types of references in research papers

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Writing Research Papers

• What Types of References Are Appropriate?

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

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

Highly appropriate: peer-reviewed journal articles

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

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

Tips for finding and using peer-reviewed journal articles:

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 Other search engines, such as Google Scholar, typically include both peer-reviewed and not peer-reviewed articles in search results, and thus should be used with greater caution.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

Potentially appropriate: books, encyclopedias, and other scholarly works

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

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

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

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

Usually inappropriate: magazines, blogs, and websites  

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

Tips for using magazines, blogs, and websites:

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

Downloadable Resources

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

Further Resources

How-To Videos     

• Writing Research Paper Videos

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

• Google Scholar
• PubMed (NIH/NLM)
• Web of Science  

UCSD Resources on Finding and Evaluating Sources

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

External Resources

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

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

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

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

APA Citation Style

Citation examples.

• Paper Format
• Style and Grammar Guidelines
• Citation Management Tools
• What's New in the 7th Edition?
• APA Style References Guidelines from the American Psychological Association
• APA Style (OWL - Online Writing Lab, Purdue University)
• Common Reference Examples Handout
• Journal Article
• Magazine Article
• Newspaper Article
• Edited Book Chapter
• Dictionary Entry
• Government Report
• YouTube Video
• Facebook Post
• Webpage on a Website
• Supplemental Reference Examples
• Archival Documents and Collections

Parenthetical citations:  (Grady et al., 2019; Jerrentrup et al., 2018)

Narrative citations:  Grady et al. (2019) and Jerrentrup et al. (2018)

• If a journal article has a DOI, include the DOI in the reference.
• If the journal article does not have a DOI and is from an academic research database, end the reference after the page range (for an explanation of why, see the  database information  page). The reference in this case is the same as for a print journal article.
• Do not include database information in the reference unless the journal article comes from a database that publishes original, proprietary content, such as UpToDate (see an example on the  database information  page).
• If the journal article does not have a DOI but does have a URL that will resolve for readers (e.g., it is from an online journal that is not part of a database), include the URL of the article at the end of the reference.
• If the journal article has an article number instead of a page range, include the article number instead of the page range (as shown in the Jerrentrup et al. example).

Parenthetical citations:  (Rabinowitz, 2019; Sapolsky, 2017)

Narrative citations:  Rabinowitz (2019) and Sapolsky (2017)

• If the book includes a DOI, include the DOI in the reference after the publisher name.
• Do not include the publisher location.
• If the book does not have a DOI and comes from an academic research database, end the book reference after the publisher name. Do not include  database information  in the reference. The reference in this case is the same as for a print book.

Parenthetical citations:  (Schaefer & Shapiro, 2019; Schulman, 2019)

Narrative citations:  Schaefer and Shapiro (2019) and Schulman (2019)

• If a magazine article has a DOI, include the DOI in the reference.
• If the magazine article does not have a DOI and is from an academic research database, end the reference after the page range. Do not include  database information  in the reference. The reference in this case is the same as for a print magazine article.
• If the magazine article does not have a DOI but does have a URL that will resolve for readers (e.g., it is from an online magazine that is not part of a database), include the URL of the article at the end of the reference.
• If the magazine article does not have volume, issue, and/or page numbers (e.g., because it is from an online magazine), omit the missing elements from the reference (as in the Schulman example).

Parenthetical citation:  (Carey, 2019)

Narrative citation:  Carey (2019)

• If the newspaper article is from an academic research database, end the reference after the page range. Do not include  database information  in the reference. The reference in this case is the same as for a print newspaper article.
• If the newspaper article has a URL that will resolve for readers (e.g., it is from an online newspaper), include the URL of the article at the end of the reference.
• If the newspaper article does not have volume, issue, and/or page numbers (e.g., because it is from an online newspaper), omit the missing elements from the reference, as shown in the example.
• If the article is from a news website (e.g., CNN, HuffPost)—one that does not have an associated daily or weekly newspaper—use the format for a  webpage on a website  instead.

Parenthetical citation:  (Aron et al., 2019)

Narrative citation:  Aron et al. (2019)

• If the edited book chapter includes a DOI, include the chapter DOI in the reference after the publisher name.
• If the edited book chapter does not have a DOI and comes from an academic research database, end the edited book chapter reference after the publisher name. Do not include  database information  in the reference. The reference in this case is the same as for a print edited book chapter.
• Do not create references for chapters of authored books. Instead, write a reference for the whole book and cite the chapter in the text if desired (e.g., Kumar, 2017, Chapter 2).

Parenthetical citation:  (Merriam-Webster, n.d.)

Narrative citation:  Merriam-Webster (n.d.)

• Because entries in  Merriam-Webster’s Dictionary  are updated over time and are not archived, include a  retrieval date  in the reference.
• Merriam-Webster is both the author and the publisher, so the name appears in the author element only to avoid repetition.
• To quote a dictionary definition, view the pages on quotations and  how to quote works without page numbers  for guidance. Additionally, here is an example:  Culture  refers to the “customary beliefs, social forms, and material traits of a racial, religious, or social group” (Merriam-Webster, n.d., Definition 1a).

Parenthetical citation:  (National Cancer Institute, 2019)

Narrative citation:  National Cancer Institute (2019)

The specific agency responsible for the report appears as the author. The names of parent agencies not present in the  group author name  appear in the source element as the publisher. This creates concise in-text citations and complete reference list entries.

Parenthetical citation:  (Harvard University, 2019)

Narrative citation:  Harvard University (2019)

• Use the name of the account that uploaded the video as the author.
• If the account did not actually create the work, explain this in the text if it is important for readers to know. However, if that would mean citing a source that appears unauthoritative, you might also look for the author’s YouTube channel, official website, or other social media to see whether the same video is available elsewhere.

Parenthetical citations:  (APA Databases, 2019; Gates, 2019)

Narrative citations:  APA Databases (2019) and Gates (2019)

• Present the name of the individual or group author the same as you would for any other reference. Then provide the Twitter handle (beginning with the @ sign) in square brackets, followed by a period.
• Provide the first 20 words of the tweet as the title. Count a URL, a hashtag, or an emoji as one word each, and include them in the reference if they fall within the first 20 words.
• If the tweet includes an image, a video, a poll, or a thumbnail image with a link, indicate that in brackets after the title: [Image attached], [Video attached], [Thumbnail with link attached].
• The same format used for Twitter is also used for Instagram.  

Parenthetical citation:  (News From Science, 2019)

Narrative citation:  News From Science (2019)

• Provide the first 20 words of the Facebook post as the title. Count a URL or other link, a hashtag, or an emoji as one word each, and include them in the reference if they fall within the first 20 words. 
• If a status update includes images, videos, thumbnail links to outside sources, or content from another Facebook post (such as when sharing a link), indicate that in square brackets.

Parenthetical citations:  (Fagan, 2019; National Institute of Mental Health, 2018; Woodyatt, 2019; World Health Organization, 2018)

Narrative citations:  Fagan (2019), National Institute of Mental Health (2018), Woodyatt (2019), and World Health Organization (2018)

• Provide as specific a  date  as is available on the webpage. This might be a year only; a year and month; or a year, month, and day.
• Italicize the title of a webpage.
• When the author of the webpage and the publisher of the website are the same, omit the publisher name to avoid repetition (as in the World Health Organization example).
• When contents of a page are meant to be updated over time but are not archived, include a  retrieval date  in the reference (as in the Fagan example).
• Use the webpage on a website format for articles from news websites such as CNN and HuffPost (these sites do not have associated daily or weekly newspapers). Use the  newspaper article category  for articles from newspaper websites such as  The New York Times  or  The Washington Post .
• Create a reference to an open educational resources (OER) page only when the materials are available for download directly (i.e., the materials are on the page and/or can be downloaded as PDFs or other files). If you are directed to another website, create a reference to the specific webpage on that website where the materials can be retrieved. Use this format for material in any OER repository, such as OER Commons, OASIS, or MERLOT.
• Do not create a reference or in-text citation for a whole website. To mention a website in general, and not any particular information on that site, provide the name of the website in the text and include the URL in parentheses. For example, you might mention that you used a website to create a survey.

The following supplemental example references are mention in the  Publication Manual:

• retracted journal or magazine article
• edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM)
• edition of the International Statistical Classification of Diseases and Related Health Problems (ICD)
• religious work
• annotated religious work

Archival document and collections are not presented in the  APA Publication Manual, Seventh Edition . This content is available only on the APA Style website .  This guidance has been expanded from the 6th edition.

Archival sources include letters, unpublished manuscripts, limited-circulation brochures and pamphlets, in-house institutional and corporate documents, clippings, and other documents, as well as such nontextual materials as photographs and apparatus, that are in the personal possession of an author, form part of an institutional collection, or are stored in an archive such as the Archives of the History of American Psychology at the University of Akron or the APA Archives. For any documents like these that are available on the open web or via a database (subscription or nonsubscription), follow the reference templates shown in Chapter 10 of the Publication Manual.

The general format for the reference for an archival work includes the author, date, title, and source. The reference examples shown on this page may be modified for collections requiring more or less specific information to locate materials, for different types of collections, or for additional descriptive information (e.g., a translation of a letter). Authors may choose to list correspondence from their own personal collections, but correspondence from other private collections should be listed only with the permission of the collector.

Keep in mind the following principles when creating references to archival documents and collections:

• As with any reference, the purpose is to direct readers to the source, despite the fact that only a single copy of the document may be available and readers may have some difficulty actually seeing a copy.
• Include as much information as is needed to help locate the item with reasonable ease within the repository. For items from collections with detailed finding aids, the name of the collection may be sufficient; for items from collections without finding aids, more information (e.g., call number, box number, file name or number) may be necessary to help locate the item.
• If several letters are cited from the same collection, list the collection as a reference and provide specific identifying information (author, recipient, and date) for each letter in the in-text citations (see Example 3).
• Use square brackets to indicate information that does not appear on the document.
• Use “ca.” (circa) to indicate an estimated date (see Example 5).
• Use italics for titles of archival documents and collections; if the work does not have a title, provide a description in square brackets without italics.
• Separate elements of the source (e.g., the name of a repository, library, university or archive, and the location of the university or archive) with commas. End the source with a period.
• If a publication of limited circulation is available in libraries, the reference may be formatted as usual for published material, without the archival source.
• Note that private letters (vs. those in an archive or repository) are considered personal communications and cited in the text only.

1. Letter from a repository

Frank, L. K. (1935, February 4). [Letter to Robert M. Ogden]. Rockefeller Archive Center (GEB Series 1.3, Box 371, Folder 3877), Tarrytown, NY, United States.

• Parenthetical citation: (Frank, 1935)
• Narrative citation: Frank (1935)
• Because the letter does not have a title, provide a description in square brackets.

2. Letter from a private collection

Zacharius, G. P. (1953, August 15). [Letter to William Rickel (W. Rickel, Trans.)]. Copy in possession of Hendrika Vande Kemp.

• Parenthetical citation: (Zacharius, 1953)
• Narrative citation: Zacharius (1953)
• In this example, Hendrika Vande Kemp is either the author of the paper or the author of the paper has received permission from Hendrika Vande Kemp to cite a letter in Vande Kemp’s private collection in this way. Otherwise, cite a private letter as a  personal communication .

3. Collection of letters from an archive

Allport, G. W. (1930–1967). Correspondence. Gordon W. Allport Papers (HUG 4118.10), Harvard University Archives, Cambridge, MA, United States.

• Parenthetical citation: (Allport, 1930–1967)
• Narrative citation: Allport (1930–1967)

To cite specific letters in the text, provide the author and range of years as shown in the reference list entry, plus details about who wrote the specific letter to whom and when the specific letter was written.

• Parenthetical citation: (Allport, 1930–1967, G. Boring to Allport, December 26, 1937)
• Narrative citation: Allport (1930–1967, Allport to G. Boring, March 1, 1939)
• Use the parenthetical citation format to cite a letter that E. G. Boring wrote to Allport because Allport is the author in the reference. Use either the parenthetical or narrative citation format to cite letters that Allport wrote.

4. Unpublished papers, lectures from an archive or personal collection

Berliner, A. (1959). Notes for a lecture on reminiscences of Wundt and Leipzig. Anna Berliner Memoirs (Box M50), Archives of the History of American Psychology, University of Akron, Akron, OH, United States.

• Parenthetical citation: (Berliner, 1959)
• Narrative citation: Berliner (1959)

5. Archival/historical source for which the author and/or date is known or is reasonably certain but not stated on the document

Allport, A. (presumed). (ca. 1937). Marion Taylor today—by the biographer [Unpublished manuscript]. Marion Taylor Papers, Schlesinger Library, Radcliffe College, Cambridge, MA, United States.

• Parenthetical citation: (Allport, ca. 1937)
• Narrative citation: Allport (ca. 1937)
• Because the author is reasonably certain but not stated on the document, place the word “presumed” in parentheses after the name, followed by a period.
• Because the date is reasonably certain but not stated on the document, the abbreviation “ca.” (which stands for “circa”) appears before the year in parentheses.

6. Archival source with group author

Subcommittee on Mental Hygiene Personnel in School Programs. (1949, November 5–6). Meeting of Subcommittee on Mental Hygiene Personnel in School Programs. David Shakow Papers (M1360), Archives of the History of American Psychology, University of Akron, Akron, OH, United States.

• Parenthetical citation: (Subcommittee on Mental Hygiene Personnel in School Programs, 1949)
• Narrative citation: Subcommittee on Mental Hygiene Personnel in School Programs (1949)

7. Interview recorded and available in an archive

Smith, M. B. (1989, August 12). Interview by C. A. Kiesler [Tape recording]. President’s Oral History Project, American Psychological Association, APA Archives, Washington, DC, United States.

• Parenthetical citation: (Smith, 1989)
• Narrative citation: Smith (1989)
• For interviews and oral histories recorded in an archive, list the interviewee as the author. Include the interviewer’s name in the description.

8. Transcription of a recorded interview, no recording available

Sparkman, C. F. (1973). An oral history with Dr. Colley F. Sparkman/Interviewer: Orley B. Caudill. Mississippi Oral History Program (Vol. 289), University of Southern Mississippi, Hattiesburg, MS, United States.

• Parenthetical citation: (Sparkman, 1973)
• Narrative citation: Sparkman (1973)

9. Newspaper article clipping, historical, in personal collection

Psychoanalysis institute to open. (1948, September 18). [Clipping from an unidentified Dayton, OH, United States, newspaper]. Copy in possession of author.

• Parenthetical citation: (“Psychoanalysis Institute to Open,” 1948)
• Narrative citation: “Psychoanalysis Institute to Open” (1948)
• Use this format only if you are the person who is in possession of the newspaper clipping.

10. Historical publication of limited circulation

Sci-Art Publishers. (1935). Sci-Art publications [Brochure]. Roback Papers (HUGFP 104.50, Box 2, Folder “Miscellaneous Psychological Materials”), Harvard University Archives, Cambridge, MA, United States.

• Parenthetical citation: (Sci-Art Publishers, 1935)
• Narrative citation: Sci-Art Publishers (1935)

11. Archived photographs, no author and no title

[Photographs of Robert M. Yerkes]. (ca. 1917–1954). Robert Mearns Yerkes Papers (Box 137, Folder 2292), Manuscripts and Archives, Yale University Library, New Haven, CT, United States.

• Parenthetical citation: ([Photographs of Robert M. Yerkes], ca. 1917–1954)
• Narrative citation: [Photographs of Robert M. Yerkes] (ca. 1917–1954)
• Because the archived photographs do not have a title, provide a bracketed description instead.
• Because the archived photographs do not have an author, move the bracketed description to the author position of the reference.

12. Microfilm

U.S. Census Bureau. (1880). 1880 U.S. census: Defective, dependent, and delinquent classes schedule: Virginia [Microfilm]. NARA Microfilm Publication T1132 (Rolls 33–34), National Archives and Records Administration, Washington, DC, United States.

• Parenthetical citation: (U.S. Census Bureau, 1880)
• Narrative citation: U.S. Census Bureau (1880)

Read the full APA guidelines on citing ChatGPT 

OpenAI. (2023).  ChatGPT  (Mar 14 version) [Large language model].  https://chat.openai.com/chat

• Parenthetical citation:  (OpenAI, 2023)
• Narrative citation:  OpenAI (2023)

Author:  The author of the model is OpenAI.

Date:  The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title:  The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text  is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source:  When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is  https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).

What to include and what to exclude

Works included in a reference list.

The reference list provides a reliable way for readers to identify and locate the works cited in a paper. APA Style papers generally include reference lists, not  bibliographies.

In general, each work cited in the text must appear in the reference list, and each work in the reference list must be cited in the text. Check your work carefully before submitting your manuscript or course assignment to ensure no works cited in the text are missing from the reference list and vice versa, with only the following exceptions.

Works Excluded From a Reference List

There are a few kinds of works that are not included in a reference list. Usually a work is not included because readers cannot recover it or because the mention is so broad that readers do not need a reference list entry to understand the use.

Information on works included in a reference list is covered in Sections 2.12 and 8.4 of the  APA Publication Manual, Seventh Edition

*This guidance has been expanded from the 6th edition.*

• Personal communications  such as emails, phone calls, or text messages are cited in the text only, not in the reference list, because readers cannot retrieve personal communications.
• General mentions of whole websites, whole periodicals, and common software and apps in the text do not require in-text citations or reference list entries because the use is broad and the source is familiar.
• The source of an epigraph does not usually appear in the reference list unless the work is a scholarly book or journal. For example, if you open the paper with an inspirational quotation by a famous person, the source of the quotation does not appear in the reference list because the quotation is meant to set the stage for the work, not substantiate a key point.   
• Quotations from research participants in a study you conducted can be presented and discussed in the text but do not need citations or reference list entries. Citations and reference list entries are not necessary because the quotations are part of your original research. They could also compromise participants’ confidentiality, which is an ethical violation.
• References included in a meta-analysis, which are marked with an asterisk in the reference list, may be cited in the text (or not) at the author’s discretion. This exception is relevant only to authors who are conducting a meta-analysis.

DOIs and URLs

The DOI or URL is the final component of a reference list entry. Because so much scholarship is available and/or retrieved online, most reference list entries end with either a DOI or a URL.

• A DOI is a unique alphanumeric string that identifies content and provides a persistent link to its location on the internet. DOIs can be found in database records and the reference lists of published works.
• A URL specifies the location of digital information on the internet and can be found in the address bar of your internet browser. URLs in references should link directly to the cited work when possible.

Follow these guidelines for including DOIs and URLs in references:

• Include a DOI for all works that have a DOI, regardless of whether you used the online version or the print version.
• If a print work does not have a DOI, do not include any DOI or URL in the reference.
• If an online work has both a DOI and a URL, include only the DOI.
• For works without DOIs from websites (not including academic research databases), provide a URL in the reference (as long as the URL will work for readers).
• For works without DOIs from most  academic research databases , do not include a URL or database information in the reference because these works are widely available. The reference should be the same as the reference for a print version of the work.
• For works from databases that publish original, proprietary material available only in that database (such as the UpToDate database) or for works of limited circulation in databases (such as monographs in the ERIC database), include the name of the database or archive and the URL of the work. If the URL requires a login or is session-specific (meaning it will not resolve for readers), provide the URL of the database or archive home page or login page instead of the URL for the work. See the page on including  database information in references  for more information. 
• If the URL is no longer working or no longer provides readers access to the content you intend to cite, follow the guidance for works with  no source .
• Other alphanumeric identifiers such as the International Standard Book Number (ISBN) and the International Standard Serial Number (ISSN) are not included in APA Style references.

Follow these guidelines to format DOIs and URLs:

• Present both DOIs and URLs as hyperlinks (i.e., beginning with “http:” or “https:”).
• Because a hyperlink leads readers directly to the content, it is not necessary to include the words “Retrieved from” or “Accessed from” before a DOI or URL.
• It is acceptable to use either the default display settings for hyperlinks in your word-processing program (e.g., usually blue font, underlined) or plain text that is not underlined.
• Leave links live if the work is to be published or read online.
• Follow the current recommendations of the International DOI Foundation to format DOIs in the reference list, which as of this publication is as follows:

https://doi.org/ xxxxx

• The string “https://doi.org/” is a way of presenting a DOI as a link, and “xxxxx” refers to the DOI number.
• The preferred format of the DOI has changed over time. Although older works use previous formats (e.g., “http:/dx.doi.org/” or “doi:” or “DOI:” before the DOI number), in your reference list, standardize DOIs into the current preferred format for all entries. For example, use  https://doi.org/10.1037/a0040251  in your reference even though that article, published in 2016, presented the number in an older format.
• Copy and paste the DOI or URL from your web browser directly into your reference list to avoid transcription errors. Do not change the capitalization or punctuation of the DOI or URL. Do not add line breaks manually to the hyperlink; it is acceptable if your word-processing program automatically adds a break or moves the hyperlink to its own line.
• Do not add a period after the DOI or URL because this may interfere with link functionality.

When a DOI or URL is long or complex, you may use shortDOIs or shortened URLs if desired.

• Use the  shortDOI service  provided by the International DOI Foundation to create shortDOIs. A work can have only one DOI and only one shortDOI; the shortDOI service will either produce a new shortDOI for a work that has never had one or retrieve an existing shortDOI.
• Some websites provide their own branded shortened URLs, and independent URL shortening services are available as well. Any shortened URL is acceptable in a reference as long as you check the link to ensure that it takes you to the correct location.
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Capstone Form and Style

References: common reference list examples, article (with doi).

Alvarez. E., & Tippins, S. (2019). Socialization agents that Puerto Rican college students use to make financial decisions. Journal of Social Change , 11 (1), 75–85. https://doi.org/10.5590/JOSC.2019.11.1.07

Laplante, J. P., & Nolin, C. (2014). Consultas and socially responsible investing in Guatemala: A case study examining Maya perspectives on the Indigenous right to free, prior, and informed consent.  Society & Natural Resources ,  27 , 231–248.   https://doi.org/10.1080/08941920.2013.861554

Provide a DOI number if there is one. DOI stands for "digital object identifier," a number specific to the article that can help others locate the source. Use  CrossRef.org  to locate DOI information. This rule applies regardless of how the source was accessed (e.g., online, paper, etc.; see APA 7, Section 9.34).

In APA 7, format the DOI as a web address. Active hyperlinks for DOIs and URLs should be used for documents meant for screen reading. Present these hyperlinks in blue and underlined text (the default formatting in Microsoft Word), although plain black text is also acceptable. Be consistent in the formatting choice for DOIs and URLs throughout the reference list. (Note that this guidance has changed from APA 6 where all hyperlink formatting was removed and no active links were included. In APA 6, the URLs appeared in plain, black type and did not link out from the document.)

Also see our Quick Answer FAQ, "Can I use the DOI format provided by library databases?"

Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.” PLoS ONE , 13 (3), Article e0193972. https://doi.org/10.1371/journal.pone.0193972

For journal articles that are assigned article numbers rather than page ranges, include the article number in place of the page range.

For more on citing electronic resources, see  Electronic Sources References .

Article (Without DOI)

Found in a common academic research database or in print.

Casler , T. (2020). Improving the graduate nursing experience through support on a social media platform. MEDSURG Nursing , 29 (2), 83–87.

If an article does not have a DOI and you retrieved it from a common academic research database through the university library, there is no need to include any additional electronic retrieval information. The reference list entry looks like the entry for a print copy of the article. (This format differs from APA 6 guidelines that recommended including the URL of a journal's homepage when the DOI was not available.)

Note that APA 7 has additional guidance on reference list entries for articles found only in specific databases or archives such as Cochrane Database of Systematic Reviews, UpToDate, ProQuest Dissertations and Theses Global, and university archives. See APA 7, Section 9.30 for more information.

Found on an Open Access Website

Eaton, T. V., & Akers, M. D. (2007). Whistleblowing and good governance. CPA Journal , 77 (6), 66–71. http://archives.cpajournal.com/2007/607/essentials/p58.htm

Provide the direct web address/URL to a journal article found on the open web, often on an open access journal's website.

In APA 7, active hyperlinks for DOIs and URLs should be used for documents meant for screen reading. Present these hyperlinks in blue and underlined text (the default formatting in Microsoft Word), although plain black text is also acceptable. Be consistent in your formatting choice for DOIs and URLs throughout your reference list. (Note that this guidance has changed from APA 6 where all hyperlink formatting was removed and no active links were included. In APA 6, the URLs appeared in plain, black type and did not link out from the document.)

Weinstein, J. A. (2010).  Social change  (3rd ed.). Rowman & Littlefield.

If the book has an edition number, include it in parentheses after the title of the book. If the book does not list any edition information, do not include an edition number. The edition number is not italicized. (Note: In APA 6, the location of the publisher was included. This is no longer the case in APA 7; only the publisher name is provided.) Regarding publisher name, when a publisher is named after a person (as is the case with Lawrence Erlbaum or John Wiley), list only the surname (Erlbaum or Wiley). In addition, exclude “Publishers,” “Inc.,” and “Co.” from publisher names in reference entries. 

American Nurses Association. (2010).  Nursing: Scope and standards of practice  (2nd ed.).  

In APA 7, if the author and publisher are the same, only include the author in its regular place and omit the publisher. (Note that this is a change from APA 6, where the term “Author” was used for the publisher instead of repeating the name.)

Lencioni, P. (2012). The advantage: Why organizational health trumps everything else in business . Jossey-Bass. https://amzn.to/343XPSJ

As a change from APA 6 to APA 7, it is no longer necessary to include the ebook format in the title. However, if you listened to an audiobook and the content differs from the text version (e.g., abridged content) or your discussion highlights elements of the audiobook (e.g., narrator's performance), then note that it is an audiobook in the title element in brackets. For ebooks and online audiobooks, also include the DOI number (if available) or nondatabase URL but leave out the electronic retrieval element if the ebook was found in a common academic research database, as with journal articles. APA 7 allows for the shortening of long DOIs and URLs, as shown in this example. See APA 7, Section 9.36 for more information. 

Chapter in an Edited Book

Poe, M. (2017). Reframing race in teaching writing across the curriculum. In F. Condon & V. A. Young (Eds.),  Performing antiracist pedagogy in rhetoric, writing, and communication  (pp. 87–105). University Press of Colorado.

Include the page numbers of the chapter in parentheses after the book title. The page range should not be italicized.

Christensen, L. (2001). For my people: Celebrating community through poetry. In B. Bigelow, B. Harvey, S. Karp, & L. Miller (Eds.),  Rethinking our classrooms: Teaching for equity and justice  (Vol. 2, pp. 16–17). Rethinking Schools.

Also include volume number and edition numbers in the parenthetical information after the book title where relevant.

Freud, S. (1961). The ego and the id. In J. Strachey (Ed.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 19, pp. 3-66). Hogarth Press. (Original work published 1923)

When a text has been republished as part of an anthology collection, after the author’s name include the date of the version that was read. At the end of the entry, place the date of the original publication inside parenthesis along with the note “original work published.” For in-text citations of republished work, use both dates in the parenthetical citation, original date first with a slash separating the years, as in this example: Freud (1923/1961). For more information on reprinted or republished works, see APA 7, Sections 9.40-9.41.

Dissertations or Theses

Retrieved from a database

Nalumango, K. (2019). Perceptions about the asylum-seeking process in the United States after 9/11 (Publication No. 13879844) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses.

Retrieved From an Institutional or Personal Website

Evener. J. (2018). Organizational learning in libraries at for-profit colleges and universities [Doctoral dissertation, Walden University]. ScholarWorks. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=6606&context=dissertations

Unpublished Dissertation or Thesis

Kirwan, J. G. (2005). An experimental study of the effects of small-group, face-to-face facilitated dialogues on the development of self-actualization levels: A movement towards fully functional persons [Unpublished doctoral dissertation]. Saybrook Graduate School and Research Center.

For further examples and information, see APA 7, Section 10.6.

Legal Material

For legal references, APA follows the recommendations of The Bluebook: A Uniform System of Citation , so if you have any questions beyond the examples provided in APA, seek out that resource as well.

Court Decisions

Reference format:

Name v. Name, Volume Reporter Page (Court Date). URL

Sample reference entry:

Brown v. Board of Education, 347 U.S. 483 (1954). https://www.oyez.org/cases/1940-1955/347us483

Sample citation:

In Brown v. Board of Education (1954), the Supreme Court ruled racial segregation in schools unconstitutional.

Note: Italicize the case name when it appears in the text of your paper rather than citing it—for example, “Cases such as  Brown v. Board of Education  and  Parents Involved in Community Schools v. Seattle  illustrate ...”

Name of Act, Title Source § Section Number (Year). URL

Sample reference entry for a federal statute:

Individuals With Disabilities Education Act, 20 U.S.C. § 1400 et seq. (2004). https://www.congress.gov/108/plaws/publ446/PLAW-108publ446.pdf

Sample reference entry for a state statute:

Minnesota Nurse Practice Act, Minn. Stat. §§ 148.171 et seq. (2019). https://www.revisor.mn.gov/statutes/cite/148.171

Sample citation: Minnesota nurses must maintain current registration in order to practice (Minnesota Nurse Practice Act, 2010).

Note: The § symbol stands for "section." Use §§ for sections (plural). To find this symbol in Microsoft Word, go to "Insert" and click on Symbol." Look in the Latin 1-Supplement subset.

Note: U.S.C. stands for "United States Code."

Note: The Latin abbreviation " et seq. " means "and what follows" and is used when the act includes the cited section and ones that follow.

Note: List the chapter first followed by the section or range of sections.

Unenacted Bills and Resolutions

(Those that did not pass and become law)

Title [if there is one], bill or resolution number, xxx Cong. (year). URL

Sample reference entry for Senate bill:

Anti-Phishing Act, S. 472, 109th Cong. (2005). https://www.congress.gov/bill/109th-congress/senate-bill/472

Sample reference entry for House of Representatives resolution:

Anti-Phishing Act, H.R. 1099, 109th Cong. (2005). https://www.congress.gov/bill/109th-congress/house-bill/1099

The Anti-Phishing Act (2005) proposed up to 5 years prison time for people running Internet scams.

These are the three legal areas you may be most apt to cite in your scholarly work. For more examples and explanation, see APA 7, Chapter 11.

Magazine Article

Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the misuse of research. Monitor on Psychology , 39 (6). https://www.apa.org/monitor/2008/06/ideology

Note that for citations, include only the year: Clay (2008). For magazine articles retrieved from a common academic research database, leave out the URL. For magazine articles from an online news website that is not an online version of a print magazine, follow the format for a webpage reference list entry.

Newspaper Article

Baker, A. (2014, May 7). Connecticut students show gains in national tests. New York Times . http://www.nytimes.com/2014/05/08/nyregion/national-assessment-of-educational-progress-results-in-Connecticut-and-New-Jersey.html

Include the full date in the format Year, Month Day. Do not include a retrieval date for periodical sources found on websites. Note that for citations, include only the year: Baker (2014). For newspaper articles retrieved from a common academic research database, leave out the URL. For newspaper articles from an online news website that is not an online version of a print newspaper, follow the format for a webpage reference list entry.

Technical and Research Reports

The general structure for a technical or research report is as follows:

Author, A. A. (Publication Year). Title of work . Publisher Name. DOI or URL

Edwards, C. (2015). Lighting levels for isolated intersections: Leading to safety improvements (Report No. MnDOT 2015-05). Center for Transportation Studies. http://www.cts.umn.edu/Publications/ResearchReports/reportdetail.html?id=2402

Technical and research reports by governmental agencies and other research institutions usually follow a different publication process than scholarly, peer-reviewed journals. However, they present original research and are often useful for research papers. Sometimes, researchers refer to these types of reports as gray literature , and white papers are a type of this literature. See APA 7, Section 10.4 for more information.

American Federation of Teachers. (n.d.). Community schools . http://www.aft.org/issues/schoolreform/commschools/index.cfm

If there is no specified author, then use the organization’s name as the author. In such a case, there is no need to repeat the organization's name after the title.

Vartan, S. (2018, January 30). Why vacations matter for your health . CNN. https://www.cnn.com/travel/article/why-vacations-matter/index.html

For webpages from news websites, include the site name after the title and before the URL. If the source is an online newspaper or magazine, follow the models in the previous sections of this page. In APA 7, active hyperlinks for DOIs and URLs should be used for documents meant for screen reading. Present these hyperlinks in blue and underlined text (the default formatting in Microsoft Word), although plain black text is also acceptable. Be consistent in your formatting choice for DOIs and URLs throughout your reference list. (Note that this guidance has changed from APA 6 where all hyperlink formatting was removed, and no active links were included. In APA 6, the URLs appeared in plain, black type and did not link out from the document.)

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APA Style 6th Edition: Citing Your Sources

• Basics of APA Formatting
• In Text Quick View
• Block Quotes

The Generic Reference

• Books & eBooks
• Thesis/Dissertation
• Conference Presentations
• Course Documents
• Social Media
• Government Documents
• Academic Integrity and Plagiarism
• Additional Resources
• Sample Reference Page

References appear at the end of your document and follow a Who, When, What and Where format.  Only include sources you cited within your research document (*exception for personal communications which are excluded from the reference list).

Who:  Identify the creator of the source.  Often this is: a single author; multiple authors; an organization or corporation; editor/s; or the director and producer.  On some occasions when authorship cannot be attributed then you revert to the title entry formatting. 

When:   Identify when the source was published.  For most source types,  simply provide a year of publication.  Exceptions as follows: year followed by month for papers and posters presented at conferences; year followed by month and date for blogs, social media, newspaper and magazine publications.  When there is no publication date (common for web documents and other content) use the abbreviation n.d. for "no date."

What: Title of the source.  This is the title identified for the individual source, rather than where the source is published.  For articles, you want to identify the title of the article rather than the Journal name.  The same can be said for the title of a newspaper article vs. the newspaper name or the title of a webpage vs. the website name.  (ex.  "Mission statement" is a page title on the APA website).

Where:   Once you identify the Who, When, and What, the rest of the information provided to complete the reference falls under "Where."  This portion of the reference sees variations in information included based on source type.  For books, Where includes the city and state of publication.  For journal articles, it includes the journal name, volume & issue number, page range and DOI or journal URL.

Visit the individual Reference Type pages to see further formatting and examples for your source type.

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• Referencing

A Quick Guide to Referencing | Cite Your Sources Correctly

Referencing means acknowledging the sources you have used in your writing. Including references helps you support your claims and ensures that you avoid plagiarism .

There are many referencing styles, but they usually consist of two things:

• A citation wherever you refer to a source in your text.
• A reference list or bibliography at the end listing full details of all your sources.

The most common method of referencing in UK universities is Harvard style , which uses author-date citations in the text. Our free Harvard Reference Generator automatically creates accurate references in this style.

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Table of contents

Referencing styles, citing your sources with in-text citations, creating your reference list or bibliography, harvard referencing examples, frequently asked questions about referencing.

Each referencing style has different rules for presenting source information. For in-text citations, some use footnotes or endnotes , while others include the author’s surname and date of publication in brackets in the text.

The reference list or bibliography is presented differently in each style, with different rules for things like capitalisation, italics, and quotation marks in references.

Your university will usually tell you which referencing style to use; they may even have their own unique style. Always follow your university’s guidelines, and ask your tutor if you are unsure. The most common styles are summarised below.

Harvard referencing, the most commonly used style at UK universities, uses author–date in-text citations corresponding to an alphabetical bibliography or reference list at the end.

Harvard Referencing Guide

Vancouver referencing, used in biomedicine and other sciences, uses reference numbers in the text corresponding to a numbered reference list at the end.

Vancouver Referencing Guide

APA referencing, used in the social and behavioural sciences, uses author–date in-text citations corresponding to an alphabetical reference list at the end.

APA Referencing Guide APA Reference Generator

MHRA referencing, used in the humanities, uses footnotes in the text with source information, in addition to an alphabetised bibliography at the end.

MHRA Referencing Guide

OSCOLA referencing, used in law, uses footnotes in the text with source information, and an alphabetical bibliography at the end in longer texts.

OSCOLA Referencing Guide

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In-text citations should be used whenever you quote, paraphrase, or refer to information from a source (e.g. a book, article, image, website, or video).

Quoting and paraphrasing

Quoting is when you directly copy some text from a source and enclose it in quotation marks to indicate that it is not your own writing.

Paraphrasing is when you rephrase the original source into your own words. In this case, you don’t use quotation marks, but you still need to include a citation.

In most referencing styles, page numbers are included when you’re quoting or paraphrasing a particular passage. If you are referring to the text as a whole, no page number is needed.

In-text citations

In-text citations are quick references to your sources. In Harvard referencing, you use the author’s surname and the date of publication in brackets.

Up to three authors are included in a Harvard in-text citation. If the source has more than three authors, include the first author followed by ‘ et al. ‘

The point of these citations is to direct your reader to the alphabetised reference list, where you give full information about each source. For example, to find the source cited above, the reader would look under ‘J’ in your reference list to find the title and publication details of the source.

Placement of in-text citations

In-text citations should be placed directly after the quotation or information they refer to, usually before a comma or full stop. If a sentence is supported by multiple sources, you can combine them in one set of brackets, separated by a semicolon.

If you mention the author’s name in the text already, you don’t include it in the citation, and you can place the citation immediately after the name.

• Another researcher warns that the results of this method are ‘inconsistent’ (Singh, 2018, p. 13) .
• Previous research has frequently illustrated the pitfalls of this method (Singh, 2018; Jones, 2016) .
• Singh (2018, p. 13) warns that the results of this method are ‘inconsistent’.

The terms ‘bibliography’ and ‘reference list’ are sometimes used interchangeably. Both refer to a list that contains full information on all the sources cited in your text. Sometimes ‘bibliography’ is used to mean a more extensive list, also containing sources that you consulted but did not cite in the text.

A reference list or bibliography is usually mandatory, since in-text citations typically don’t provide full source information. For styles that already include full source information in footnotes (e.g. OSCOLA and Chicago Style ), the bibliography is optional, although your university may still require you to include one.

Format of the reference list

Reference lists are usually alphabetised by authors’ last names. Each entry in the list appears on a new line, and a hanging indent is applied if an entry extends onto multiple lines.

Different source information is included for different source types. Each style provides detailed guidelines for exactly what information should be included and how it should be presented.

Below are some examples of reference list entries for common source types in Harvard style.

• Chapter of a book
• Journal article

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Your university should tell you which referencing style to follow. If you’re unsure, check with a supervisor. Commonly used styles include:

• Harvard referencing , the most commonly used style in UK universities.
• MHRA , used in humanities subjects.
• APA , used in the social sciences.
• Vancouver , used in biomedicine.
• OSCOLA , used in law.

Your university may have its own referencing style guide.

If you are allowed to choose which style to follow, we recommend Harvard referencing, as it is a straightforward and widely used style.

References should be included in your text whenever you use words, ideas, or information from a source. A source can be anything from a book or journal article to a website or YouTube video.

If you don’t acknowledge your sources, you can get in trouble for plagiarism .

To avoid plagiarism , always include a reference when you use words, ideas or information from a source. This shows that you are not trying to pass the work of others off as your own.

You must also properly quote or paraphrase the source. If you’re not sure whether you’ve done this correctly, you can use the Scribbr Plagiarism Checker to find and correct any mistakes.

Harvard referencing uses an author–date system. Sources are cited by the author’s last name and the publication year in brackets. Each Harvard in-text citation corresponds to an entry in the alphabetised reference list at the end of the paper.

Vancouver referencing uses a numerical system. Sources are cited by a number in parentheses or superscript. Each number corresponds to a full reference at the end of the paper.

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Scribbr APA Citation Checker

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• Citing sources

How to Cite Sources | Citation Generator & Quick Guide

Citing your sources is essential in  academic writing . Whenever you quote or paraphrase a source (such as a book, article, or webpage), you have to include a  citation crediting the original author.

Failing to properly cite your sources counts as plagiarism , since you’re presenting someone else’s ideas as if they were your own.

The most commonly used citation styles are APA and MLA. The free Scribbr Citation Generator is the quickest way to cite sources in these styles. Simply enter the URL, DOI, or title, and we’ll generate an accurate, correctly formatted citation.

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Table of contents

When do you need to cite sources, which citation style should you use, in-text citations, reference lists and bibliographies.

Scribbr Citation Generator

Other useful citation tools

Citation examples and full guides, frequently asked questions about citing sources.

Citations are required in all types of academic texts. They are needed for several reasons:

• To avoid plagiarism by indicating when you’re taking information from another source
• To give proper credit to the author of that source
• To allow the reader to consult your sources for themselves

A citation is needed whenever you integrate a source into your writing. This usually means quoting or paraphrasing:

• To quote a source , copy a short piece of text word for word and put it inside quotation marks .
• To paraphrase a source , put the text into your own words. It’s important that the paraphrase is not too close to the original wording. You can use the paraphrasing tool if you don’t want to do this manually.

Citations are needed whether you quote or paraphrase, and whatever type of source you use. As well as citing scholarly sources like books and journal articles, don’t forget to include citations for any other sources you use for ideas, examples, or evidence. That includes websites, YouTube videos , and lectures .

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Usually, your institution (or the journal you’re submitting to) will require you to follow a specific citation style, so check your guidelines or ask your instructor.

In some cases, you may have to choose a citation style for yourself. Make sure to pick one style and use it consistently:

• APA Style is widely used in the social sciences and beyond.
• MLA style is common in the humanities.
• Chicago notes and bibliography , common in the humanities
• Chicago author-date , used in the (social) sciences
• There are many other citation styles for different disciplines.

If in doubt, check with your instructor or read other papers from your field of study to see what style they follow.

In most styles, your citations consist of:

• Brief in-text citations at the relevant points in the text
• A reference list or bibliography containing full information on all the sources you’ve cited

In-text citations most commonly take the form of parenthetical citations featuring the last name of the source’s author and its year of publication (aka author-date citations).

An alternative to this type of in-text citation is the system used in numerical citation styles , where a number is inserted into the text, corresponding to an entry in a numbered reference list.

There are also note citation styles , where you place your citations in either footnotes or endnotes . Since they’re not embedded in the text itself, these citations can provide more detail and sometimes aren’t accompanied by a full reference list or bibliography.

A reference list (aka “Bibliography” or “Works Cited,” depending on the style) is where you provide full information on each of the sources you’ve cited in the text. It appears at the end of your paper, usually with a hanging indent applied to each entry.

The information included in reference entries is broadly similar, whatever citation style you’re using. For each source, you’ll typically include the:

• Author name
• Publication date
• Container (e.g., the book an essay was published in, the journal an article appeared in)
• Location (e.g., a URL or DOI , or sometimes a physical location)

The exact information included varies depending on the source type and the citation style. The order in which the information appears, and how you format it (e.g., capitalization, use of italics) also varies.

Most commonly, the entries in your reference list are alphabetized by author name. This allows the reader to easily find the relevant entry based on the author name in your in-text citation.

In numerical citation styles, the entries in your reference list are numbered, usually based on the order in which you cite them. The reader finds the right entry based on the number that appears in the text.

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• Missing commas and periods
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• Missing reference entries

Because each style has many small differences regarding things like italicization, capitalization , and punctuation , it can be difficult to get every detail right. Using a citation generator can save you a lot of time and effort.

Scribbr offers citation generators for both APA and MLA style. Both are quick, easy to use, and 100% free, with no ads and no registration required.

Just input a URL or DOI or add the source details manually, and the generator will automatically produce an in-text citation and reference entry in the correct format. You can save your reference list as you go and download it when you’re done, and even add annotations for an annotated bibliography .

Once you’ve prepared your citations, you might still be unsure if they’re correct and if you’ve used them appropriately in your text. This is where Scribbr’s other citation tools and services may come in handy:

Plagiarism Checker

Citation Checker

Citation Editing

Plagiarism means passing off someone else’s words or ideas as your own. It’s a serious offense in academia. Universities use plagiarism checking software to scan your paper and identify any similarities to other texts.

When you’re dealing with a lot of sources, it’s easy to make mistakes that could constitute accidental plagiarism. For example, you might forget to add a citation after a quote, or paraphrase a source in a way that’s too close to the original text.

Using a plagiarism checker yourself before you submit your work can help you spot these mistakes before they get you in trouble. Based on the results, you can add any missing citations and rephrase your text where necessary.

Try out the Scribbr Plagiarism Checker for free, or check out our detailed comparison of the best plagiarism checkers available online.

Scribbr Plagiarism Checker

Scribbr’s Citation Checker is a unique AI-powered tool that automatically detects stylistic errors and inconsistencies in your in-text citations. It also suggests a correction for every mistake.

Currently available for APA Style, this is the fastest and easiest way to make sure you’ve formatted your citations correctly. You can try out the tool for free below.

If you need extra help with your reference list, we also offer a more in-depth Citation Editing Service.

Our experts cross-check your in-text citations and reference entries, make sure you’ve included the correct information for each source, and improve the formatting of your reference page.

If you want to handle your citations yourself, Scribbr’s free Knowledge Base provides clear, accurate guidance on every aspect of citation. You can see citation examples for a variety of common source types below:

And you can check out our comprehensive guides to the most popular citation styles:

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The abbreviation “ et al. ” (Latin for “and others”) is used to shorten citations of sources with multiple authors.

“Et al.” is used in APA in-text citations of sources with 3+ authors, e.g. (Smith et al., 2019). It is not used in APA reference entries .

Use “et al.” for 3+ authors in MLA in-text citations and Works Cited entries.

Use “et al.” for 4+ authors in a Chicago in-text citation , and for 10+ authors in a Chicago bibliography entry.

The Scribbr Citation Generator is developed using the open-source Citation Style Language (CSL) project and Frank Bennett’s citeproc-js . It’s the same technology used by dozens of other popular citation tools, including Mendeley and Zotero.

You can find all the citation styles and locales used in the Scribbr Citation Generator in our publicly accessible repository on Github .

APA format is widely used by professionals, researchers, and students in the social and behavioral sciences, including fields like education, psychology, and business.

Be sure to check the guidelines of your university or the journal you want to be published in to double-check which style you should be using.

MLA Style  is the second most used citation style (after APA ). It is mainly used by students and researchers in humanities fields such as literature, languages, and philosophy.

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Home » How to Cite Research Paper – All Formats and Examples

How to Cite Research Paper – All Formats and Examples

Table of Contents

Research Paper Citation

Research paper citation refers to the act of acknowledging and referencing a previously published work in a scholarly or academic paper . When citing sources, researchers provide information that allows readers to locate the original source, validate the claims or arguments made in the paper, and give credit to the original author(s) for their work.

The citation may include the author’s name, title of the publication, year of publication, publisher, and other relevant details that allow readers to trace the source of the information. Proper citation is a crucial component of academic writing, as it helps to ensure accuracy, credibility, and transparency in research.

How to Cite Research Paper

There are several formats that are used to cite a research paper. Follow the guide for the Citation of a Research Paper:

Last Name, First Name. Title of Book. Publisher, Year of Publication.

Example : Smith, John. The History of the World. Penguin Press, 2010.

Journal Article

Last Name, First Name. “Title of Article.” Title of Journal, vol. Volume Number, no. Issue Number, Year of Publication, pp. Page Numbers.

Example : Johnson, Emma. “The Effects of Climate Change on Agriculture.” Environmental Science Journal, vol. 10, no. 2, 2019, pp. 45-59.

Research Paper

Last Name, First Name. “Title of Paper.” Conference Name, Location, Date of Conference.

Example : Garcia, Maria. “The Importance of Early Childhood Education.” International Conference on Education, Paris, 5-7 June 2018.

Author’s Last Name, First Name. “Title of Webpage.” Website Title, Publisher, Date of Publication, URL.

Example : Smith, John. “The Benefits of Exercise.” Healthline, Healthline Media, 1 March 2022, https://www.healthline.com/health/benefits-of-exercise.

News Article

Last Name, First Name. “Title of Article.” Name of Newspaper, Date of Publication, URL.

Example : Robinson, Sarah. “Biden Announces New Climate Change Policies.” The New York Times, 22 Jan. 2021, https://www.nytimes.com/2021/01/22/climate/biden-climate-change-policies.html.

Author, A. A. (Year of publication). Title of book. Publisher.

Example: Smith, J. (2010). The History of the World. Penguin Press.

Author, A. A., Author, B. B., & Author, C. C. (Year of publication). Title of article. Title of Journal, volume number(issue number), page range.

Example: Johnson, E., Smith, K., & Lee, M. (2019). The Effects of Climate Change on Agriculture. Environmental Science Journal, 10(2), 45-59.

Author, A. A. (Year of publication). Title of paper. In Editor First Initial. Last Name (Ed.), Title of Conference Proceedings (page numbers). Publisher.

Example: Garcia, M. (2018). The Importance of Early Childhood Education. In J. Smith (Ed.), Proceedings from the International Conference on Education (pp. 60-75). Springer.

Author, A. A. (Year, Month Day of publication). Title of webpage. Website name. URL

Example: Smith, J. (2022, March 1). The Benefits of Exercise. Healthline. https://www.healthline.com/health/benefits-of-exercise

Author, A. A. (Year, Month Day of publication). Title of article. Newspaper name. URL.

Example: Robinson, S. (2021, January 22). Biden Announces New Climate Change Policies. The New York Times. https://www.nytimes.com/2021/01/22/climate/biden-climate-change-policies.html

Chicago/Turabian style

Please note that there are two main variations of the Chicago style: the author-date system and the notes and bibliography system. I will provide examples for both systems below.

Author-Date system:

• In-text citation: (Author Last Name Year, Page Number)
• Reference list: Author Last Name, First Name. Year. Title of Book. Place of publication: Publisher.
• In-text citation: (Smith 2005, 28)
• Reference list: Smith, John. 2005. The History of America. New York: Penguin Press.

Notes and Bibliography system:

• Footnote/Endnote citation: Author First Name Last Name, Title of Book (Place of publication: Publisher, Year), Page Number.
• Bibliography citation: Author Last Name, First Name. Title of Book. Place of publication: Publisher, Year.
• Footnote/Endnote citation: John Smith, The History of America (New York: Penguin Press, 2005), 28.
• Bibliography citation: Smith, John. The History of America. New York: Penguin Press, 2005.

JOURNAL ARTICLES:

• Reference list: Author Last Name, First Name. Year. “Article Title.” Journal Title Volume Number (Issue Number): Page Range.
• In-text citation: (Johnson 2010, 45)
• Reference list: Johnson, Mary. 2010. “The Impact of Social Media on Society.” Journal of Communication 60(2): 39-56.
• Footnote/Endnote citation: Author First Name Last Name, “Article Title,” Journal Title Volume Number, Issue Number (Year): Page Range.
• Bibliography citation: Author Last Name, First Name. “Article Title.” Journal Title Volume Number, Issue Number (Year): Page Range.
• Footnote/Endnote citation: Mary Johnson, “The Impact of Social Media on Society,” Journal of Communication 60, no. 2 (2010): 39-56.
• Bibliography citation: Johnson, Mary. “The Impact of Social Media on Society.” Journal of Communication 60, no. 2 (2010): 39-56.

RESEARCH PAPERS:

• Reference list: Author Last Name, First Name. Year. “Title of Paper.” Conference Proceedings Title, Location, Date. Publisher, Page Range.
• In-text citation: (Jones 2015, 12)
• Reference list: Jones, David. 2015. “The Effects of Climate Change on Agriculture.” Proceedings of the International Conference on Climate Change, Paris, France, June 1-3, 2015. Springer, 10-20.
• Footnote/Endnote citation: Author First Name Last Name, “Title of Paper,” Conference Proceedings Title, Location, Date (Place of publication: Publisher, Year), Page Range.
• Bibliography citation: Author Last Name, First Name. “Title of Paper.” Conference Proceedings Title, Location, Date. Place of publication: Publisher, Year.
• Footnote/Endnote citation: David Jones, “The Effects of Climate Change on Agriculture,” Proceedings of the International Conference on Climate Change, Paris, France, June 1-3, 2015 (New York: Springer, 10-20).
• Bibliography citation: Jones, David. “The Effects of Climate Change on Agriculture.” Proceedings of the International Conference on Climate Change, Paris, France, June 1-3, 2015. New York: Springer, 10-20.
• In-text citation: (Author Last Name Year)
• Reference list: Author Last Name, First Name. Year. “Title of Webpage.” Website Name. URL.
• In-text citation: (Smith 2018)
• Reference list: Smith, John. 2018. “The Importance of Recycling.” Environmental News Network. https://www.enn.com/articles/54374-the-importance-of-recycling.
• Footnote/Endnote citation: Author First Name Last Name, “Title of Webpage,” Website Name, URL (accessed Date).
• Bibliography citation: Author Last Name, First Name. “Title of Webpage.” Website Name. URL (accessed Date).
• Footnote/Endnote citation: John Smith, “The Importance of Recycling,” Environmental News Network, https://www.enn.com/articles/54374-the-importance-of-recycling (accessed April 8, 2023).
• Bibliography citation: Smith, John. “The Importance of Recycling.” Environmental News Network. https://www.enn.com/articles/54374-the-importance-of-recycling (accessed April 8, 2023).

NEWS ARTICLES:

• Reference list: Author Last Name, First Name. Year. “Title of Article.” Name of Newspaper, Month Day.
• In-text citation: (Johnson 2022)
• Reference list: Johnson, Mary. 2022. “New Study Finds Link Between Coffee and Longevity.” The New York Times, January 15.
• Footnote/Endnote citation: Author First Name Last Name, “Title of Article,” Name of Newspaper (City), Month Day, Year.
• Bibliography citation: Author Last Name, First Name. “Title of Article.” Name of Newspaper (City), Month Day, Year.
• Footnote/Endnote citation: Mary Johnson, “New Study Finds Link Between Coffee and Longevity,” The New York Times (New York), January 15, 2022.
• Bibliography citation: Johnson, Mary. “New Study Finds Link Between Coffee and Longevity.” The New York Times (New York), January 15, 2022.

Harvard referencing style

Format: Author’s Last name, First initial. (Year of publication). Title of book. Publisher.

Example: Smith, J. (2008). The Art of War. Random House.

Journal article:

Format: Author’s Last name, First initial. (Year of publication). Title of article. Title of journal, volume number(issue number), page range.

Example: Brown, M. (2012). The impact of social media on business communication. Harvard Business Review, 90(12), 85-92.

Research paper:

Format: Author’s Last name, First initial. (Year of publication). Title of paper. In Editor’s First initial. Last name (Ed.), Title of book (page range). Publisher.

Example: Johnson, R. (2015). The effects of climate change on agriculture. In S. Lee (Ed.), Climate Change and Sustainable Development (pp. 45-62). Springer.

Format: Author’s Last name, First initial. (Year, Month Day of publication). Title of page. Website name. URL.

Example: Smith, J. (2017, May 23). The history of the internet. Encyclopedia Britannica. https://www.britannica.com/topic/history-of-the-internet

News article:

Format: Author’s Last name, First initial. (Year, Month Day of publication). Title of article. Title of newspaper, page number (if applicable).

Example: Thompson, E. (2022, January 5). New study finds coffee may lower risk of dementia. The New York Times, A1.

IEEE Format

Author(s). (Year of Publication). Title of Book. Publisher.

Smith, J. K. (2015). The Power of Habit: Why We Do What We Do in Life and Business. Random House.

Journal Article:

Author(s). (Year of Publication). Title of Article. Title of Journal, Volume Number (Issue Number), page numbers.

Johnson, T. J., & Kaye, B. K. (2016). Interactivity and the Future of Journalism. Journalism Studies, 17(2), 228-246.

Author(s). (Year of Publication). Title of Paper. Paper presented at Conference Name, Location.

Jones, L. K., & Brown, M. A. (2018). The Role of Social Media in Political Campaigns. Paper presented at the 2018 International Conference on Social Media and Society, Copenhagen, Denmark.

• Website: Author(s) or Organization Name. (Year of Publication or Last Update). Title of Webpage. Website Name. URL.

Example: National Aeronautics and Space Administration. (2019, August 29). NASA’s Mission to Mars. NASA. https://www.nasa.gov/topics/journeytomars/index.html

• News Article: Author(s). (Year of Publication). Title of Article. Name of News Source. URL.

Example: Johnson, M. (2022, February 16). Climate Change: Is it Too Late to Save the Planet? CNN. https://www.cnn.com/2022/02/16/world/climate-change-planet-scn/index.html

Vancouver Style

In-text citation: Use superscript numbers to cite sources in the text, e.g., “The study conducted by Smith and Johnson^1 found that…”.

Reference list citation: Format: Author(s). Title of book. Edition if any. Place of publication: Publisher; Year of publication.

Example: Smith J, Johnson L. Introduction to Molecular Biology. 2nd ed. New York: Wiley-Blackwell; 2015.

In-text citation: Use superscript numbers to cite sources in the text, e.g., “Several studies have reported that^1,2,3…”.

Reference list citation: Format: Author(s). Title of article. Abbreviated name of journal. Year of publication; Volume number (Issue number): Page range.

Example: Jones S, Patel K, Smith J. The effects of exercise on cardiovascular health. J Cardiol. 2018; 25(2): 78-84.

In-text citation: Use superscript numbers to cite sources in the text, e.g., “Previous research has shown that^1,2,3…”.

Reference list citation: Format: Author(s). Title of paper. In: Editor(s). Title of the conference proceedings. Place of publication: Publisher; Year of publication. Page range.

Example: Johnson L, Smith J. The role of stem cells in tissue regeneration. In: Patel S, ed. Proceedings of the 5th International Conference on Regenerative Medicine. London: Academic Press; 2016. p. 68-73.

In-text citation: Use superscript numbers to cite sources in the text, e.g., “According to the World Health Organization^1…”.

Reference list citation: Format: Author(s). Title of webpage. Name of website. URL [Accessed Date].

Example: World Health Organization. Coronavirus disease (COVID-19) advice for the public. World Health Organization. https://www.who.int/emergencies/disease/novel-coronavirus-2019/advice-for-public [Accessed 3 March 2023].

In-text citation: Use superscript numbers to cite sources in the text, e.g., “According to the New York Times^1…”.

Reference list citation: Format: Author(s). Title of article. Name of newspaper. Year Month Day; Section (if any): Page number.

Example: Jones S. Study shows that sleep is essential for good health. The New York Times. 2022 Jan 12; Health: A8.

Author(s). Title of Book. Edition Number (if it is not the first edition). Publisher: Place of publication, Year of publication.

Example: Smith, J. Chemistry of Natural Products. 3rd ed.; CRC Press: Boca Raton, FL, 2015.

Journal articles:

Author(s). Article Title. Journal Name Year, Volume, Inclusive Pagination.

Example: Garcia, A. M.; Jones, B. A.; Smith, J. R. Selective Synthesis of Alkenes from Alkynes via Catalytic Hydrogenation. J. Am. Chem. Soc. 2019, 141, 10754-10759.

Research papers:

Author(s). Title of Paper. Journal Name Year, Volume, Inclusive Pagination.

Example: Brown, H. D.; Jackson, C. D.; Patel, S. D. A New Approach to Photovoltaic Solar Cells. J. Mater. Chem. 2018, 26, 134-142.

Author(s) (if available). Title of Webpage. Name of Website. URL (accessed Month Day, Year).

Example: National Institutes of Health. Heart Disease and Stroke. National Heart, Lung, and Blood Institute. https://www.nhlbi.nih.gov/health-topics/heart-disease-and-stroke (accessed April 7, 2023).

News articles:

Author(s). Title of Article. Name of News Publication. Date of Publication. URL (accessed Month Day, Year).

Example: Friedman, T. L. The World is Flat. New York Times. April 7, 2023. https://www.nytimes.com/2023/04/07/opinion/world-flat-globalization.html (accessed April 7, 2023).

In AMA Style Format, the citation for a book should include the following information, in this order:

• Title of book (in italics)
• Edition (if applicable)
• Place of publication
• Year of publication

Lodish H, Berk A, Zipursky SL, et al. Molecular Cell Biology. 4th ed. New York, NY: W. H. Freeman; 2000.

In AMA Style Format, the citation for a journal article should include the following information, in this order:

• Title of article
• Abbreviated title of journal (in italics)
• Year of publication; volume number(issue number):page numbers.

Chen H, Huang Y, Li Y, et al. Effects of mindfulness-based stress reduction on depression in adolescents and young adults: a systematic review and meta-analysis. JAMA Netw Open. 2020;3(6):e207081. doi:10.1001/jamanetworkopen.2020.7081

In AMA Style Format, the citation for a research paper should include the following information, in this order:

• Title of paper
• Name of journal or conference proceeding (in italics)
• Volume number(issue number):page numbers.

Bredenoord AL, Kroes HY, Cuppen E, Parker M, van Delden JJ. Disclosure of individual genetic data to research participants: the debate reconsidered. Trends Genet. 2011;27(2):41-47. doi:10.1016/j.tig.2010.11.004

In AMA Style Format, the citation for a website should include the following information, in this order:

• Title of web page or article
• Name of website (in italics)
• Date of publication or last update (if available)
• URL (website address)
• Date of access (month day, year)

Centers for Disease Control and Prevention. How to protect yourself and others. CDC. Published February 11, 2022. Accessed February 14, 2022. https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/prevention.html

In AMA Style Format, the citation for a news article should include the following information, in this order:

• Name of newspaper or news website (in italics)
• Date of publication

Gorman J. Scientists use stem cells from frogs to build first living robots. The New York Times. January 13, 2020. Accessed January 14, 2020. https://www.nytimes.com/2020/01/13/science/living-robots-xenobots.html

Bluebook Format

One author: Daniel J. Solove, The Future of Reputation: Gossip, Rumor, and Privacy on the Internet (Yale University Press 2007).

Two or more authors: Martha Nussbaum and Saul Levmore, eds., The Offensive Internet: Speech, Privacy, and Reputation (Harvard University Press 2010).

Journal article

One author: Daniel J. Solove, “A Taxonomy of Privacy,” University of Pennsylvania Law Review 154, no. 3 (January 2006): 477-560.

Two or more authors: Ethan Katsh and Andrea Schneider, “The Emergence of Online Dispute Resolution,” Journal of Dispute Resolution 2003, no. 1 (2003): 7-19.

One author: Daniel J. Solove, “A Taxonomy of Privacy,” GWU Law School Public Law Research Paper No. 113, 2005.

Two or more authors: Ethan Katsh and Andrea Schneider, “The Emergence of Online Dispute Resolution,” Cyberlaw Research Paper Series Paper No. 00-5, 2000.

WebsiteElectronic Frontier Foundation, “Surveillance Self-Defense,” accessed April 8, 2023, https://ssd.eff.org/.

News article

One author: Mark Sherman, “Court Deals Major Blow to Net Neutrality Rules,” ABC News, January 14, 2014, https://abcnews.go.com/Politics/wireStory/court-deals-major-blow-net-neutrality-rules-21586820.

Two or more authors: Siobhan Hughes and Brent Kendall, “AT&T Wins Approval to Buy Time Warner,” Wall Street Journal, June 12, 2018, https://www.wsj.com/articles/at-t-wins-approval-to-buy-time-warner-1528847249.

In-Text Citation: (Author’s last name Year of Publication: Page Number)

Example: (Smith 2010: 35)

Reference List Citation: Author’s last name First Initial. Title of Book. Edition. Place of publication: Publisher; Year of publication.

Example: Smith J. Biology: A Textbook. 2nd ed. New York: Oxford University Press; 2010.

Example: (Johnson 2014: 27)

Reference List Citation: Author’s last name First Initial. Title of Article. Abbreviated Title of Journal. Year of publication;Volume(Issue):Page Numbers.

Example: Johnson S. The role of dopamine in addiction. J Neurosci. 2014;34(8): 2262-2272.

Example: (Brown 2018: 10)

Reference List Citation: Author’s last name First Initial. Title of Paper. Paper presented at: Name of Conference; Date of Conference; Place of Conference.

Example: Brown R. The impact of social media on mental health. Paper presented at: Annual Meeting of the American Psychological Association; August 2018; San Francisco, CA.

Example: (World Health Organization 2020: para. 2)

Reference List Citation: Author’s last name First Initial. Title of Webpage. Name of Website. URL. Published date. Accessed date.

Example: World Health Organization. Coronavirus disease (COVID-19) pandemic. WHO website. https://www.who.int/emergencies/disease-coronavirus-2019. Updated August 17, 2020. Accessed September 5, 2021.

Example: (Smith 2019: para. 5)

Reference List Citation: Author’s last name First Initial. Title of Article. Title of Newspaper or Magazine. Year of publication; Month Day:Page Numbers.

Example: Smith K. New study finds link between exercise and mental health. The New York Times. 2019;May 20: A6.

Purpose of Research Paper Citation

The purpose of citing sources in a research paper is to give credit to the original authors and acknowledge their contribution to your work. By citing sources, you are also demonstrating the validity and reliability of your research by showing that you have consulted credible and authoritative sources. Citations help readers to locate the original sources that you have referenced and to verify the accuracy and credibility of your research. Additionally, citing sources is important for avoiding plagiarism, which is the act of presenting someone else’s work as your own. Proper citation also shows that you have conducted a thorough literature review and have used the existing research to inform your own work. Overall, citing sources is an essential aspect of academic writing and is necessary for building credibility, demonstrating research skills, and avoiding plagiarism.

Advantages of Research Paper Citation

There are several advantages of research paper citation, including:

• Giving credit: By citing the works of other researchers in your field, you are acknowledging their contribution and giving credit where it is due.
• Strengthening your argument: Citing relevant and reliable sources in your research paper can strengthen your argument and increase its credibility. It shows that you have done your due diligence and considered various perspectives before drawing your conclusions.
• Demonstrating familiarity with the literature : By citing various sources, you are demonstrating your familiarity with the existing literature in your field. This is important as it shows that you are well-informed about the topic and have done a thorough review of the available research.
• Providing a roadmap for further research: By citing relevant sources, you are providing a roadmap for further research on the topic. This can be helpful for future researchers who are interested in exploring the same or related issues.
• Building your own reputation: By citing the works of established researchers in your field, you can build your own reputation as a knowledgeable and informed scholar. This can be particularly helpful if you are early in your career and looking to establish yourself as an expert in your field.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Choosing & Using Sources: A Guide to Academic Research

(48 reviews)

Cheryl Lowry, Ohio State University

Copyright Year: 2016

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

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... read more

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

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... read more

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 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 information in a paper.

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... read more

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... read more

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

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.

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

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 for an upper-level, undergraduate student audience. No glossary is provided.

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... read more

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... read more

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... read more

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... read more

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 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 use. It is lacking an index or glossary - although many concepts are defined in the various chapters.

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 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 “Narrowing Topics” and finding “Related Terms”. Perfect for college freshmen.

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... read more

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... read more

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... read more

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... read more

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,... read more

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... read more

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... read more

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... read more

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 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 content they might use and repurpose.

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

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 hypothesis instead of one simply confirming a previous, and perhaps uninformed, belief.

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

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 steps writers might need to revisit to improve their work.

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... read more

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... read more

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... read more

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... read more

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 &amp; 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... read more

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... read more

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... read more

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

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.

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... read more

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... read more

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... read more

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... read more

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... read more

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... read more

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.

Table of Contents

• 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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• v.18(2); 2020 Apr

The Principles of Biomedical Scientific Writing: Citation

Zahra bahadoran.

1 Nutrition and Endocrine Research Center, Research Institute for Endocrine Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Parvin Mirmiran

2 Department of Clinical Nutrition and Human Dietetics, Faculty of Nutrition Sciences and Food Technology, National Nutrition and Food Technology Research Institute, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Khosrow Kashfi

3 Department of Molecular, Cellular and Biomedical Sciences, Sophie Davis School of Biomedical Education, City University of New York School of Medicine, New York, United States

Asghar Ghasemi

4 Endocrine Physiology Research Center, Research Institute for Endocrine Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Citation, the act of properly referring to others’ ideas, thoughts, or concepts, is a common and critical practice in scientific writing. Citations are used to give credit to own work, to support an argument, to acknowledge others’ work, to distinguish other authors’ ideas from one’s work, and to direct readers to sources of information. A good citation adds to the scientific prestige of the paper and makes it more valuable to the reader. The citation has three basic elements: quoting from others, an in-text reference to the source, and bibliographic details of the source. Beyond technical skills, the citation needs an in-depth knowledge of the field and should follow basic rules, including the selection of relevant and valid sources, stating information/facts from others’ work, and referring to others’ work accurately and ethically. Several systems and styles are used to cite scientific sources; however, the most commonly used systems in medical sciences are ‘author-date’ systems (e.g., Harvard system) and numerical systems (e.g., Vancouver system). Here, we discuss how to make an accurate, complete, and ethical citation, and provide simple and practical guides to organize references in a scientific medical paper.

According to Merriam Webster dictionary, the word citation is defined as “an act of quoting,” where quote means “to speak or write from another usually with credit acknowledgment.” In scientific communication, the citation is commonly considered a technical practice to refer to the source in the text to represent that the information is derived from an external source ( 1 , 2 ). The citation is more than just referencing; it provides more value than acknowledging the source of literature being reviewed and making a reference list ( 2 ). Citation helps the authors put their work in connection with previous ones, to tell the story artfully, to acknowledge others’ work, and to contextualize study findings ( 2 - 4 ). A well-referenced paper supports the novelty and value of the work and improves its visibility ( 5 ).

Regardless of its importance, the citation may be the least noticed aspect of a scientific manuscript ( 6 ). Citation errors, including misquotation and errors in the bibliography, are common in the medical literature. The prevalence of misquotations in different journals ranges from 10% to 20% ( 7 ), and about 50% to 70% of references of published papers contain at least one error ( 8 , 9 ). Inaccurate quotations are displeasing for the cited author, misleading for the reader, and initiate circulation of false facts ( 7 , 10 ). The consequences of bibliography errors include difficulty in reference retrieval, limitation for the reader to read more widely, failure to credit the cited author(s), and inaccuracies in citation indexes.

Following our previous guides on how to write Introduction ( 11 ), Material and Methods ( 12 ), Results ( 13 ), Discussion ( 14 ), Title ( 15 ), and Abstract and keyword ( 16 ) of a hypothesis-testing paper, here, we provide a practical guide on importance and function of the citation of a scientific medical paper. We discuss how to select sources for the citation, quote information from others’ work, refer to the sources, and make an accurate reference list for a scientific biomedical paper.

2. Functions of Citation

The citation is used to give credit to an author’s work, acknowledge other’s work, distinguish an author’s ideas from others, direct readers to original sources of information, and avoid plagiarism ( 2 - 4 , 17 ). Citation help readers to understand the work, to justify the conclusions, to judge the novelty and scope of the manuscripts ( 18 ), and critically evaluate what contribution the study makes ( 4 , 19 ). Using proper citation is the only way to use the work of others and not commit plagiarism ( 20 ). To avoid plagiarism, authors need to accurately refer to the most relevant publications and cite facts and conclusions ( 1 , 20 ). Functions of the citation in different sections of an original paper are shown in Box 1; note that the result section does not have any citation.

3. Components of the Citation

The citation has three components: (1) quotation, i.e., providing either a summary, a paraphrase or a direct quotation from others’ works, (2) in-text references, i.e., brief addressing to the source, and (3) bibliographic details, i.e., name of the authors, source of publication, date of publication.

3.1. Quotation

Quotations from other sources can be provided by direct quoting, paraphrasing, or providing a summary ( 3 ). In direct quoting, others statements (more than six consecutive words) are exactly copied, put in the quotation marks, and immediately followed by an in-text citation to the original source; every word and punctuation mark should be exactly the same as the original version ( 17 , 20 , 22 ). Direct quoting is used when original words express an idea distinctively or more concisely than your summary, as well as to present well-known statements or to provide historical context for a particular theory or construct ( 8 , 23 ). Direct quoting is not used for reporting findings of a published work, variable names, and operational definitions. Box 2 provides some practical tips for the appropriate use of direct quotations.

In paraphrasing, authors express others’ writing in their own words ( 23 ), followed by a reference to the original source. In cases of paraphrasing another’s work or idea, authors should check their statement to be accurate and fair ( 17 , 20 ). Use of synonyms and rephrasing are typical ways to change the original statements ( 9 ); however, if the paraphrase is too close to the source text in wording, syntax, and structure, it may be considered ‘patch-writing’, which is “the act of making small changes and substitutions to the copied source material” ( 24 ). Note that paraphrasing and summarizing are complex and critical academic skills and depend on one’s knowledge of the content ( 25 ).

In providing a summary, a brief statement of the main points of a work (paper, book or chapter) is presented ( 23 ) using a neutral, affiliating, or distancing approach; in affiliating and distancing approaches, not only existing knowledge is summarized but also authors present their stance/viewpoint ( 2 ). The authors need to present their approaches accurately and persuasively by using appropriate verbs ( 2 ). For a neutral summary, use of verbs ‘comment’, ‘explain’, ‘indicate’, ‘note’, ‘describe’, ‘observe’, remark’, ‘state’, and ‘find’ is recommended ( 2 ). These referring verbs can be used either in the present or the past tense; using the present tense indicates that the source is recent and still valid, whereas the past indicates that the source is older and may be out of date ( 3 ). To find further appropriate verbs and vocabularies to cite the literature being reviewed, readers can refer to other works ( 2 , 26 ).

3.2. In-Text References

In-text references (brief address to the source in text) are presented by three major systems: ‘citation-sequence’, ‘citation-name’, and ‘name-year’. In the ‘citation-sequence’ system, numbers are used to refer to the reference list ( 27 , 28 ), which is numbered sequentially according to the appearance in the text. In the ‘citation-name’ system, the numbering system is used to refer to the reference list, which is numbered in alphabetical order by authors’ names; it means numbers are used in the text regardless of the order in which they appear ( 28 ). The ‘name-year’ system consists of the surname of the author and the year of publication, and the reference list is alphabetically ordered first by author and then by year ( 28 ). If ‘name-year’ system is used, in case of referring to two references with the same first author, chronological hierarchy order is followed (e.g., Annesley, 2010; Annesley, 2011), and in case of the same first author and same publication year, the references need to be differentiated by alphabetical letters after the year of publication (e.g., Annesley, 2010a; Annesley, 2010b) ( 19 ). If the name of author/editor cannot be identified, use the title of the work and the year of publication instead; if the date is not identified, use the phrase ‘no date’ after author’s name and where both author and date are unknown, use the title followed by ‘no date’ ( 23 ).

Citation management software programs (e.g., EndNote, Reference Manager, RefWorks, ProCite, and Refbase) easily connect in-text references to the reference list. These programs can format in-text references and bibliographic details in a different style (discussed in section 4) and can change them from one style to another.

The general rule to refer to a reference in the text is to place the reference immediately after the idea or fact introduced. In other words, an in-text referring might appear in the middle of a sentence and not always at the end ( 6 , 19 ). Unless a sentence ends with a fact (in which case the citation follows), the authors should not pool all the references at the end of a sentence ( 29 ). In case of citing multiple facts in a sentence, it should be clarified which reference is corresponding to which fact ( 19 ). Wherever more than one reference is used to support a fact, the authors should refer to the references in chronological order (the oldest reference is listed as the first in-text reference) ( 19 ). For direct quoting or citing a specific idea or piece of information, the page number of the quote should be included in the in-text reference ( 23 , 30 ). For an in-text citation that refers to secondary sources (second-hand references), name the original source and then use the term ‘cited by’ followed by the reference for the work in which it is quoted (e.g., Schweer, cited by Harrison, 1992, p. 774) ( 31 ).

3.3. Bibliographic Details (Reference List)

Every in-text reference should have a corresponding entry in the reference list ( 28 ); the exceptions are ‘personal communications’ ( 28 ), and ‘unpublished data’ ( 6 ) that are referenced within the text, but do not appear in the reference list. According to the British Standards Institution, a reference is “a set of data describing a document, sufficiently precise and detailed to identify it and enable it to be located” ( 32 ). The essential elements and order of the most common forms of references, including journal articles, books, reports, and websites, are given in supplementary Box 1.

The bibliographic details provided in the reference list should be accurate and complete to ensure that readers will be able to locate the material as easily as possible ( 32 ). The accuracy of the reference list increases the credibility of the author, the journal, and the research itself ( 33 ). To increase the accuracy of the bibliographic details, ICMJE (International Committee of Medical Journal Editors) recommends that “References should be verified using either an electronic bibliographic source, such as PubMed, or print copies from original sources” ( 34 ). Errors in the reference list usually arise by copying bibliographic details from previous papers; thus, authors should not copy from reference lists or databases, and the only reliable source is the original paper published in the journal ( 8 ). In case of using second-hand information, bibliographic detail of a source, where the information is found, should be included in the reference list.

4. Referencing Systems and Styles

Broadly, three types of referencing systems are employed in the academic world ( 3 ). These are, (i) consecutive-numbering system (well-known as Vancouver), (ii) author name-publication year system (well-known as Harvard) ( 19 ); (iii) footnote/endnote system, where sources are listed at the bottom of the page or at the end of the paper and the numbers in superscript run consecutively throughout the paper ( 3 ). The first two systems are commonly used in medicine, whereas the third system is most often used in the humanities. Other less common reference styles that have been established and used within different fields of science and disciplines include Modern Language Association (MLA) ( 35 ), the American Psychological Association (APA) ( 36 ), the Chicago Manual of Style (CMS), and the American Medical Association (AMA) Style ( 29 ).

The first format for bibliographic references in medical science was adopted officially by the Vancouver Group and the National Library of Medicine (NLM), in 1979 ( 37 ). The Vancouver Group was a small group of editors of medical journals who met informally in 1978 in Vancouver, British Columbia, to establish guidelines for the format of manuscripts submitted to their journals ( 37 ); the group expanded into the ICMJE and developed ‘the Uniform Requirements for Manuscripts Submitted to Biomedical Journals,’ which is updated regularly ( 38 ) ( http://www.icmje.org ). The reference style is famed as the Vancouver style because of its origin, and it has become a broadly accepted bibliographic format ( 8 ). According to the Vancouver style (the author-number system), references are numbered consecutively in the order in which they are first mentioned in the text; references in text, tables, and legends should be identified by Arabic numerals in parentheses ( 38 ). The Vancouver style is used by PubMed and MEDLINE.

The Harvard system, so-called as the ‘parenthetical author-date method’, is another popular referencing system ( 31 ). The origin of the system is obscure; however, the first evidence of the system goes back to 1881, when Edward Laurens Mark, professor of anatomy and director of Harvard’s zoological laboratory, published a landmark cytological paper and used parenthetic author-year citation ( 39 ). As Chernin narrated ( 39 ), from an editorial note in the British Medical Journal in 1945, the expression ‘Harvard system’ was not introduced by the Harvard University, but an English visitor to the library of Harvard University was impressed by the system of bibliographical reference and named it as the ‘Harvard system’ upon their return to England. The Royal Society defined the Harvard referencing system in 1965 as “a system in which names and dates are given in the body of the text and the references alphabetically at the end of the paper” ( 31 ).

Although most biomedical journals have adopted the Vancouver style, some still prefer the Harvard system, because they like to know just what author(s) is/are being cited as they read the text ( 40 ). However, the Harvard system is criticized due to potential difficulties that it may create for the readers. For example, if they are interested in an item in the reference list, they need to look it up within the main text. This system may also disrupt the text when a large number of references need to be cited within a paragraph ( 40 ).

Although medical journals specify Vancouver or Harvard systems, some journals have made minor modifications ( 41 ). For example, they have modified the referencing systems, both in-text references, and bibliographies, they have changed punctuation marks, used bold, and italics enhancements, alphabetical or sequential ordering of references, or have made combinations of variations that create a unique reference style that is as large in number as the number of journals currently published ( 41 , 42 ). Authors should carefully follow the format used by the target journal that is usually given in the Information/Instructions for Authors.

5. Other Considerations

5.1. dealing with scientific sources.

The most important challenge of the citation process in a scientific work is ‘which sources must be selected for citation’ and ‘How do the authors deal with the literature being reviewed to cite others accurately and ethically?’ Existence of a large number of publications on the topic makes selection difficult; however, authors should artfully select them to cover all citation purposes and add to the manuscript scientific prestige ( 43 ). Among available sources, the most relevant, valid, methodologically sound, and those with a landmark contribution to the topic should be selected ( 9 , 17 ). If there are a significant number of prior studies on the topic, the most comprehensive and the most recent works should be selected because they presumably discuss and reference the older studies ( 44 ).

The most valid and available sources for citing are published peer-reviewed original journal articles; primary sources (research articles written by those who conducted the research) are preferred ( 21 ). Secondary sources (review papers) can be used when primary sources are unavailable, or a summary for elaborating research problem is more effective; however, they should not be taken as definitive word or fact on the topic ( 9 ). Citation of review articles rather than the original papers should be limited ( 45 , 46 ) since it fails to provide credit or acknowledge the effort of the authors of original research papers. In addition, it may lead to misinterpretation or oversimplification of original research findings ( 45 ). The use of high-quality systematic review is acceptable; otherwise, it should be acknowledged in the text as a review paper to prevent misleading the casual reader about the originality of the work ( 9 ).

Less valid sources (i.e., theses, conference proceeding papers, unpublished data, abstracts, and personal communications) are not recommended ( 19 ) unless they contain essential information not available from public sources ( 47 ). These less valid references can only be used for supporting the results of preliminary studies or citing parallel results in another study population ( 17 ). In case of referring to ‘unpublished sources’ or ‘personal communications,’ the written permission of the author is required to ensure the accuracy of the data and prior approval from the authors ( 6 , 17 ).

Sources that may not be found in public domain, e.g., submitted but unaccepted journal articles, meeting abstracts, and posters should not be used ( 6 , 17 ). Standard textbooks are not cited except for describing a theoretical or methodologic principle or a statistical procedure. As stated by ICMJE, authors are responsible for checking that the references cited not be retracted articles ( 34 ).

5.2. Statement Needs to be Supported by a Reference

As a general rule, findings/statements of other’s work need to be supported by references ( 9 ). Statements like ‘the literature suggest that…’ or ‘there is general agreement that…’ should be followed by addressing one or more references ( 9 ); it is, however, not appropriate and usually essential to support a statement with more than 3 or 4 references ( 9 ). In contrast, common knowledge in a field, defined as facts, dates, events, or information that are expected to be known by someone studying or working in a particular field (e.g., long-established facts or theories), or facts that can be found publicly (e.g., date of the second world war) and are likely to be known by many people (e.g., capital cities of the countries) do not generally have to be referenced ( 23 ).

5.3. Accuracy and Ethics of the Citation

Accurate citation is a crucial issue, enabling readers to follow the flow of ideas and statements in a scientific field and ensure the integrity of the science being communicated ( 19 , 48 ). Citing the sources without retrieving and reading their full-texts and understanding their entirety ( 19 ), giving multiple similar references to support a single statement, or using a single source to support multiple statements are among examples of inaccurate citations ( 48 ). Since an abstract is a brief summary of the work, its content may not accurately present details reported in the text, and therefore, it is a poor practice to cite references after skimming results of the abstract rather considering the whole text ( 9 ).

To avoid inaccurate quoting, the authors should review the entire original article to check the facts. They should be careful in case of paraphrasing or summarizing in order to make sure that the intent or meaning of the original author is not altered ( 49 ). To reduce the risk of misinterpretation of information, the use of secondary sources should be avoided ( 49 ). According to NLM, “The medical literature is full of references that have been cited from other references, serving only to perpetuate erroneous information”, thus, they emphasizes that the authors should never reference documents that they have not read ( 27 ).

Spurious citation, biased citation, and over self-citation are also common problems of citation (Box 3). Self-citation, defined as citing one’s own work in a scientific paper, is a common practice and is an essential part of scientific communication, which represents the continuous and cumulative nature of the research process ( 50 ). When a researcher works on a specific topic for years, 25% self-citation is not uncommon ( 46 ). However, either irrelevant self-citation or over self-citation are considered unethical practices, which affect the precision of the paper ( 50 , 51 ). The spurious citation occurs where sources are not needed but are included anyway, e.g., over-citation or redundant citation (i.e., where the extra sources do not add any value beyond the first source), or citing an obscure, historical reference to give an impression of erudition ( 4 ).

6. Common Errors and Problems of Citation

Citation errors reflect badly on the authors and the publishing journal and may reflect underlying flaws in other areas of the published research ( 33 ). Citation content errors (e.g., inaccurate quoting from others) and both major and minor errors in referencing (both in-text references and bibliographic details) can occur during the citation process ( 4 , 7 , 33 ). Inaccurate quotations or misquotations are perpetual citation errors that lead to circulate a false ‘accepted fact’, which are very hard to correct ( 10 ). A list of common citation errors is provided in Box 3.

Major errors in references, which are responsible for up to 21% of citation errors in the medical field ( 53 ), prevent the source being retrievable ( 4 ). With minor errors (i.e., punctuation and spelling mistakes in bibliography, i.e., name of authors, title, journal, volume, year, and page numbers), references can still be found ( 4 , 9 ). Potential pitfalls of citation-management software programs may also cause some citation errors ( 54 ). Several duplicate copies of a reference in the software may be inserted due to importing the same reference on a number of different occasions (maybe with different patterns); this may lead to the appearance of duplication in the reference list ( 6 , 48 ). In the case of anonymous papers (prepared by a committee or a group of authors), some mistakes may occur ( 54 ). Another common mistake relates to the journal-title; the journal-title may be imported in the abbreviated form, while both full title and conventional abbreviation need to be entered into the journal section of the reference manager ( 54 ). To sum up, the author is responsible for final checking the accuracy of the bibliographic details ( 19 ) and should correct reference manager databases before the reference is exported to the final bibliography.

7. Conclusion

Making good and accurate citations adds to the manuscript’s scientific prestige and signifies that authors have an in-depth knowledge of the literature and writing skills. An original research paper usually has 25 - 40 references and the authors should be note that citing too few or too many references may reflect poor intellectual attitude and work validity. The most important, most elegant and the most recent sources should be selected for citation.

Authors' Contribution: Study concept and design: Zahra Bahadoran and Asghar Ghasemi; drafting of the manuscript: Zahra Bahadoran, Parvin Mirmiran, and Asghar Ghasemi; critical revision of the manuscript for important intellectual content: Khosrow Kashfi and Parvin Mirmiran.

Conflict of Interests: The authors have no conflict of interest.

Funding/Support: This study was supported by the Research Institute for Endocrine Sciences, Shahid Beheshti University of Medical Sciences.

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Types of Sources

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We live in an age overflowing with sources of information. With so many information sources at our fingertips, knowing where to start, sorting through it all and finding what we want can be overwhelming! This handout provides answers to the following research-related questions: Where do I begin? Where should I look for information? What types of sources are available?

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

Print Sources

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

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

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

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

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

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

Digital and Electronic Sources

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

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

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

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

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• When should I use a citation?
• Why are there so many citation styles?

Which citation style should I use?

• Chicago Notes Style
• Chicago Author-Date Style
• AMA Style (medicine)
• Bluebook (law)
• Additional Citation Styles
• Built-in Citation Tools
• Quick Citation Generators
• Citation Management Software
• Start Your Research
• Research Guides
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• Citing Sources

Citing Sources: Which citation style should I use?

The citation style you choose will largely be dictated by the discipline in which you're writing. For many assignments your instructor will suggest or require a certain style. If you're not sure which one to use, it's always best to check with your instructor or, if you are submitting a manuscript, the publisher to see if they require a certain style. In many cases, you may not be required to use any particular style as long as you pick one and use it consistently. If you have some flexibility, use the guide below to help you decide.

Disciplinary Citation Styles

• Social Sciences
• Sciences & Medicine
• Engineering

When in doubt, try: Chicago Notes

• Architecture & Landscape Architecture → try Chicago Notes or Chicago Author-Date
• Art → try Chicago Notes
• Art History → use  Chicago Notes
• Dance → try Chicago Notes or MLA
• Drama → try Chicago Notes or MLA
• Ethnomusicology → try Chicago Notes
• Music → try Chicago Notes
• Music History → use  Chicago Notes
• Urban Design & Planning → try Chicago Notes or Chicago Author-Date

When in doubt, try: MLA

• Cinema Studies → try MLA
• Classics → try Chicago Notes
• English → use  MLA
• History → use   Chicago Notes
• Linguistics → try MLA
• Languages → try MLA
• Literatures → use  MLA
• Philosophy → try MLA
• Religion → try Chicago Notes

When in doubt, try: APA or Chicago Notes

• Anthropology → try Chicago Author-Date
• Business → try APA (see also Citing Business Information from Foster Library)
• Communication → try APA
• Criminology & Criminal Justice → try Chicago Author-Date
• Economics → try APA
• Education → try APA
• Geography → try APA
• Government & Law (for non-law students) → try Chicago Notes
• History → try Chicago Notes
• Informatics → try APA
• Law (for law students) → use Bluebook
• Library & Information Science → try APA
• Museology → try Chicago Notes
• Political Science → try Chicago Notes
• Psychology → use  APA
• Social Work → try APA
• Sociology → use  ASA or Chicago Author-Date

When in doubt, try: CSE Name-Year or CSE Citation-Sequence

• Aquatic & Fisheries Sciences → try CSE Name-Year or APA
• Astronomy → try AIP or CSE Citation-Sequence
• Biology & Life Sciences → try CSE Name-Year or APA
• Chemistry → try ACS
• Earth & Space Sciences → try CSE Name-Year or APA
• Environmental Sciences → try CSE Name-Year or APA
• Forest Sciences → try CSE Name-Year or APA
• Health Sciences: Public Health, Medicine, & Nursing → use AMA or NLM
• Marine Sciences → try CSE Name-Year or APA
• Mathematics → try AMS or CSE Citation-Sequence
• Oceanography → try CSE Name-Year or APA
• Physics → try AIP or CSE Citation-Sequence
• Psychology  → use  APA

When in doubt, try: CSE Name-Year or IEEE

• Aeronautics and Astronautics → try CSE Citation-Sequence
• Bioengineering → try AMA or NLM
• Chemical Engineering → try ACS
• Civil and Environmental Engineering → try CSE Name-Year
• Computational Linguistics → try CSE Citation-Sequence
• Computer Science & Engineering → try IEEE
• Electrical and Computer Engineering → try IEEE
• Engineering (general) → try IEEE or CSE Name-Year
• Human Centered Design & Engineering → try IEEE
• Human-Computer Interaction + Design → try IEEE
• Industrial and Systems Engineering → try CSE Name-Yea r
• Mechanical Engineering → try Chicago Notes or Chicago Author-Date

See also: Additional Citation Styles , for styles used by specific engineering associations.

Pro Tip: Citation Tools Save Time & Stress!

If you’re enrolled in classes that each require a different citation style, it can get confusing really fast! The tools on the Quick Citation Generators section can help you format citations quickly in many different styles.

• << Previous: Why are there so many citation styles?
• Next: Citation Style Guides >>
• Last Updated: Apr 10, 2024 11:00 AM
• URL: https://guides.lib.uw.edu/research/citations

Reference management. Clean and simple.

Types of research papers

Analytical research paper

Argumentative or persuasive paper, definition paper, compare and contrast paper, cause and effect paper, interpretative paper, experimental research paper, survey research paper, frequently asked questions about the different types of research papers, related articles.

There are multiple different types of research papers. It is important to know which type of research paper is required for your assignment, as each type of research paper requires different preparation. Below is a list of the most common types of research papers.

➡️ Read more:  What is a research paper?

In an analytical research paper you:

• pose a question
• collect relevant data from other researchers
• analyze their different viewpoints

You focus on the findings and conclusions of other researchers and then make a personal conclusion about the topic. It is important to stay neutral and not show your own negative or positive position on the matter.

The argumentative paper presents two sides of a controversial issue in one paper. It is aimed at getting the reader on the side of your point of view.

You should include and cite findings and arguments of different researchers on both sides of the issue, but then favor one side over the other and try to persuade the reader of your side. Your arguments should not be too emotional though, they still need to be supported with logical facts and statistical data.

Tip: Avoid expressing too much emotion in a persuasive paper.

The definition paper solely describes facts or objective arguments without using any personal emotion or opinion of the author. Its only purpose is to provide information. You should include facts from a variety of sources, but leave those facts unanalyzed.

Compare and contrast papers are used to analyze the difference between two:

Make sure to sufficiently describe both sides in the paper, and then move on to comparing and contrasting both thesis and supporting one.

Cause and effect papers are usually the first types of research papers that high school and college students write. They trace probable or expected results from a specific action and answer the main questions "Why?" and "What?", which reflect effects and causes.

In business and education fields, cause and effect papers will help trace a range of results that could arise from a particular action or situation.

An interpretative paper requires you to use knowledge that you have gained from a particular case study, for example a legal situation in law studies. You need to write the paper based on an established theoretical framework and use valid supporting data to back up your statement and conclusion.

This type of research paper basically describes a particular experiment in detail. It is common in fields like:

Experiments are aimed to explain a certain outcome or phenomenon with certain actions. You need to describe your experiment with supporting data and then analyze it sufficiently.

This research paper demands the conduction of a survey that includes asking questions to respondents. The conductor of the survey then collects all the information from the survey and analyzes it to present it in the research paper.

➡️ Ready to start your research paper? Take a look at our guide on how to start a research paper .

In an analytical research paper, you pose a question and then collect relevant data from other researchers to analyze their different viewpoints. You focus on the findings and conclusions of other researchers and then make a personal conclusion about the topic.

The definition paper solely describes facts or objective arguments without using any personal emotion or opinion of the author. Its only purpose is to provide information.

Cause and effect papers are usually the first types of research papers that high school and college students are confronted with. The answer questions like "Why?" and "What?", which reflect effects and causes. In business and education fields, cause and effect papers will help trace a range of results that could arise from a particular action or situation.

This type of research paper describes a particular experiment in detail. It is common in fields like biology, chemistry or physics. Experiments are aimed to explain a certain outcome or phenomenon with certain actions.

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Types of Research Papers: Overview

A research paper is simply a piece of writing that uses outside sources. There are different types of research papers with varying purposes and expectations for sourcing.

While this guide explains those differences broadly, disciplines and assignments vary. Ask your professor for clarification on the purpose and types of appropriate research questions and sources.

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Related guides.

• Literature Reviews
• Annotated Bibliographies
• Starting Your Research

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• A Research Guide
• Research Paper Guide

Different Types of Research Papers

• According to the purpose
• According to the depth of scope
• According to the data type
• According to variables manipulation
• According to the type of inference
• According to the time in which it is carried out
• According to the sources of information
• According to how the data is obtained
• According to design
• Other research paper types

Types of research papers

As a way to make your journey through the research-type paper options a bit easier, let’s divide them by types of work.

According to the purpose:

• Theoretical. Theoretical research type is one of the most popular types of research paper as it has a clear focus. If you have to work with this type, your main objective is to generate all currently available. Even if it has no practical appliance (like in Engineering or design), you must use it anyway. You must collect data and make sure that your target audience understands what your research is about and what theory it follows. Most of such research papers will relate to theories and basic analytical work.
• Applied. This research type stands for something that can be approached scientifically based on practice. The aim here is to generate practical skills. It’s essential in Engineering, Healthcare, and Biology. For such types of papers, one can alternate between technological or scientific types of research, depending on your aims. A technological approach will be fitting if you wish to improve some processes. Now, the scientific research type would include prediction as you work with variables and design things.

According to the depth of scope:

• Exploratory. It is most suitable for research type papers where you have to explore a not-well-known subject. Start with making a hypothesis and developing research. It can be an investigation talking about the role of video games in the development of teenagers.
• Descriptive. This type of research is where you must describe certain characteristics or discuss specifics of some belief or an event. You may not have to research why something has caused these characteristic traits. You must describe and talk about how some things may change IF this or that takes place.
• Explanatory. It’s one of the popular research methods since one has to analyze specific methodologies and help the target audience trace the cause-and-effect relations. It is close to descriptive writing by nature. Still, you must create a research environment since your findings may have to be re-created by others.
• Correlational. This is where you identify the link between two or more variables. You must focus on determining whether certain research variables will be affected and see whether something is systematic regarding these changes (correlational research methodology).

According to the data type:

• Qualitative . It’s used to collect, evaluate, and explain information based on obtained information. It means you have to approach a linguistic-semiotic method to things as you research. You can turn to analysis, interviews, questionnaires, and personal surveys. This is where statistical data helps! You must ask yourself “why” instead of “how.”
• Quantitative. Such types of papers to write belong to one of the most challenging cases because quantitative stands for mathematical (think MATLAB) and computer-based software to check things. It also makes it possible to create a prognosis, which is why this type of research is usually met in engineering.
• Mixed. It’s also possible to use both methodologies if you can support your research type assignment with source information and personal examples. If you are dealing with Psychology or Experimental study, use surveys and aid yourself with AI-based evaluation tools.

According to variables manipulation:

• Experimental. Contrary to its title, you do not have to experiment per se. It’s about the design or replication of things you research. It means you have to re-create specific research conditions to discover what effects are caused by given variables. It’s where you primarily use case studies and sample groups.
• Non-experimental. They often call this research type an observational study. It means that you have to provide analysis in its natural environment. You do not have to intervene in the process but consider turning to descriptive writing. This research may include observation of animals in their natural habitat or the use of the noise effect in the urban environment.
• Quasi-experimental. These types of academic papers are not purely experimental, as you only work with two or three variables. Another aspect of this research is based on randomly chosen variables. It helps to decrease the bias in your study. It also helps to focus on relevant data and allows us to narrow things down.

According to the type of inference:

• Deductive. It means the research is basically fixed since one has to focus on laws and things that can or cannot be. It helps to come to certain conclusions. As you look at the research problem, you use deduction to create your considerations. If you make assumptions and develop reliable evidence, this work method suits you.
• Inductive. It’s one of the flexible methods to think about. The reason why it’s flexible is the way inductive research is generated. You conclude by observing and generalizing while different kinds of research occur. You have to collect data over a period, which makes the process less fixed.
• Hypothetical-deductive approach. You have to make a hypothesis for your research work and use deduction methods to come up with a conclusion. The major difference is that a researcher also takes time to evaluate whether things are correct.

According to the time in which it is carried out:

• Longitudinal. You might know this type of work as diachronic research. Despite the complex name, it focuses on the same issue or an event where a fixed period is taken. It has to track certain changes based on variables. It’s one of the most popular research papers in Healthcare, Nursing, Sociology, Psychology, and Education.
• Cross-sectional. Also known as synchronous research, it is the type of work that approaches cross-sectional design. Here, you have to look at some event or a process at a certain point by taking notes. Thus, research can be used both for sample groups or when working with a case study.

According to the sources of information:

• Primary. Most students are asked to use primary sources. It is exactly why we have a primary research paper method. The data must be collected directly (personal interviews, surveys, questionnaires, a field observation study, etc.) and represent first-hand information. It is perfect for papers in Psychology, Journalism, Healthcare, and subjects where accuracy is vital.
• Secondary. This research type of work is mainly developed with sources that represent secondary references. These include books in print or found online, scientific journals, peer-reviewed documents, etc. If another expert or a student reviews a study, it is related to secondary research; so will your project.

According to how the data is obtained:

• Documentary. As the name suggests, documentary research is based on the secondary references you used. It is a systematic review where you turn to secondary sources related to your subject of study. The most prominent types of research projects in this area are writing a literature review or working with a case study. It is one of the most accessible and clear types of research work.
• Field. It is quite popular research these days as students tend to collect information in the field or at the location where something takes place. Think about researching Fashion Studies where you attend the shows or exploring Environmental Science, where you must observe a phenomenon and take notes.
• Laboratory. The major difference in laboratory research type is working in a strictly-controlled environment where study notes are taken immediately. You must isolate unnecessary variables and use one or two scientific methods. Therefore, such type of research writing is called laboratory research. If your college professor asks for this assignment, consider keeping up with standards and rules.
• Survey. This is where you have to work with the primary information or the use of first-hand data you obtain yourself. It is especially helpful when you work with a group to obtain variables. With this research type, you can also come up with certain conclusions to support your hypothesis and thesis statement.

According to design:

• Fixed. When conducting a fixed research type, narrow things down and focus on temporal aspects. It means you have to discuss how often you will evaluate something, where your research will occur, a sample group, and other fixed variables. Working on fixed types of research reports, creating precise conditions, and follow strict protocols. Such research is related chiefly to lab reports or laboratory works mostly used in Healthcare and/or Law.
• Flexible. Now, the flexible research type will provide you with a process where certain things will change as you take step after step in your research. The examples may include case studies where you have to observe the changes that may take over time. Another example would relate to Anthropology or Geography, where you have to observe a group of people or deal with a cross-cultural analysis. It can also relate to grounded-theory studies, where you should develop theoretical knowledge based on analysis and your thinking.

Other research paper types:

• Argumentative. Also known as a persuasive research type paper, you have to persuade your target audience on your side and a point of view. You have to use at least one piece of evidence (references) to prove your point and support your argument. You must talk about different research opinions and show why your side is correct.
• Analytical. Analytical research papers should always pose a problem and collect relevant information. You can look at another researcher’s works and provide an analysis based on various points of view. The main types of research papers include analysis and must keep the tone analytical and remain neutral without showing your thoughts unless only to guide the reader.
• Definition. This research type requires describing the facts or arguments without using anything based on your opinion or an emotional constituent. You only have to offer information by including facts, yet let your data remain without analysis or bias.
• Action-based. This research type assignment must conduct your work based on a process or a certain action causing things. It can also lead to social processes where a person’s actions have led to something. It can be some research about social movements and/or manufacturing processes.
• Causal. It may relate to cause-and-effect papers where you must focus on the causes. This research type has to address the questions and explore the causes. It can be based on case studies related to business, education, environmental, educational issues, and more.
• Classification. If you have to classify, compare, and contrast things, this method will be helpful. Start with the standards and the rules by setting your classification type immediately. Once you know it, your research paper will go smoothly.
• Comparative. As a rule, this research will deal with comparative work where you take a methodology and compare two sample groups, two individuals, different beliefs, or situations. If you have to compare, discuss your objectives and then create two columns to determine differences and similarities.

What research paper type is most suitable for me?

It will always depend on the research paper objectives you wish to achieve. If you need clarification on the research type you must approach, consult your academic advisor or look closely at your grading rubric. If it says that you must develop an analytical study, it will require posing a specific research question or a problem. The next step would be to collect information on a topic and provide an analysis based on various points of view.

Likewise, if your grading rubric has the word “definition” mentioned, your research type paper must focus on the facts or argumentation. In this case, you should not provide your opinion or talk about what some author thinks. Only the definition of an object or belief is necessary.

As you can see, you only have to find out what your research must achieve. Set the purpose and look at the different types of research and possible methods to approach your problem . Once you know it, look at the research type papers and choose the most fitting option!

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Environmental Sciences

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• Types of sources
• Environmental News

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Types of literature.

Many types of sources make up the body of literature within the environmental sciences. Each type plays a unique role in contributing to our shared knowledge in this field. Sources can be broken down into two main categories:

• Scholarly sources –which can be further broken down into primary, secondary, and tertiary

Non-scholarly sources

🎓  = always peer-reviewed

🔎  = sometimes peer-reviewed, examine the source to evaluate quality!

>> Click on each type of source below to learn more about it! <<

Primary scholarly sources

A scholarly journal article is a peer-reviewed* piece of original research written by experts in a particular field. It's typically published in an academic journal and includes research findings, analysis, and references to other works in the same field. *Peer-reviewed means that an article has been evaluated and approved by experts in the same field before it's published. This process ensures the quality and credibility of the research presented in the article.

Preprints are early versions of research papers shared publicly before they undergo formal peer review. They allow researchers to share findings quickly and gather feedback from the scientific community before final publication in a journal.

Conference proceedings are collections of papers or abstracts presented at an academic conference or symposium. They typically include summaries of research findings, discussions, and presentations given by scholars in a particular field during the event.

Dissertations and theses are in-depth academic papers written by students to fulfill the requirements for advanced degrees, such as a master's or doctoral degree. They involve original research, analysis, and often contribute new knowledge to their field of study.

Secondary scholarly sources

Review articles are comprehensive, peer-reviewed summaries of existing research on a particular topic or field. They provide an overview of the current state of knowledge, synthesize findings from multiple studies, and often offer insights, critiques, and future research directions. Review articles are often a great starting point when beginning research on a new topic as they provide a general overview of the current state of the literature.

There is a wide variety of chemistry-oriented books, ranging in subject and level of detail. Scholarly books are useful for getting background knowledge on a topic, especially since this level of background detail is typically not found in journal articles.

Tertiary scholarly sources

Databases are indexes (or repositories) containing thousands of scholarly journals and related sources. They categorize articles using keywords and metadata, enhancing their accessibility through search functions. These databases offer robust filtering capabilities, enabling users to narrow down search results and identify relevant sources efficiently. However, it's important to note that databases usually index journal articles, meaning the complete text resides within the respective journals rather than directly in the database itself.

Encyclopedias and dictionaries are organized collections of information that are typically broad in scope and written by a large number of authors. They are a great place to look up quick facts, key concepts, and definitions of unfamiliar terms.

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• Published: 08 April 2024

Tumor-selective activity of RAS-GTP inhibition in pancreatic cancer

• Urszula N. Wasko 1 , 2   na1 ,
• Jingjing Jiang 3   na1 ,
• Tanner C. Dalton 1 , 2 ,
• Alvaro Curiel-Garcia   ORCID: orcid.org/0000-0001-6249-3267 1 , 2 ,
• A. Cole Edwards 4 ,
• Yingyun Wang 3 ,
• Bianca Lee 3 ,
• Margo Orlen   ORCID: orcid.org/0000-0002-9834-6282 5 ,
• Sha Tian 6 ,
• Clint A. Stalnecker   ORCID: orcid.org/0000-0002-0570-4416 7 , 8 ,
• Kristina Drizyte-Miller 7 ,
• Marie Menard 3 ,
• Julien Dilly   ORCID: orcid.org/0000-0002-4006-5285 9 , 10 ,
• Stephen A. Sastra 1 , 2 ,
• Carmine F. Palermo 1 , 2 ,
• Marie C. Hasselluhn   ORCID: orcid.org/0000-0001-9765-4075 1 , 2 ,
• Amanda R. Decker-Farrell 1 , 2 ,
• Stephanie Chang   ORCID: orcid.org/0009-0000-2026-5215 3 ,
• Lingyan Jiang 3 ,
• Xing Wei 3 ,
• Yu C. Yang 3 ,
• Ciara Helland 3 ,
• Haley Courtney 3 ,
• Yevgeniy Gindin 3 ,
• Karl Muonio 3 ,
• Ruiping Zhao 3 ,
• Samantha B. Kemp 5 ,
• Cynthia Clendenin   ORCID: orcid.org/0000-0003-4535-2088 11 ,
• Rina Sor   ORCID: orcid.org/0000-0003-2042-5746 11 ,
• William P. Vostrejs   ORCID: orcid.org/0000-0002-1659-0186 5 ,
• Priya S. Hibshman 4 ,
• Amber M. Amparo   ORCID: orcid.org/0000-0003-3805-746X 7 ,
• Connor Hennessey 9 , 10 ,
• Matthew G. Rees   ORCID: orcid.org/0000-0002-2987-7581 12 ,
• Melissa M. Ronan   ORCID: orcid.org/0000-0003-4269-1404 12 ,
• Jennifer A. Roth   ORCID: orcid.org/0000-0002-5117-5586 12 ,
• Jens Brodbeck 3 ,
• Lorenzo Tomassoni 2 , 13 ,
• Basil Bakir 1 , 2 ,
• Nicholas D. Socci 14 ,
• Laura E. Herring   ORCID: orcid.org/0000-0003-4496-7312 15 ,
• Natalie K. Barker 15 ,
• Junning Wang 9 , 10 ,
• James M. Cleary 9 , 10 ,
• Brian M. Wolpin   ORCID: orcid.org/0000-0002-0455-1032 9 , 10 ,
• John A. Chabot 16 ,
• Michael D. Kluger 16 ,
• Gulam A. Manji 1 , 2 ,
• Kenneth Y. Tsai   ORCID: orcid.org/0000-0001-5325-212X 17 ,
• Miroslav Sekulic 18 ,
• Stephen M. Lagana 18 ,
• Andrea Califano 1 , 2 , 13 , 19 , 20 , 21 , 22 , 23 ,
• Elsa Quintana 3 ,
• Zhengping Wang 3 ,
• Jacqueline A. M. Smith   ORCID: orcid.org/0000-0001-5028-8725 3 ,
• Matthew Holderfield 3 ,
• David Wildes   ORCID: orcid.org/0009-0009-3855-7270 3 ,
• Scott W. Lowe   ORCID: orcid.org/0000-0002-5284-9650 6 , 24 ,
• Michael A. Badgley 1 , 2 ,
• Andrew J. Aguirre   ORCID: orcid.org/0000-0002-0701-6203 9 , 10 , 12 , 25 ,
• Robert H. Vonderheide   ORCID: orcid.org/0000-0002-7252-954X 5 , 11 , 26 ,
• Ben Z. Stanger   ORCID: orcid.org/0000-0003-0410-4037 5 , 11 ,
• Timour Baslan 27 ,
• Channing J. Der   ORCID: orcid.org/0000-0002-7751-2747 7 , 8 ,
• Mallika Singh 3 &
• Kenneth P. Olive   ORCID: orcid.org/0000-0002-3392-8994 1 , 2  

Nature ( 2024 ) Cite this article

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We are providing an unedited version of this manuscript to give early access to its findings. Before final publication, the manuscript will undergo further editing. Please note there may be errors present which affect the content, and all legal disclaimers apply.

• Pancreatic cancer
• Pharmacodynamics

Broad-spectrum RAS inhibition holds the potential to benefit roughly a quarter of human cancer patients whose tumors are driven by RAS mutations 1,2 . RMC-7977 is a highly selective inhibitor of the active GTP-bound forms of KRAS, HRAS, and NRAS, with affinity for both mutant and wild type (WT) variants (RAS(ON) multi-selective) 3 . As >90% of human pancreatic ductal adenocarcinoma (PDAC) cases are driven by activating mutations in KRAS 4 , we assessed the therapeutic potential of the RAS(ON) multi-selective inhibitor RMC-7977 in a comprehensive range of PDAC models. We observed broad and pronounced anti-tumor activity across models following direct RAS inhibition at exposures that were well-tolerated in vivo . Pharmacological analyses revealed divergent responses to RMC-7977 in tumor versus normal tissues. Treated tumors exhibited waves of apoptosis along with sustained proliferative arrest whereas normal tissues underwent only transient decreases in proliferation, with no evidence of apoptosis. In the autochthonous KPC model, RMC-7977 treatment resulted in a profound extension of survival followed by on-treatment relapse. Analysis of relapsed tumors identified Myc copy number gain as a prevalent candidate resistance mechanism, which could be overcome by combinatorial TEAD inhibition in vitro . Together, these data establish a strong preclinical rationale for the use of broad-spectrum RAS-GTP inhibition in the setting of PDAC and identify a promising candidate combination therapeutic regimen to overcome monotherapy resistance.

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Author information

These authors contributed equally: Urszula N. Wasko, Jingjing Jiang

Authors and Affiliations

Department of Medicine, Vagelos College of Physicians and Surgeons, Columbia University Irving Medical Center, New York, NY, USA

Urszula N. Wasko, Tanner C. Dalton, Alvaro Curiel-Garcia, Stephen A. Sastra, Carmine F. Palermo, Marie C. Hasselluhn, Amanda R. Decker-Farrell, Basil Bakir, Gulam A. Manji, Andrea Califano, Michael A. Badgley & Kenneth P. Olive

Herbert Irving Comprehensive Cancer Center, Columbia University Irving Medical Center, New York, NY, USA

Urszula N. Wasko, Tanner C. Dalton, Alvaro Curiel-Garcia, Stephen A. Sastra, Carmine F. Palermo, Marie C. Hasselluhn, Amanda R. Decker-Farrell, Lorenzo Tomassoni, Basil Bakir, Gulam A. Manji, Andrea Califano, Michael A. Badgley & Kenneth P. Olive

Revolution Medicines, Inc., Redwood City, CA, USA

Jingjing Jiang, Yingyun Wang, Bianca Lee, Marie Menard, Stephanie Chang, Lingyan Jiang, Xing Wei, Yu C. Yang, Ciara Helland, Haley Courtney, Yevgeniy Gindin, Karl Muonio, Ruiping Zhao, Jens Brodbeck, Elsa Quintana, Zhengping Wang, Jacqueline A. M. Smith, Matthew Holderfield, David Wildes & Mallika Singh

Department of Cell Biology and Physiology, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

A. Cole Edwards & Priya S. Hibshman

University of Pennsylvania Perelman School of Medicine, Department of Medicine, Philadelphia, PA, USA

Margo Orlen, Samantha B. Kemp, William P. Vostrejs, Robert H. Vonderheide & Ben Z. Stanger

Cancer Biology & Genetics Program, Sloan Kettering Institute, Memorial Sloan Kettering Cancer Center, New York, NY, USA

Sha Tian & Scott W. Lowe

Lineberger Comprehensive Cancer Center, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

Clint A. Stalnecker, Kristina Drizyte-Miller, Amber M. Amparo & Channing J. Der

Department of Pharmacology, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

Clint A. Stalnecker & Channing J. Der

Department of Medical Oncology, Dana-Farber Cancer Institute, Boston, MA, USA

Julien Dilly, Connor Hennessey, Junning Wang, James M. Cleary, Brian M. Wolpin & Andrew J. Aguirre

Harvard Medical School, Boston, MA, USA

University of Pennsylvania Perelman School of Medicine, Abramson Cancer Center, Philadelphia, PA, USA

Cynthia Clendenin, Rina Sor, Robert H. Vonderheide & Ben Z. Stanger

The Broad Institute of Harvard and MIT, Cambridge, MA, USA

Matthew G. Rees, Melissa M. Ronan, Jennifer A. Roth & Andrew J. Aguirre

Department of Systems Biology, Columbia University Irving Medical Center, New York, NY, USA

Lorenzo Tomassoni & Andrea Califano

Bioinformatics Core, Memorial Sloan Kettering Cancer Center, New York, NY, USA

Nicholas D. Socci

UNC Michael Hooker Proteomics Center, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

Laura E. Herring & Natalie K. Barker

Department of Surgery, Vagelos College of Physicians and Surgeons, Columbia University Irving Medical Center, New York, NY, USA

John A. Chabot & Michael D. Kluger

Departments of Pathology, Tumor Microenvironment and Metastasis; H. Lee Moffitt Cancer Center & Research Institute, Tampa, FL, USA

Kenneth Y. Tsai

Department of Pathology and Cell Biology, Columbia University Irving Medical Center, New York, NY, USA

Miroslav Sekulic & Stephen M. Lagana

Department of Oncology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA

Andrea Califano

J.P. Sulzberger Columbia Genome Center, Columbia University, New York, NY, USA

Department of Biochemistry and Molecular Biophysics, Columbia University Irving Medical Center, New York, NY, USA

Department of Biomedical Informatics, Columbia University Irving Medical Center, New York, NY, USA

Chan Zuckerberg Biohub New York, New York, NY, USA

Howard Hughes Medical Institute, Chevy Chase, MD, USA

Scott W. Lowe

Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA

Andrew J. Aguirre

Parker Institute for Cancer Immunotherapy, San Francisco, CA, USA

Robert H. Vonderheide

Department of Biomedical Sciences, School of Veterinary Medicine, The University of Pennsylvania, Philadelphia, PA, USA

Timour Baslan

You can also search for this author in PubMed   Google Scholar

Corresponding authors

Correspondence to Mallika Singh or Kenneth P. Olive .

Supplementary information

Supplementary figure 1.

uncropped Western Blot images with marked areas of interest, and target molecular weight.

Reporting Summary

Supplementary tables.

This file contains Supplementary Tables 1-10.

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Cite this article.

Wasko, U.N., Jiang, J., Dalton, T.C. et al. Tumor-selective activity of RAS-GTP inhibition in pancreatic cancer. Nature (2024). https://doi.org/10.1038/s41586-024-07379-z

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Received : 18 July 2023

Accepted : 02 April 2024

Published : 08 April 2024

DOI : https://doi.org/10.1038/s41586-024-07379-z

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