history of the conflict between Israel and the Palestinians.
What were the causes and effects of the Salem Witch Trials?
Who was responsible for the Iran-Contra situation?
How has New Orleans and the government's response to natural disasters changed since Hurricane Katrina?
What events led to the fall of the Roman Empire?
What were the impacts of British rule in India ?
Was the atomic bombing of Hiroshima and Nagasaki necessary?
What were the successes and failures of the women's suffrage movement in the United States?
What were the causes of the Civil War?
How did Abraham Lincoln's assassination impact the country and reconstruction after the Civil War?
Which factors contributed to the colonies winning the American Revolution?
What caused Hitler's rise to power?
Discuss how a specific invention impacted history.
What led to Cleopatra's fall as ruler of Egypt?
How has Japan changed and evolved over the centuries?
What were the causes of the Rwandan genocide ?

Why did Martin Luther decide to split with the Catholic Church?
Analyze the history and impact of a well-known cult (Jonestown, Manson family, etc.)
How did the sexual abuse scandal impact how people view the Catholic Church?
How has the Catholic church's power changed over the past decades/centuries?
What are the causes behind the rise in atheism/ agnosticism in the United States?
What were the influences in Siddhartha's life resulted in him becoming the Buddha?
How has media portrayal of Islam/Muslims changed since September 11th?

Science/Environment

How has the earth's climate changed in the past few decades?
How has the use and elimination of DDT affected bird populations in the US?
Analyze how the number and severity of natural disasters have increased in the past few decades.
Analyze deforestation rates in a certain area or globally over a period of time.
How have past oil spills changed regulations and cleanup methods?
How has the Flint water crisis changed water regulation safety?
What are the pros and cons of fracking?
What impact has the Paris Climate Agreement had so far?
What have NASA's biggest successes and failures been?
How can we improve access to clean water around the world?
Does ecotourism actually have a positive impact on the environment?
Should the US rely on nuclear energy more?
What can be done to save amphibian species currently at risk of extinction?
What impact has climate change had on coral reefs?
How are black holes created?
Are teens who spend more time on social media more likely to suffer anxiety and/or depression?
How will the loss of net neutrality affect internet users?
Analyze the history and progress of self-driving vehicles.
How has the use of drones changed surveillance and warfare methods?
Has social media made people more or less connected?
What progress has currently been made with artificial intelligence ?
Do smartphones increase or decrease workplace productivity?
What are the most effective ways to use technology in the classroom?
How is Google search affecting our intelligence?
When is the best age for a child to begin owning a smartphone?
Has frequent texting reduced teen literacy rates?

How to Write a Great Research Paper

Even great research paper topics won't give you a great research paper if you don't hone your topic before and during the writing process. Follow these three tips to turn good research paper topics into great papers.

#1: Figure Out Your Thesis Early

Before you start writing a single word of your paper, you first need to know what your thesis will be. Your thesis is a statement that explains what you intend to prove/show in your paper. Every sentence in your research paper will relate back to your thesis, so you don't want to start writing without it!

As some examples, if you're writing a research paper on if students learn better in same-sex classrooms, your thesis might be "Research has shown that elementary-age students in same-sex classrooms score higher on standardized tests and report feeling more comfortable in the classroom."

If you're writing a paper on the causes of the Civil War, your thesis might be "While the dispute between the North and South over slavery is the most well-known cause of the Civil War, other key causes include differences in the economies of the North and South, states' rights, and territorial expansion."

#2: Back Every Statement Up With Research

Remember, this is a research paper you're writing, so you'll need to use lots of research to make your points. Every statement you give must be backed up with research, properly cited the way your teacher requested. You're allowed to include opinions of your own, but they must also be supported by the research you give.

#3: Do Your Research Before You Begin Writing

You don't want to start writing your research paper and then learn that there isn't enough research to back up the points you're making, or, even worse, that the research contradicts the points you're trying to make!

Get most of your research on your good research topics done before you begin writing. Then use the research you've collected to create a rough outline of what your paper will cover and the key points you're going to make. This will help keep your paper clear and organized, and it'll ensure you have enough research to produce a strong paper.

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Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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Writing a Research Paper

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The pages in this section provide detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.

The Research Paper

There will come a time in most students' careers when they are assigned a research paper. Such an assignment often creates a great deal of unneeded anxiety in the student, which may result in procrastination and a feeling of confusion and inadequacy. This anxiety frequently stems from the fact that many students are unfamiliar and inexperienced with this genre of writing. Never fear—inexperience and unfamiliarity are situations you can change through practice! Writing a research paper is an essential aspect of academics and should not be avoided on account of one's anxiety. In fact, the process of writing a research paper can be one of the more rewarding experiences one may encounter in academics. What is more, many students will continue to do research throughout their careers, which is one of the reasons this topic is so important.

Becoming an experienced researcher and writer in any field or discipline takes a great deal of practice. There are few individuals for whom this process comes naturally. Remember, even the most seasoned academic veterans have had to learn how to write a research paper at some point in their career. Therefore, with diligence, organization, practice, a willingness to learn (and to make mistakes!), and, perhaps most important of all, patience, students will find that they can achieve great things through their research and writing.

The pages in this section cover the following topic areas related to the process of writing a research paper:

Genre - This section will provide an overview for understanding the difference between an analytical and argumentative research paper.
Choosing a Topic - This section will guide the student through the process of choosing topics, whether the topic be one that is assigned or one that the student chooses themselves.
Identifying an Audience - This section will help the student understand the often times confusing topic of audience by offering some basic guidelines for the process.
Where Do I Begin - This section concludes the handout by offering several links to resources at Purdue, and also provides an overview of the final stages of writing a research paper.

20 Amazing Websites and/or Resources For PhD Students

“The Web is full of essential as well as scrap websites and tools. The difficult task for students is to find the important one, without compromising their personal, professional and research information. I’m giving you a list of essential websites and resources for researchers and PhDs.”

PhDs have comprehensive knowledge on a specific topic or field. Oftentimes, when they search for lucrative websites or resources; most of the time, they land on either scrap websites or nothing important.

They want to make their PhD life easy using tools, websites or resources, but publishers trick them to see lists that are either for PhD programs , scholarship programs or something else. I personally find it difficult while doing research for this article.

The second thing is, they lack knowledge about where they can find useful resources. However, there are certain websites that make your life easier if you know about it in your early life of PhD.

You may have to search literature, find information, gain knowledge, write articles, publish papers, and prepare images, charts or interactives. For all such tasks, you have to use different websites or tools.

I have divided this article into three parts. In this part, we will discuss only websites and resources while in the upcoming two parts, we will discuss important tools and apps. So here are 20 amazing websites or resources for PhD students.

Google Scholar

Google books , science direct, biomed central, microsoft academic, science.gov, pubmed central, digital commons network, diagrams.net.

Wrapping up:

20 Amazing Websites and/or Resources For PhD Students

Website link: https://scholar.google.com/
Application: Find scholarly articles and connect with other scientists.

At the very beginning, researchers should know about Google Scholar. It’s a search engine dedicatedly prepared for research students and scientists. What can you do with it?

You can find peer-reviewed articles
Make your own profile
Upload your publications
Save and share articles
Check your citations matrics
Connect with other scientists

Google Scholar is Google’s product, safe to use and easy to navigate. I have already written an article on this topic, you can read: 7 Ways to Find Peer-Reviewed Articles On Google .

Website link: https://books.google.com/
Applications: To find peer-reviewed Books.

Yet another impressive product from Google is Google Books. It comes up with a simpler and more impressive look, type a topic name on which you want a book in Google books and you get thousands of options.

When you click the book, you get information like:

ISBN number
Name of the publisher
Number of pages
Other editions
Name of authors
Keywords
The availability of the book on other platforms

Most importantly, we can generate citations there and use them in our thesis or paper directly. I know there are many sources available to purchase books but Google Books is the most trusted, authentic and viable option for PhDs.

Website link: https://www.wikipedia.org/
Application: To find resources and information.

There’s a misconception among research students that Wikipedia isn’t a trusted source to find literature. Let me tell you that, it’s partially true, how? First, it is the best place where you can get any information regarding any topic.

Wikipedia gives amazing background information regarding any topic and is too peer-reviewed. On the other hand, it’s difficult to understand basic concepts from research papers, directly. So, students have to start with Wikipedia.

Search anything on the Wikipedia search engine, read it and understand the concept. From my personal experience, Wiki makes concepts easier to understand.

Website link: https://www.sciencedirect.com/
Application: Find peer-reviewed resources across the web.

(We are almost going in sync).

When you type any topic into Google you will get two topmost results, one is from Wikipedia and the second is from Science Direct, mostly.

ScienceDirect is a great place to find peer-reviewed scientific literature. The best thing about this website is, when you open it, it shows results as a “compilation” of abstracts for a topic. You just have to quickly read it, click the paper you want and go there.

It makes the reading task so easy. The target audience for this website is students from various fields of science as well as scientists.

Website link: https://www.ncbi.nlm.nih.gov/
Application: find resources, tools, data, and information for biotechnology.

The full name of NCBI is National Centre for Biotechnology Information and is run by the NIH- National Library of Medicine. Any life science student should know about the NCBI from day one of their research.

It’s a huge database for life science. It contains

Resources
Methods
Portals to submit data.

Researchers can submit their data to NCBI and make them accessible to other scientists. Keep in mind that the data and other information present there on NCBI are sensitive. You can get information about any organism and anything associated with that organism.

NCBI is a huge portal, students have to learn to use various tools and information present there.

Website: https://www.biomedcentral.com/
Application: Search for scholarly literature.

Biomed central is yet another website to find scholarly literature and peer-reviewed articles. It’s a part of Springer-Nature and provides high-quality journals, resources and literature for peers and scientists.

Moreover, you can explore journals from various fields and get published there. Biomed Central is yet another resource like Science Direct.

Website: https://www.microsoft.com/en-us/research/project/academic/
Application: Find resources related to your topic.

Microsoft Academia is a search engine from Microsoft. It not only provides peer-reviewed articles but also news, blog posts, videos and even podcasts on one page. Meaning, you can remain updated with your subject or topic.

Notedly, it’s not the platform to find scholarly articles, but you can get ‘around’ the information on your topic. So you can know what’s going on around your topic.

Website: https://www.science.gov/
Application: Provides various forms of information.

Before writing this article, I didn’t know about science.gov. It’s a kind of semi-search engine from the US government science information. Interestingly, it gives us information categorized into- text, multimedia, data and public access.

I don’t know how you will use it, but it’s definitely helpful to research students. I will learn it, use it and come back to you; if it would be helpful. Give it a fair try.

Website: https://www.ncbi.nlm.nih.gov/pmc/
Application: Search full-text article.

PMC- PubMed Central is an important website for PhD students as it provides free full-text articles available on your topic. It has the largest number of article databases that students can explore. Not only that, students can download articles, generate citations and search related queries.

PMC and NCBI are two websites that every science, biology and life science student has to know.

Website link: https://www.jstor.org/
Application: find knowledge, resources and information.

JSTOR is a non-profitable organization that provides information in various fields. It’s also a type of search engine for scientific literature. Students can find primary resources, literature, images, journals and even books.

You can find information on your topic in one place, but the amazing feature that it has is the ‘images’. A dedicated images feature of JASTOR shows thousands of images for your topic from various resources which are sometimes not present on Google Images.

Website: https://network.bepress.com/
Application: Find literature and resources.

Yet another search engine to find various research is the Digital Commons Network. I didn’t find anything ‘out-of-the-box’ for this website. You can give it a try.

Now besides finding literature, there are other things students also have to do during PhD, for example, preparing diagrams, generating citations or editing Pdfs. Here is a list of some more tools that help you with this.

Website: https://app.diagrams.net/
Application: make diagrams, photos, flowcharts and images.

Diagrams.net is an online website that helps you in preparing diagrams, charts, flowcharts, images and other multimedia for your thesis or research. I am planning to prepare one tutorial for this. And if possible I will upload it here. So that you know how to use it.

Website: https://www.ilovepdf.com/
Application: edit– pdf, doc or text.

Ilovepdf is my personal favorite website. Let me tell you that we can do so many things that usually you can’t do. It’s a specialized website that can help you with your doc. You can convert your docs, for example,

Excel to pdf
Html to pdf
And vice versa.

You can compress doc or pdfs, split it, merge it and edit them. You can even edit your final thesis draft in the form of a pdf. You can even add a page or delete one or edit some part of the text. Isn’t it amazing! I strongly recommend using ilovepdf.

Website: https://www.freepik.com/
Application: Download high-quality images for free.

Now, you need images, illustrations and gifs for your presentations and other work during your PhD. But finding copyright-free images is a hard task. Freepik is one such website, from where you can download images for free.

The images in the freepik database are high-quality and freely available. You can use it and make your presentation more impressive.

Website: https://www.canva.com/
Application: To prepare interactives.

Yet another great place to prepare images, figures, tables, datasheets and many other interactives for your thesis is Canva.

Canva is super easy to use and has many templates for doing so many things. You can do

Presentation

And a lot more. I strongly recommend visiting Canva once.

Wrapping up:

I know these are not 20, but timely I will add more websites to this list and complete it. The reason is, I want to give a useful and beneficial list not a list with repetitive and unuseful things. One more thing I want to add, these websites are free to use.

I hope this article will help you. Do share this content in your research group and bookmark the page. Still, then you can read this article to learn more: 7 Must-Have Thesis Writing Tools .

Dr. Tushar Chauhan is a Scientist, Blogger and Scientific-writer. He has completed PhD in Genetics. Dr. Chauhan is a PhD coach and tutor.

About The Author

Dr Tushar Chauhan

Why is it called a Doctor of Philosophy?

Preparing for a PhD Viva

Students Are Likely Writing Millions of Papers With AI

Illustration of four hands holding pencils that are connected to a central brain

Students have submitted more than 22 million papers that may have used generative AI in the past year, new data released by plagiarism detection company Turnitin shows.

A year ago, Turnitin rolled out an AI writing detection tool that was trained on its trove of papers written by students as well as other AI-generated texts. Since then, more than 200 million papers have been reviewed by the detector, predominantly written by high school and college students. Turnitin found that 11 percent may contain AI-written language in 20 percent of its content, with 3 percent of the total papers reviewed getting flagged for having 80 percent or more AI writing. (Turnitin is owned by Advance, which also owns Condé Nast, publisher of WIRED.) Turnitin says its detector has a false positive rate of less than 1 percent when analyzing full documents.

ChatGPT’s launch was met with knee-jerk fears that the English class essay would die . The chatbot can synthesize information and distill it near-instantly—but that doesn’t mean it always gets it right. Generative AI has been known to hallucinate , creating its own facts and citing academic references that don’t actually exist. Generative AI chatbots have also been caught spitting out biased text on gender and race . Despite those flaws, students have used chatbots for research, organizing ideas, and as a ghostwriter . Traces of chatbots have even been found in peer-reviewed, published academic writing .

Teachers understandably want to hold students accountable for using generative AI without permission or disclosure. But that requires a reliable way to prove AI was used in a given assignment. Instructors have tried at times to find their own solutions to detecting AI in writing, using messy, untested methods to enforce rules , and distressing students. Further complicating the issue, some teachers are even using generative AI in their grading processes.

Detecting the use of gen AI is tricky. It’s not as easy as flagging plagiarism, because generated text is still original text. Plus, there’s nuance to how students use gen AI; some may ask chatbots to write their papers for them in large chunks or in full, while others may use the tools as an aid or a brainstorm partner.

Students also aren't tempted by only ChatGPT and similar large language models. So-called word spinners are another type of AI software that rewrites text, and may make it less obvious to a teacher that work was plagiarized or generated by AI. Turnitin’s AI detector has also been updated to detect word spinners, says Annie Chechitelli, the company’s chief product officer. It can also flag work that was rewritten by services like spell checker Grammarly, which now has its own generative AI tool . As familiar software increasingly adds generative AI components, what students can and can’t use becomes more muddled.

Detection tools themselves have a risk of bias. English language learners may be more likely to set them off; a 2023 study found a 61.3 percent false positive rate when evaluating Test of English as a Foreign Language (TOEFL) exams with seven different AI detectors. The study did not examine Turnitin’s version. The company says it has trained its detector on writing from English language learners as well as native English speakers. A study published in October found that Turnitin was among the most accurate of 16 AI language detectors in a test that had the tool examine undergraduate papers and AI-generated papers.

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Schools that use Turnitin had access to the AI detection software for a free pilot period, which ended at the start of this year. Chechitelli says a majority of the service’s clients have opted to purchase the AI detection. But the risks of false positives and bias against English learners have led some universities to ditch the tools for now. Montclair State University in New Jersey announced in November that it would pause use of Turnitin’s AI detector. Vanderbilt University and Northwestern University did the same last summer.

“This is hard. I understand why people want a tool,” says Emily Isaacs, executive director of the Office of Faculty Excellence at Montclair State. But Isaacs says the university is concerned about potentially biased results from AI detectors, as well as the fact that the tools can’t provide confirmation the way they can with plagiarism. Plus, Montclair State doesn’t want to put a blanket ban on AI, which will have some place in academia. With time and more trust in the tools, the policies could change. “It’s not a forever decision, it’s a now decision,” Isaacs says.

Chechitelli says the Turnitin tool shouldn’t be the only consideration in passing or failing a student. Instead, it’s a chance for teachers to start conversations with students that touch on all of the nuance in using generative AI. “People don’t really know where that line should be,” she says.

McNair Scholars Program

Home » Academics » Special Programs » McNair Scholars Program

About the McNair Scholars Program

For many university students, graduate school and doctoral programs may seem a distant goal. For first-generation, low-income and underrepresented students, continuing their education past the baccalaureate degree may seem virtually impossible.

The McNair Scholars Program is designed to prepare undergraduate students for doctoral studies through involvement in research and other scholarly activities.

Founded in 1996 in honor of Ronald E. McNair, Ph.D., the laser physicist and Challenger space shuttle astronaut, the McNair Scholars Program was established to help first-generation, low-income and underrepresented students of any major to apply to and succeed in doctoral programs.

One of the ultimate goals of the program is to help diversify the faculty in colleges and universities as well as those employed in various areas of science.

Program Goals

The goal of the McNair Scholars Program is to help first-generation, low-income students, and especially students who are members of racial/ethnic groups traditionally underrepresented in higher education, gain access to graduate education and earn doctoral degrees (Ph.D., Psy.D., Ed.D.).

To achieve that goal, our scholars:

Participate in research and other scholarly activities
Enroll in appropriate graduate programs after earning their baccalaureate degree
Continue on to a doctoral program
Earn their doctorate-level degree

Benefits of the McNair Scholar Program

The McNair Scholars Program prepares undergraduate students by providing individual and group services designed to enhance successful entry into post-baccalaureate education. McNair Scholars Program staff and faculty mentors meet with scholars to provide them guidance toward achieving this goal. Scholars are provided with opportunities to attend seminars and conferences.

Dedicated faculty mentor in scholar’s area of study
Math and Verbal Skills Preparation
Graduate School application fee waivers
Reduced GRE test fees
Paid summer research program, including free room and board ($2,800 stipend)
Publication of summer research project in the McNair Research Journal
Travel assistance to present research at conferences and visits to prospective graduate academic programs

Am I eligible for the McNair Scholars Program?

Students must meet the following criteria to be eligible for the McNair Scholars Program:

Be an undergraduate student
Demonstrate strong academic potential
Complete a minimum of 60 hours of college credit before summer research begins
At least one semester remaining before graduation
A U.S. Citizen or Legal Permanent Resident
Low-income and first-generation college student (neither parent received a Bachelor’s degree)
Member of a government-recognized underrepresented racial/ethnic group in higher education (e.g., Hispanic, African American or Native American)

McNair Scholars Program Staff

Jennifer Zwahr-Castro, Ph.D. Director, McNair Scholars Program

Chaminade Tower, Room 342 210-436-3314 [email protected]

Joshua Dunn, Ph.D. Assistant Director, McNair Scholars Program

Charles Francis, Room 016 210-431-8054 [email protected]

Debbie Rivera Administrative Assistant, McNair Scholars Program

Charles Francis, Room 016 210-431-8021 [email protected]

This paper is in the following e-collection/theme issue:

Published on 17.4.2024 in Vol 26 (2024)

Comparing Contact Tracing Through Bluetooth and GPS Surveillance Data: Simulation-Driven Approach

Authors of this article:

Original Paper

Weicheng Qian 1 , PhD ;
Aranock Cooke 1 ;
Kevin Gordon Stanley 1 , PhD ;
Nathaniel David Osgood 1, 2, 3 , PhD

1 Department of Computer Science, University of Saskatchewan, Saskatoon, SK, Canada

2 Department of Community Health & Epidemiology, University of Saskatchewan, Saskatoon, SK, Canada

3 Bioengineering Division, University of Saskatchewan, Saskatoon, SK, Canada

Corresponding Author:

Weicheng Qian, PhD

Department of Computer Science

University of Saskatchewan

110 Science Place

Saskatoon, SK, S7N 5C9

Phone: 1 3069661947

Email: [email protected]

Background: Accurate and responsive epidemiological simulations of epidemic outbreaks inform decision-making to mitigate the impact of pandemics. These simulations must be grounded in quantities derived from measurements, among which the parameters associated with contacts between individuals are notoriously difficult to estimate. Digital contact tracing data, such as those provided by Bluetooth beaconing or GPS colocating, can provide more precise measures of contact than traditional methods based on direct observation or self-reporting. Both measurement modalities have shortcomings and are prone to false positives or negatives, as unmeasured environmental influences bias the data.

Objective: We aim to compare GPS colocated versus Bluetooth beacon–derived proximity contact data for their impacts on transmission models’ results under community and types of diseases.

Methods: We examined the contact patterns derived from 3 data sets collected in 2016, with participants comprising students and staff from the University of Saskatchewan in Canada. Each of these 3 data sets used both Bluetooth beaconing and GPS localization on smartphones running the Ethica Data (Avicenna Research) app to collect sensor data about every 5 minutes over a month. We compared the structure of contact networks inferred from proximity contact data collected with the modalities of GPS colocating and Bluetooth beaconing. We assessed the impact of sensing modalities on the simulation results of transmission models informed by proximate contacts derived from sensing data. Specifically, we compared the incidence number, attack rate, and individual infection risks across simulation results of agent-based susceptible-exposed-infectious-removed transmission models of 4 different contagious diseases. We have demonstrated their differences with violin plots, 2-tailed t tests, and Kullback-Leibler divergence.

Results: Both network structure analyses show visually salient differences in proximity contact data collected between GPS colocating and Bluetooth beaconing, regardless of the underlying population. Significant differences were found for the estimated attack rate based on distance threshold, measurement modality, and simulated disease. This finding demonstrates that the sensor modality used to trace contact can have a significant impact on the expected propagation of a disease through a population. The violin plots of attack rate and Kullback-Leibler divergence of individual infection risks demonstrated discernible differences for different sensing modalities, regardless of the underlying population and diseases. The results of the t tests on attack rate between different sensing modalities were mostly significant ( P <.001).

Conclusions: We show that the contact networks generated from these 2 measurement modalities are different and generate significantly different attack rates across multiple data sets and pathogens. While both modalities offer higher-resolution portraits of contact behavior than is possible with most traditional contact measures, the differential impact of measurement modality on the simulation outcome cannot be ignored and must be addressed in studies only using a single measure of contact in the future.

Introduction

Sensing modality of colocation for disease transmission models.

Infectious diseases have imposed a heavy burden on the global population throughout human history [ 1 , 2 ]. The COVID-19 pandemic has brought the threat of contagious diseases into sharp focus. With 6.95 million deaths; 769 million confirmed cases globally as of August 8, 2023 [ 3 ]; and an estimated >US $16 trillion in lost economic activity [ 4 ] for the United States alone, the COVID-19 pandemic has been one of the defining global crises of the 21st century [ 5 ].

Epidemiological models date back over a century [ 6 - 8 ] but have become more useful through leveraging sophisticated algorithms [ 9 , 10 ] and increasing computing power [ 11 , 12 ]. Epidemiological models to predict, plan, and respond to pandemics and outbreaks can inform decision-making to mitigate the impact of infectious diseases [ 6 - 8 ]. Epidemiological models require well-grounded physical and behavioral factors to provide reasonable estimates of disease spread [ 13 ]. Linking a population’s spatial behavior to infectious events that aids or inhibits the spread of disease is particularly difficult.

For airborne contagious diseases such as measles [ 14 ] or COVID-19 [ 5 ], a key enabler for disease spread is colocation (being in the same location at the same time). The effective spatial volume for COVID-19 is determined by aerosol dynamics and is often approximated at 2 m (6.56 ft) [ 15 ]. Measuring colocation can be conducted by self-reporting, as is commonly used in classic contact tracing and direct observation and counts [ 16 ], or by electronic means [ 17 - 19 ].

A total of 2 primary modalities for determining colocation using electronic devices exist: measurements based on estimating the distance from one person to another directly (beaconing) and measurements based on estimating the location of each person of interest within a coordinate system and calculating distances (localizing). Devices can be bespoke, such as the sociometric badge [ 20 - 22 ], or can leverage existing technologies such as Bluetooth(BT)–enabled phones, beacons, or dongles [ 23 - 26 ]. Localization techniques use systems such as GPS to place every user at a specific location at a specific time [ 27 , 28 ] and can be piggybacked on existing smartphones or mined from some social media platforms [ 29 - 31 ].

To estimate the probabilities of disease transmission, the total number of interactions, dwell times, and spatial proximity must be measured to properly baseline the parameter estimates. Techniques from companies such as Ethica Data (Avicenna Research) [ 32 ] and other companies made possible by a Google-Apple partnership [ 33 ] can be used to obtain these data for target populations under transparent and ethical data acquisition practices. However, the underlying physical processes and mathematical treatment of beaconing and localization data are substantially different and have different failure modes. Previous research had not elucidated the disparities in the estimated contact patterns for the same population between techniques. It is simple to hypothesize that colocating and beaconing will yield different contact patterns, but it is less apparent how the differences will interact with disease dynamics and impact the overall simulation outcomes.

In this study, we examine the contact patterns derived from 3 previously collected data sets using both BT beaconing and GPS localization on smartphones running the Ethica Data app. We demonstrated that while the underlying contact patterns generated from colocating and beaconing are broadly similar, they contain salient differences. For each of the 4 pathogens marked by different dynamics, we compared the results of an agent-based simulation of a communicable disease outbreak for the pathogen parameterized with beaconing- and localization-derived contact patterns. The results demonstrated that the method used to estimate contact patterns can result in significant differences between estimates of the key outbreak parameters. We showed that GPS-based contact patterns estimate significantly fewer and less-severe outbreaks than BT-derived contact patterns for the same participant and device.

Literature Review

Transmission models for communicable diseases are based on the characterization of natural history of a condition and contact networks [ 13 ]. In addition to traditional population-based nonspatial approaches, agent-based transmission models can use individual-level contact records and behaviors to identify emergent patterns using a bottom-up approach [ 9 ].

Real-world proximity tracking has applications in contact tracing, location-based risk assessment, mobility tracking, and outbreak detection [ 34 ]. Deriving real-world proximity contact mainly falls into 2 categories: calculating the delta of measured absolute positions—with, for example, GPS-assisted and Wi-Fi network–assisted locationing [ 35 , 36 ]—and directly measuring the relative distance with, for example, BT [ 19 , 37 ] or radio frequency identification [ 38 ].

Exemplars of each of these 2 approaches—GPS and BT—have been studied for digital contact tracing and transmission simulation [ 15 , 34 ]. Recent comparisons between GPS- and BT-inferred proximity contact collection approaches focus on privacy preservation, adoption, and compliance rates [ 15 ]. In contrast, the accuracy of simulations with GPS- and BT-derived proximity contacts is yet to be quantified across different underlying populations and pathogens [ 37 ].

Advances in digital contact tracing have also contributed to disease parameter estimation. For example, at the beginning of the COVID-19 pandemic, researchers focused on estimating the basic reproduction number R 0 from limited and highly regionally dependent infection data. As the pandemic spread, data collection and reporting standards enabled the daily reporting of incident cases, active cases, and mortality for various geographic scales over time, allowing the estimation of the effective reproduction number R e [ 39 - 42 ].

BT Proximity

BT is a short-range communications protocol incorporated into most smartphones and is commonly used to pair with devices such as wireless headsets. By default, BT is configured to be in a quiescent state, not advertising its presence and only communicating with devices that have been paired. Before 2020, it was possible to lock an Android phone into a more active discovery mode, where a device would beacon approximately every 8 seconds, advertising its presence to other devices. While this functionality was intended to provide ease of initial device pairing, it could be repurposed to detect the proximity of 2 devices by registering when 1 device receives a discovery ping from another.

Studies [ 43 , 44 ] have investigated the use of BT to estimate the spatial proximity between devices representing people. The simplest methodology will be to create a proximity event between 2 devices if 1 device detects a discovery ping from the other or vice versa. The distance between the devices is a relevant parameter for determining a valid proximity event or contact in many applications. Researchers have typically used the Received Signal Strength Indicator (RSSI) as a proxy for distance [ 44 - 46 ], assuming an exponential falloff of signal strength with distance [ 47 , 48 ]. This approximation is confounded by reflections or transmissions off or through objects, meaning that RSSI cannot be strictly interpreted as distance, except in all but the most controlled conditions. RSSI values can plausibly be used to filter out contacts that are either far away or on the other side of a barrier, such as a wall.

The RSSI measures signal strength in decibel-milliwatts (dBm), where RSSI=0 is defined by a “Golden Receiver Power Range,” whose lower threshold level corresponds to a received power between −56 dBm and 6 dB above the actual sensitivity of the receiver, and whose upper threshold level is 20 dB above the lower threshold level to an accuracy of 6 dB. Beyond the lower and upper threshold, any positive RSSI value indicates how many dB the RSSI is above the upper limit, and any negative value indicates how many dB the RSSI is below the lower limit. Usually, a stronger signal strength (higher RSSI) indicates closer distances between 2 BT devices; however, orientation, barriers, and interference can attenuate the signal strength beyond what the distance would suggest [ 49 ]. Young [ 50 ] and the Android Beacon Library [ 51 ] contributed an RSSI to the distance function based on the Nexus 4 and Apple’s iBeacon performance, which is often used as a first approximation for similar location awareness services on modern smartphones:

Where RSSI 0 is the RSSI value at a 1-m (3.3 ft) distance.

GPS and Location Proximity

GPS receivers are standard on smartphones, enabling location-based services and route finding. Consumer-grade GPS receivers typically have a nominal accuracy of 10 m (32.8 ft) but can be subject to substantially larger errors due to environmental factors. Neither iOS nor Android uses pure GPS localization in their location estimation services. Both additionally use initial estimates from cell tower locations (assisted GPS) as well as fingerprinting-based localization using databases of detected Wi-Fi routers. As GPS receivers often take several seconds to obtain a position lock, even with assisted GPS, smartphone localization services tend to default to Wi-Fi–based localization initially and then switch to GPS as better location estimates become available. For simplicity of presentation, the term GPS refers to location estimation in this paper, regardless of whether it was obtained through GPS, assisted GPS, Wi-Fi fingerprinting, or some combination thereof.

Given location records, a dichotomous notion of proximity can be defined, in which 2 agents are considered proximate if they are in the same place at the same time. The precision and accuracy of the measurements and the context of the definition of proximity determine how close, in time and space, agents must be to be considered proximate or in contact. When using commodity smartphone localization hardware and services, accuracy below 5 m (16.4 ft) is rare [ 28 ], so spatial proximity has a strong lower resolution limit. Temporal resolution is substantially better—on the order of seconds—and is more likely to be limited by the measurement regime or application requirements. Elevation estimates are even less reliable than spatial estimates; therefore, commodity GPS receivers are often projected onto a 2D plane, introducing the potential for erroneous connections between people at the same location but on different floors of a building, for example.

While both GPS and BT can provide higher fidelity estimates of proximity and contact than traditional surveys or diaries, both are prone to false positives and negatives. Given 2 devices separated by a mutually proximate wall, ceiling, or floor, BT can still report contacts because the attenuation of RSSI will be such that they appear in contact but farther away. GPS is prone to false positives for detecting the proximity of communicable pathogens because the distance over which transmission can occur is smaller than the accuracy threshold for commodity devices. GPS proximity can only be interpreted as close enough that contact was possible, given the error in measurement, and not that contact actually occurred. BT can produce false negatives if the beaconing and listening cycles of the devices are misaligned, such that 1 device is beaconing while the other is asleep. GPS can lose signal or accuracy when indoors, causing false negative contacts by either having no location reported for an agent or exhibiting position inaccuracies that render inaccurate colocation calculations. While the underlying true contact dynamics for the same devices are identical, the differing failure modes of GPS and BT mean that data drawn from those data collection modalities may generate different contact networks, thereby suggesting different contact dynamics and ultimately different outbreak dynamics.

Agent-Based Susceptible-Exposed-Infectious-Removed Models

The susceptible-exposed-infectious-removed (SEIR) disease state model is a classic model used to characterize pathogen transmission and the natural history of infection across a range of communicable diseases. Disease state transitions are unidirectional in the order of susceptible, exposed, infectious, and removed. The initial state of the model specifies the amount of population in each disease state, and the rate of transition between disease states is subject to both disease-characteristic parameters (such as latent period and infectious period) and the contact network (such as preferential mixing and average contact rate). It is common for a specific disease, given surveillance data, to obtain more detailed models. For example, there are models of COVID-19 splitting the SEIR states into more states and rerouting transitions in states [ 52 , 53 ]. As our goal was to probe the impact of contact measurement modality, in accordance with the Occam's razor [ 54 ], which recommends a parsimonious model with the fewest assumptions that are necessary, we chose the simplest SEIR model.

Agent-based models (ABMs) incorporate individual interactions and track the state and state transitions through which each individual progresses. Unlike a stock and flow model, which uses differential equations to model the flow of individuals from one state to another in aggregate, an ABM knows the state of every agent individually at any time step of the simulation, and aggregate statistics, for example, on infections, are queried and computed during postprocessing. An agent-based SEIR model captures both individual disease state transitions based on disease-specific parameters such as the latent period, the infectious period, R 0 , as well as some abstraction of the contact behavior of the population. As the simulation of an infectious disease can capture emerging patterns in a bottom-up manner [ 9 ] and more faithfully reflect dynamics due to the proximity contact network than compartmental models, ABMs provide higher fidelity at the cost of computation when compared to stock and flow models. As an ABM can directly use a contact pattern as part of the simulation, it is the logical choice for examining the sensitivity of simulations to the contact detection methodology.

Data Set Description

For this study, we used 3 previously collected data sets, all of which were collected from the city of Saskatoon, a city in the midwestern Canadian province of Saskatchewan. In all these data sets, additional sensor modalities (eg, accelerometer, gyroscope, and Wi-Fi traces) were also collected, but only the BT traces, GPS traces, and battery data were used in this study. Battery data were used to identify gaps in data collection. If the phone is on and Ethica is running, then battery data were recorded, providing a more reliable way to assess the continuity of data collection than is possible with GPS, where signals can be obscured by the built environment but where the phone is still actively recording. The Saskatchewan Human Ethology Datasets (SHEDs) are a collection of pilot projects and technical trials taking place during the iEpi project—the academic precursor for the Ethica Data system—and associated postprocessing and methodological outcomes [ 55 , 56 ]. The SHEDs were exclusively collected from populations at the University of Saskatchewan in Saskatoon. The SHED7 data set was collected between July 11 and August 8, 2016, and included 61 students. The SHED8 data set was collected between September 25 and October 25, 2016, and included 74 students. The SHED9 data set was collected between October 28 and December 9, 2016, and included 88 students. These participants were part of a social science student study pool that included both undergraduate and graduate students and was weighted toward undergraduates.

Ethical Considerations

Data collection and analysis were conducted under written approval (BEH-14-203) from the University of Saskatchewan Human Behavioral Ethics Review Board. All data were collected with the informed consent of the participants and under the oversight of the University of Saskatchewan Human Behavioral Ethics Review Board.

No experimental manipulations were conducted during data collection. The studies did not undertake stratified sampling according to ethnicity, grade, or gender. The study did not proscribe participation by those connected with the department or research laboratories involved, and the study team informed colleagues in laboratories and the Department of Computer Science first. The awareness of potential study involvement can be assumed to have spread across social networks. For each study, participants joined using their own phones to install the Ethica app and consented to have sensor data collected over the study period. Although for all these 3 studies, both Android and iPhone users were welcome, because BT beaconing did not work reliably on an iPhone due to security settings, iPhone users were removed from the analysis, and all participants reported here are Android users. Each participant receives approximately a CAD $50 (US $38.6) honorarium at the end of a study, and the exact amount varies by study length.

All 3 SHED studies stored sensor data anonymously, and the sensor data associated with a participant were identified by a device-identity number. Despite measures such as encryptions being used to protect sensor data, high-velocity GPS data can allow a skilled practitioner to determine salient information about participants, such as place of work, residence, and daily habits. We circumvented this issue by committing to our own research ethics board and the participants that researchers who access the data must commit to writing requests subject to the review and approval of our ethics boards.

Sensor Data Processing

To evaluate the performance of each sensor in real-world scenarios, we needed to account for the impact of participant compliance. We defined the active period of a study with the start day as the first day when we have ≥80% of the participants’ battery reading and the end day as the first day with all following days having <80% of the participants’ battery reading. We retained participants who had at least 50% of the daily battery data. The descriptive statistics are presented in Table 1 .

Ethica’s multisensor sensing requests that the Android operating system perform sensor scanning and reading periodically. We call our requested period length, that is, each of the repeated 5-minute time windows, a duty cycle. For the location and BT contact data used in this study, Ethica records for 1 minute, starting every 5 minutes.

The BT discovery record from the Android application programming interface includes the discovered BT device’s MAC address and RSSI. After linking such discovery records to participant IDs in the smartphone BT MAC address table collected after consent and before the experiment started, we created a table of BT discovery records for eligible participants. Those RSSI values were filtered to include records associated with an RSSI stronger than the RSSI values associated with the desired distance thresholds and then aggregated maximum RSSI values for unique tuples of discovered participant and duty cycle (data collection epoch), resulting in the final BT contact record table. Although BT discovery records are directional, our use of unique tuples will consider a pair of participants potentially in contact if at least one’s BT device discovers that of the other.

Starting with raw GPS readings for each participant, we first discarded GPS readings with an accuracy radius larger than 10 m (32.8 ft) as being too inaccurate to allocate even approximate colocation estimates. For each participant, we used the median of their GPS readings within a duty cycle as the estimated geolocation of that participant. We then mapped the estimated GPS coordinates of latitude and longitude onto the Universal Transverse Mercator coordinates as the northing and easting with units of meters. For the sake of estimating interparticipant proximity, we used the Euclidean distance between the estimated geolocation for all pairs of participants within the same duty cycle as the estimated distance between pairs of participants. For each duty cycle, participants who lacked GPS readings within that duty cycle were considered as not being in contact with any of the other participants for the duration of that cycle.

Agent-Based SEIR Model

An agent-based SEIR simulation model was used to characterize pathogen transmission and describe the natural history of infection. The model assumed the following:

There is no reinfection during the simulation period.
The population is closed, and no births, deaths, and migrations occur during the simulation time horizon.
The latent periods for diseases under consideration are similar to the incubation periods.
During the infectious period, an infectious patient will have a constant hazard rate of transmission to every one of their currently contacted persons, normalizing passive shedding from active spread (eg, sneezing) over a contact period.
There are no behavior changes in participants during the simulation period, conditional on the contact patterns measured. For small outbreaks, this is reasonable, but the COVID-19 pandemic has demonstrated the importance and magnitude of changes that can occur in hygienic personal protective behavior (eg, mask use) over the course of a pandemic.

We made use of a 4-fold duplication and concatenation of both GPS- and BT-inferred proximity contact data, such as successively replaying a movie, to allow the outbreak to run its course without running out of contact data.

All participants who connected to at least 1 other participant after filtering were included in the simulation ( Table 2 ). Each simulation starts with 1 initially exposed participant. We conducted multiple simulations with different random seeds to account for stochastics. Each simulation began with a single participant with an infection of the corresponding disease. All active participants were the initially exposed participants in turn, for 50 realizations each.

During the initialization of each simulation realization, incubation period and infectious period were drawn uniformly from the minimum-maximum range of corresponding parameters, as presented in Table 3 .

All diseases listed in Table 3 are investigated from a historical perspective, where estimates of the corresponding parameters are available.

a The sensing modality of Bluetooth and GPS are combined with distance thresholds of 8 m (26.2 ft) and 20 m (65.6 ft) in rows. For example, BT8 stands for proximity contacts inferred from Bluetooth-sensed distance within the threshold of 8 m (26.2 ft).

a Derived as midpoint of reported range.

b Derived range from different reports.

Simulation Configuration

For each SHED study, after preprocessing, we obtained GPS- and BT-inferred proximity contact data with distance-equivalent RSSI thresholds of −80 dBm (corresponding to approximately 8 m or 26.2 ft) and −90 dBm (approximately 20 m or 65.6 ft). A group of simulations for each of the 4 diseases—namely, influenza, COVID-19, measles, and norovirus—was run. Within each group of simulations sharing the same derived proximity contact data and disease parameters, we iterated each of the active participants as the initially exposed patient with 50 realizations, where each realization has a different predetermined random seed, resulting in 170,400 realizations across all data sets and conditions.

In our agent-based SEIR model, at any given time during the simulation, each agent resides in one of the 4 disease states (susceptible, exposed, infectious, or removed). At the start of the simulation, all agents, except the initially exposed agent, are susceptible. The transition from susceptible to exposed has a probability p when exposed to proximity to an infectious agent. Such occurrences of exposure are characterized by a Poisson process with a mean interarrival time of 5 minutes. The value assumed for p is derived from the disease-specific R 0 and the average empirically observed frequency of population contacts. The timing, the duration, and the pair of agents involved in each proximity contact are given by the proximity contact data fed to the simulation. The transitions of exposed-to-infectious and infectious-to-removed are timeouts with timers set as the corresponding latent period and infectious period as initialized for each individual.

Simulations were run on 2 servers, each with an Intel Xeon CPU E5-2690 v2 and 503 GB memory. Models were created in AnyLogic (version 8.1.0; The AnyLogic Company) and exported to a stand-alone Java application with OpenJDK (version 1.8.0_252; The OpenJDK Community) as the runtime environment. Analysis was conducted in R software (version 4.0.2; R Foundation for Statistical Computing) with major packages, including tidyverse (version 1.3.0), ggprah (version 2.0.5), and igraph (version 1.2.6), and in Python (version 3.8.0; Python Software Foundation) with major packages, including pandas (version 1.2.0), numpy (version 1.20.2), and scipy (version 1.6.1).

Evaluate Impacts on Transmission Models

We used the attack ratio as the metric to evaluate the impact of proximate contact data on transmission models. The attack ratio is the proportion of the total population that gets infected throughout the simulation. Although the ABM-SEIR can produce many estimates for different disease parameters given proximate contact data, the attack rate and individual risk of infection was chosen for simplicity, accessibility, and to serve as single summary statistics [ 65 , 66 ].

Attack Rates

The core research question of this study was whether and to what extent the differences in GPS- and BT-based proximity detection would alter the contact network and therefore the implied attack rate. We considered the attack rate θ defined as in the following equation:

Where I ( t ) is the number of infectious persons at time t , T is the end time of the simulation instance, and N is the population size. The attack rate θ denotes the proportion of the population that is infected throughout the simulation instance. As the response variable (denoted as Θ) to the controlled variables of the disease or pathogen M , the initial infectious individual ν ∈ V = { v 1 , v 2 ,..., v n }, n = ‖ V ‖ and collected proximity contact data D( ω , ε , V ). For the proximity contact data D( ω , ε , V ), ω ∈ {BT, GPS} is the sensor type, ε ∈ {8, 20} is the distance threshold of proximate contacts, and V is the underlying population. Therefore, with the ABM-SEIR model as P(∙) for a specific disease M and underlying population V , we can sample Θ∼P(Θ= θ | ω , ε , M , V ) with simulation realizations. While the initial infectious individual ν has been known to impact the attack rate Θ, investigation of that impact lies outside the scope of this paper.

Welch t Test

Assuming disease M and an underlying population V , the choice of an initial infectious individual ν is independent of the data collection configuration (sensor type ω and proximate distance threshold ε ). We were interested in the marginal probability, defined as in the following equation:

Limited by our knowledge of P( ν | M , V ), we assumed the initial infectious individual ν is chosen with uniform probability from the underlying population V , that is, P( ν | M , V ) =1 / ‖ V ‖. Consider θ as the sample mean from a sample, X i ∼ P(Θ| ν = v i , ω , ε , M , V ), i = 1,..., ‖ V ‖, and we sampled by repeating ‖ V ‖ simulations iterating every individual of the population V as the initial infectious individual. According to the central limit theorem, samples of θ∼P(Θ| ω , ε , M , V ) tend to be normally distributed to suffice the assumption of the Welch t test (2-tailed).

Pairwise t Test

Without assuming that the initial infectious individual ν is homogeneous among the underlying population V , that is, P( ν | M , V )=1/‖ V ‖, we could construct a pairwise t test by pairing the samples of attack rate having the same initial infectious individual μ , given sensor type ω and distance threshold ε , for each pair of disease M and underlying population V . In this case, we assumed the pairwise differences in the attack rate, such as for Θ i BT8-GPS20 = Θ BT8 – Θ GPS20 , are normally distributed, where Θ BT8 ∼ P(Θ| ν = v i , ω = BT, ε = 8, M , V ) and Θ GPS20 ∼ P(Θ| ν = v i , ω = GPS, ε = 20, M , V ).

Kullback-Leibler Divergence of Individual Infection Risks

Given the sensor type, proximate distance threshold, disease, and underlying population, we estimated the individual infection risk based on the Laplacian-smoothed rate of being infected across realizations, denoted by ρ v∈V ( ω , ε , M , V ). The likelihood of being the most likely infected individual for an individual v ∈ V follows P( v | ω , ε , M , V ), which can be estimated by normalizing vector ρ ={ ρ v | v ∈ V }. The Kullback-Leibler (KL) divergence was used to summarize the differences between pairs of sensor type and proximate distance threshold ( ω , ε ) within blocks by disease and the underlying population. For disease M and the underlying population V , we have

between sensing configurations ( w 1 , e 1 ) and ( w 2 , e 2 ), where

While the agent-based simulation uses dynamic contacts, some insight can be gained by examining the aggregate contact network of participants in each study. Figure 1 shows the aggregate contact networks for SHED7, SHED8, and SHED9 using BT and GPS at 8- and 20-m thresholds. If a connection ever occurred between 2 nodes given the protocol, a corresponding edge is drawn in the network, with the color of the edge proportional to the total contact duration over the course of the experiment between those nodes. Reflecting the Pareto-like distribution of contact duration, colors move from blue (weakly connected) to red (strongly connected) on a logarithmic scale, consistent with other human network observations [ 67 , 68 ]. As expected, most nodes appear to have weak connections compared to the highly connected dyads and triads in the network. The BT networks are denser and more highly connected than their GPS counterparts, implying a greater potential for disease spread. There is a greater preponderance of weak edges in the BT data sets than in their corresponding GPS counterparts. There is a modest increase in the number of edges between the 8- and 20-m thresholds for each data set.

Contact frequency (the rate at which contacts occur) and intercontact time (the time between contacts) are common aggregate distributions used to characterize contact data sets. Similar to many other data sets, both the BT and GPS demonstrate power law decay for the probability of contact duration and intercontact time ( Figure 2 ). GPS-based contact detection tends to infer more and shorter-duration contacts but exhibits truncated tails. In SHED7 and SHED9, the tail truncation leads to fewer long-duration contacts (>600 min) than BT. The intercontact times are similar for all data sets, but the BT distributions are skewed more heavily toward longer intercontact times than in the case of GPS. In contrast, for SHED8 and SHED9, BT tracking detects notably fewer moderately long contacts (those in the range of 50 min to 600 min). This may be due to localization noise–induced false positives in the GPS data set skewing the apparent contact durations higher.

After filtering the connections for the appropriate distance threshold (8 m and 20 m or approximately 26.2 ft and 65.6 ft), the agent-based simulation was run according to the protocol described in simulation configuration. Many runs do not produce an outbreak, with the initially exogenously infected individual being the only member of the network infected. This results in a zero-heavy bimodal distribution of cumulative infection counts per realization, with a Poisson spike at 0 cumulative endogenous infections (1 exogenous infection) and a second distribution describing the probability of an outbreak of a given size conditional on outbreak occurrence (ie, the probability of at least one endogenous infection). A stacked bar plot showing the ratio of runs in which further incidences beyond the initial infectious individual did or did not occur is shown in Figure 3 . The figure clearly shows a higher likelihood of an outbreak occurring with the BT data, as expected from the aggregate network diagrams and aggregate contact duration and frequency plots. The consistent difference in the probability of outbreak occurrence between the 2 conditions is our first substantial indication that the two means of measuring contact are not equivalent. To determine the impact of each dynamic contact pattern on the outbreaks themselves, the trials in which no endogenous infection occurred were removed, and statistical analysis was conducted on the distribution of outbreak severity conditional on outbreak occurrence.

The Bonferroni-corrected Shapiro-Wilk test was passed for each of the 50 samples of attack rate, denoted by θ, for every pair of disease M and the underlying population V , except for COVID-19, with contact records collected via GPS using a distance threshold of 20 over SHED8. The results of the Bonferroni-corrected Welch t test are presented in Table 4 .

a BT: Bluetooth.

Our predetermined α level was .05.

The results of Bonferroni-corrected pairwise t tests [ 69 ] between observed attack rates (having filtered out scenarios with 0 endogenous infections) across all simulation runs for a condition are presented in Table 5 .

These results confirm our hypothesis that BT- and GPS-based contact histories induce significantly different estimates of total disease burden across multiple simulated realizations. The primary comparisons are the BT8-GPS8 and the BT20-GPS20, with the others included for completeness. For SHED7 BT8-GPS8, the results are not significant. For all other diseases and data sets, the results are statistically significantly different. In the case of BT20-GPS20, all results are significantly different, with the exception of the SHED7 measles. While we suspected that the infectiousness of the disease would impact simulated outcomes, the results seem to be dominated by differences in the data set and contact measurement modality. Looking at the impact of resolution, some combinations of data set and disease are not significantly different, but for the most part, increasing the threshold increases the number of contacts, driving differences in simulated outcomes. The exception to this general rule seems to be SHED8 GPS8-GPS20, where increasing the threshold did not significantly alter the outcomes for most diseases and only marginally for measles.

Figure 4 shows the violin plots for the attack rates over each realization across all simulated conditions and provides insight into the statistical results from Table 5 . SHED7 consistently has lower attack rates for all diseases, with a smaller variance and mean than other data sources. The limited attack rate likely drives the similarity between the BT and the GPS. The denser SHED8 and SHED9 networks have substantially larger variance, leading to significant differences between the measurement modality conditions. The highly contagious measles virus, in particular, exhibits marked differences within the SHED8 and SHED9 data sets. In general, BT contact patterns have longer tails, indicating a greater possibility of larger outbreaks throughout the population. In cases where a substantial probability mass is contained in the tail, the median is also drawn higher, as in SHED8 with BT20 for measles.

Figure 5 shows the KL divergence on individual infection risks within blocks of disease and the underlying population. The individual infection risks are reflected by the likelihood of being the most likely infected individual between different sensing configurations, where a sensing configuration is a pair of selected sensor types and proximate distance thresholds. The distance threshold of proximate contact does not appear to impact GPS-collocated inferred proximity contacts in terms of individual infection risks, regardless of the underlying population. This invariance to distance thresholds suggests that the primary bottleneck lies in the GPS-colocation method’s inability to identify exact proximity contacts among a group of collocated individuals. Meanwhile, the BT-beaconing method may capture proximity contacts at certain distance thresholds (such as for SHED7 and SHED8), which can be important when considering droplet-based pathogen transmission. There seems to be a lower magnitude of KL divergence for BT8-BT20 and BT20-BT8. The KL divergence among pairs of different sensor types is similar regardless of the distance thresholds of proximate contact, suggesting that BT beaconing and GPS colocating collect different proximity contacts regardless of the resolution of the distance thresholds of proximate contacts. The magnitude of asymmetric | D KL ( p ‖ q ) – D KL ( q ‖ p )| shown in red lines is lower than either D KL ( p ‖ q ) or D KL ( q ‖ p ), indicating that the asymmetry of the KL divergence is not impairing our aforementioned analyses.

Disparate Results From GPS- and BT-Based Contact Tracking

Our results clearly indicate that GPS- and BT-based contact tracking yield disparate results for the same cohort under measurement. The ground truth contact network, while unknown, was the same for each data set—it was the same set of participants carrying a single phone measuring both quantities. Both BT- and GPS-derived contact measurements are estimates of the underlying contact pattern, admitting false positives (eg, BT contacts through a wall) and negatives (eg, a missed GPS contact because it occurred in an area of poor satellite reception). GPS-based contact tracking identifies fewer shorter contacts, leading to a significant decrease in expected outbreak intensity and the number of outbreaks, potentially because both participants need to have a sufficiently good location fix to estimate colocation. The denser contacts reported by BT-based contact tracking led to a higher probability of an outbreak and larger outbreaks, resulting in significantly different attack rates for most data sets and diseases. While there were conditions under which no significant differences were observed across the data collection modalities (particularly for SHED7 BT8-GPS8), differences were often significant enough to encourage caution in the uptake and interpretation of these sensed contact networks. GPS8 tends to underestimate the attack rate relative to the others (BT8, BT20, and GPS20), indicating the general inability of GPS colocating to capture proximate contacts within a short distance. Sensing configurations tend to estimate similar attack rates for infectious diseases without a comparatively high R 0 in a more distant underlying population, except for SHED9-measles. Our study cannot conclusively determine if the higher outbreak frequency and size in BT-derived networks is due to false positives in BT or false negatives in GPS, but based on the precision of commodity GPS receivers and their propensity to lose signal in large buildings, we suspected that the observed disparities are predominantly driven by GPS false negatives. If this suspicion is warranted, GPS location–based proximity measurement should be used in epidemiological simulations with caution and in a fashion that anticipates and accounts for the fact that the data collection modality used may be systemically underestimating contact. This is particularly true for the short contacts outside of normal contact networks that drive mixing.

The significance results were relatively insensitive to differences in simulated disease impacting differences in GPS and BT, but the data collection modality induced fewer differences in the results for less contagious diseases, such as seasonal influenza, than for more contagious diseases, such as measles. It is possible that weakly contagious diseases might not demonstrate differences, as outbreaks would be rare and limited in both GPS and BT networks. These findings hold for both a nominal 8-m and 20-m threshold for determining if contact has occurred. The thresholds chosen are already judicious and indicate participants being close enough during a measured portion to have come into close contact during a sensor sleep period, rather than explicitly detecting close contact. Comparing the within-sensor outcomes, the contact threshold impacted the simulated attack rate for most cases, with the exception of SHED8.

We used a stylized, agent-based SEIR model to determine the attack rate using both BT- and GPS-inferred temporal contact patterns. The stylized nature of the simulation implies that the results should be generally correct, but that more detailed models may diverge in the magnitude of the differences observed. SHED7, SHED8, and SHED9 are interesting data sets due to the multiple sensor modalities, but they are also highly biased, being drawn from a university social science participant pool comprised primarily of undergraduate students in the social and physical sciences. GPS or BT data from other demographics will almost certainly have different contact patterns, leading to different outcomes. At one extreme, institutionalized individuals (eg, in incarceration facilities or care homes) have limited mobility and would be expected to have much more convergent GPS and BT contact patterns. Perhaps not surprisingly, some of the worst COVID-19 outbreaks occurred in these institutional settings. Similarly, we analyzed 4 relatively contagious diseases and ignored diseases where a specific type of contact initiates infection, such as sexually transmitted or blood-borne diseases, or where disease propagation is slow or exhibits prolonged latent periods, such as with tuberculosis. As the definition of contact for such excluded diseases is substantially different from those analyzed in this study, the difference between GPS and BT contact patterns may be more or less pronounced. The process we have used to evaluate the differences should generalize to any contagious disease or measured contact pattern and can be used to evaluate the impact of novel contact detection algorithms or other novel diseases such as COVID-19 variants of concern.

While this study has made several meaningful contributions to the literature, particularly in highlighting divergent attack rates for GPS and BT measurements of the same underlying contact network, it is subject to notable limitations. We used 3 data sets drawn from a social sciences participant pool at our institution. These data sets included individuals who were often unknown to each other and likely produced more diffuse data sets than would have been expected had we used snowball or respondent-driven sampling or other socially connected recruiting techniques. Running a similar analysis on other data sets could provide more broadly generalizable or representative results. However, for reasonable privacy reasons, public data sets containing both GPS and BT records are not available, requiring additional measurement effort to extend this analysis. We used an agent-based SEIR model because it provided the most direct link between the data and the simulated diseases. We chose the stylized SEIR model to emphasize the role of evolving contact networks in other disease dynamics. These results could be extended to include more sophisticated disease models and compared against compartmental transmission models grounded in aggregate representations of the underlying contact network. The COVID-19 pandemic has driven innovation in contact tracing, and new measurement techniques based on dongles, beacons, or badges are now readily available. A similar analysis including these data sources could be valuable. Finally, we constrained our analysis to 4 canonical contagious diseases from a historical perspective with relatively well-parameterized behaviors. However, novel diseases will have novel disease parameters. An exploratory simulation study that outlined how diseases might be expected to behave over these contact networks using, for example, a random-walk through parameter space might be valuable in predicting new variants, existing diseases, or new diseases emerging from animal reservoirs.

Conclusions

Epidemiological models of disease propagation are an important tool in controlling and containing epidemic outbreaks. These models rely on the accurate measurement of key biological and behavioral parameters to ground the simulation results. Quantifying the characteristics of dynamic contact networks is a particularly challenging aspect of grounding these simulations. The significant differences in the predicted outcomes for contact networks demonstrated here between GPS- and BT-based contact tracking highlight the difficulty of grounding these simulations. Because of the nature of our data, we know that the contact networks being sought via measurement by BT and GPS should have been identical, as they corresponded to the same device held by the same individual as they went about their lives. The fact that the resulting contact networks and predicted attack rates were different indicates that these modalities are not interchangeable and that caution should be exercised by modelers employing these measures. While BT and GPS data provide more precise measurements than traditional surveys, they are still prone to error and disparate estimates of the underlying network structure and dynamics.

Acknowledgments

The authors would like to thank the Natural Sciences and Engineering Research Council of Canada for funding and Dr Regan Mandryk for her timely statistical advice. The authors would also like to thank Greg Oster and Mohammad Hashemian for their technical consulting and assistance. Finally, NDO would like to extend his gratitude to SYK for supporting his contributions.

Data Availability

Data cannot be made publicly because participant informed consent does not allow disclosure and because anonymized longitudinal location data can be reidentified through crosslinking by those skilled in spatial analysis. Data can be made available through a joint application to both the requester’s and the University of Saskatchewan ethics boards, outlining the intended secondary use of the data and processes for ensuring that reidentification does not occur. The latest contact information for the research ethics board (REB) can be found on the website of the University of Saskatchewan. Currently, the web page for the REB is available [ 70 ].

Conflicts of Interest

None declared.

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Abbreviations

Edited by A Mavragani; submitted 01.04.22; peer-reviewed by K Xu, I Zachary, A Angelucci, S Pesälä; comments to author 28.07.23; revised version received 15.11.23; accepted 27.02.24; published 17.04.24.

©Weicheng Qian, Aranock Cooke, Kevin Gordon Stanley, Nathaniel David Osgood. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 17.04.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.

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Title: leave no context behind: efficient infinite context transformers with infini-attention.

Abstract: This work introduces an efficient method to scale Transformer-based Large Language Models (LLMs) to infinitely long inputs with bounded memory and computation. A key component in our proposed approach is a new attention technique dubbed Infini-attention. The Infini-attention incorporates a compressive memory into the vanilla attention mechanism and builds in both masked local attention and long-term linear attention mechanisms in a single Transformer block. We demonstrate the effectiveness of our approach on long-context language modeling benchmarks, 1M sequence length passkey context block retrieval and 500K length book summarization tasks with 1B and 8B LLMs. Our approach introduces minimal bounded memory parameters and enables fast streaming inference for LLMs.

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Updated research guidelines for use of AI at the University of Kentucky

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LEXINGTON, Ky. (April, 17, 2024) — Guidelines and recommendations for the use of generative artificial intelligence (AI) in research have been updated for the University of Kentucky campus.

The transdisciplinary UK ADVANCE (Advancing Data utilization for Value in Academics for National and Campus-wide Excellence) team exists to define and develop recommendations for responsible use of generative AI at UK. The team provides ongoing guidance to the campus community to achieve the university’s mission of advancing Kentucky through education, research, service and care.

Earlier this semester, the team updated the faculty guidelines regarding generative AI in instructional settings. The UK ADVANCE team also created guidelines for use of generative AI in clinical settings .

The team’s latest recommendations for AI in research can be found here. If you have any questions about the latest updates, please review the Frequently Asked Questions (FAQs).

Members of the campus community are encouraged to provide feedback on the updated guidelines by sending an email to [email protected].

The guidelines and recommendations will continue to evolve. The ADVANCE Team is committed to keeping the campus community informed of any changes as their work continues.

As the state’s flagship, land-grant institution, the University of Kentucky exists to advance the Commonwealth. We do that by preparing the next generation of leaders — placing students at the heart of everything we do — and transforming the lives of Kentuckians through education, research and creative work, service and health care. We pride ourselves on being a catalyst for breakthroughs and a force for healing, a place where ingenuity unfolds. It's all made possible by our people — visionaries, disruptors and pioneers — who make up 200 academic programs, a $476.5 million research and development enterprise and a world-class medical center, all on one campus.

In 2022, UK was ranked by Forbes as one of the “Best Employers for New Grads” and named a “Diversity Champion” by INSIGHT into Diversity, a testament to our commitment to advance Kentucky and create a community of belonging for everyone. While our mission looks different in many ways than it did in 1865, the vision of service to our Commonwealth and the world remains the same. We are the University for Kentucky.

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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.
Resources for Academic Research: 12 Best Websites & Tools
As a handy and effective tool for managing research resources, researchers, students, and scholars worldwide use it. Features: A free, open-source reference manager. ... Mendeley lets users create a searchable database of research papers, books, and other resources, including citation management, collaboration, and discovery capabilities. It ...
Scribbr
Help you achieve your academic goals. Whether we're proofreading and editing, checking for plagiarism or AI content, generating citations, or writing useful Knowledge Base articles, our aim is to support students on their journey to become better academic writers. We believe that every student should have the right tools for academic success.
JSTOR Home
Harness the power of visual materials—explore more than 3 million images now on JSTOR. Enhance your scholarly research with underground newspapers, magazines, and journals. Explore collections in the arts, sciences, and literature from the world's leading museums, archives, and scholars. JSTOR is a digital library of academic journals ...
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
This text is very-student friendly and covers all aspects of writing a student research paper, ... 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 ...
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.
How to Write a Research Paper
Choose a research paper topic. There are many ways to generate an idea for a research paper, from brainstorming with pen and paper to talking it through with a fellow student or professor.. You can try free writing, which involves taking a broad topic and writing continuously for two or three minutes to identify absolutely anything relevant that could be interesting.
The 10 Best Essential Resources for Academic Research
With a foundation in Life Sciences, Tanvi enjoys curating technical writing tips tailored for ESL students. When she's not translating complex concepts into bite-sized nuggets, she can be found playing with dogs or painting landscapes. 10 Best academic resources: 1. PubMed Central 2. Library of Congress 3.
How to Write a Research Paper
This interactive resource from Baylor University creates a suggested writing schedule based on how much time a student has to work on the assignment. "Research Paper Planner" (UCLA) UCLA's library offers this step-by-step guide to the research paper writing process, which also includes a suggested planning calendar.
Free and Accessible Resources for Students: Overview
What is an open educational resource (OER)? An open educational resource is an educational material (such as a textbook) that is freely available for use or re-use. To qualify as OERs, materials must be freely available for copying, adapting, or distributing. What is Creative Commons (CC)? Creative Commons is a nonprofit licensing program for ...
How to Do Academic Research
"Resources for High School Teachers" help instructors understand the context and challenges of teaching their students about research, and provide sample assignments and exercises. "Resources for College Instructors" are focused more narrowly on teaching undergraduate students about formal academic papers. Resources for High School Teachers
Research Paper
Educating students: Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers. ... Time and resource ...
RefSeek
RefSeek - Academic Search Engine. Web. Documents. Type 2 or more characters for results. Learn about: Volcanoes, Jupiter. Browse the Reference Site Directory. Academic search engine for students and researchers. Locates relevant academic search results from web pages, books, encyclopedias, and journals.
113 Great Research Paper Topics
113 Great Research Paper Topics. One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily ...
ERIC
ERIC is an online library of education research and information, sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
APA Sample Paper
Media Files: APA Sample Student Paper , APA Sample Professional Paper This resource is enhanced by Acrobat PDF files. Download the free Acrobat Reader. Note: The APA Publication Manual, 7 th Edition specifies different formatting conventions for student and professional papers (i.e., papers written for credit in a course and papers intended for scholarly publication).
Writing a Research Paper
The Research Paper. There will come a time in most students' careers when they are assigned a research paper. Such an assignment often creates a great deal of unneeded anxiety in the student, which may result in procrastination and a feeling of confusion and inadequacy.
20 Amazing Websites and/or Resources For PhD Students
ScienceDirect is a great place to find peer-reviewed scientific literature. The best thing about this website is, when you open it, it shows results as a "compilation" of abstracts for a topic. You just have to quickly read it, click the paper you want and go there. It makes the reading task so easy.
Most Reliable and Credible Sources for Students
Library of Congress. Dig into famed library's collection of research goodies. Bottom Line: The Library of Congress delivers the best of America's past and present, and with teacher support it could be a reliable research resource for students. Grades: 1-12. Price:
Teaching a Research Unit
Olivia Franklin. Engage students with interesting research topics, teach them skills to become adept independent researchers, and help them craft their end-of-unit research papers. CommonLit 360 is a comprehensive ELA curriculum for grades 6-12. Our standards-aligned units are highly engaging and develop core reading and writing skills.
A Guide to Choosing and Developing Research Paper Topics for High
What is a research paper for high school students? A research paper is an extended essay that investigates a particular topic or problem, using primary and/or secondary sources to support an argument or thesis statement. ... There are many resources that high school students can use to find research paper topics and conduct research. Online ...
15 Free Research Tools for Grad Students
Image Source. This typesetting software is used to write CVs, reports, theses, books, research papers, and the like for academic purposes. Here's where you can get help if you're having formatting issues. Moreover, LaTeX can create posters, presentations, journal articles, and anything you need for your grad school.
Students Are Likely Writing Millions of Papers With AI
Since then, more than 200 million papers have been reviewed by the detector, predominantly written by high school and college students. Turnitin found that 11 percent may contain AI-written ...
About 1 in 4 public school teachers experienced a ...
About four-in-ten teachers (39%) say their school has done a fair or poor job providing them with the training and resources they need to deal with a potential active shooter. A smaller share (30%) give their school an excellent or very good rating, and another 30% say their school has done a good job preparing them.
McNair Scholars Program
About the McNair Scholars Program For many university students, graduate school and doctoral programs may seem a distant goal. For first-generation, St. Mary's University 1 Camino Santa Maria San Antonio , TX 78228 +1-210-436-3011 https://www.stmarytx.edu William Joseph Chaminade
Journal of Medical Internet Research
Background: Accurate and responsive epidemiological simulations of epidemic outbreaks inform decision-making to mitigate the impact of pandemics. These simulations must be grounded in quantities derived from measurements, among which the parameters associated with contacts between individuals are notoriously difficult to estimate. Digital contact tracing data, such as those provided by ...
[2404.07143] Leave No Context Behind: Efficient Infinite Context
Leave No Context Behind: Efficient Infinite Context Transformers with Infini-attention. This work introduces an efficient method to scale Transformer-based Large Language Models (LLMs) to infinitely long inputs with bounded memory and computation. A key component in our proposed approach is a new attention technique dubbed Infini-attention.
Updated research guidelines for use of AI at the University of Kentucky
LEXINGTON, Ky. (April, 17, 2024) — Guidelines and recommendations for the use of generative artificial intelligence (AI) in research have been updated for the University of Kentucky campus. The transdisciplinary UK ADVANCE (Advancing Data utilization for Value in Academics for National and Campus-wide Excellence) team exists to define and develop recommendations for responsible use of ...
Political Typology Quiz
Take our quiz to find out which one of our nine political typology groups is your best match, compared with a nationally representative survey of more than 10,000 U.S. adults by Pew Research Center. You may find some of these questions are difficult to answer. That's OK. In those cases, pick the answer that comes closest to your view, even if ...

Resources for Academic Research: 12 Best Websites & Tools

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12 Best Websites, Tools & Resources for Academic Research

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Research Paper – Structure, Examples and Writing Guide

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What Makes a Good Research Paper Topic?

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113 Good Research Paper Topics

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