how many sources is too many for a research paper

How Many Sources for A Research Paper Would Be a Perfect Fit

Research papers are integral to academic writing, allowing us to explore a subject, contribute new knowledge, and support our arguments with evidence. However, determining the right number of sources can be challenging as it depends on the assignment, the sources themselves, and finding the right balance between depth and coverage. Don’t worry, as we will discuss key factors you can consider while deciding how many sources to include in your research paper, like the expert Paper Writers . So, without further ado, let’s dive in.

Table of Contents

Understanding How Many Sources for A Research Paper Would be a Perfect Fit

You must keep these factors in mind when deciding about the number of sources to use in the research paper.

Factor 1: Understand the Research Paper Requirements

Of course, to hunt for a relevant resource, you must thoroughly understand the requirements of your research paper. Here are a few things you need to take care of.

Familiarize Yourself with the Assignment Guidelines

Before you decide how many sources to use for your research paper, you must read through your teacher’s instructions. These instructions usually have details about how many sources you should have, what kind of citations you should use, and what sources are allowed. It’s worth reviewing these guidelines, so you know what’s expected of you and how it will affect your paper.

Identify the Research Paper Type

The kind of research paper you’re writing affects the number of sources needed. Different research papers have distinct goals and approaches, affecting the number of sources needed to reach those goals. For example, a literature review paper gives an exhaustive overview of current research on a certain topic. In this case, more sources are expected to ensure all-inclusive coverage and investigation of the literature. In contrast, an experimental research paper might require fewer sources since the main focus is displaying and examining new data.

Assess the Complexity of Topic

You may need more sources for a good overview if your research topic is complicated or detailed. On the other hand, if your topic is more specific or has yet to be studied much, you might not need as many sources. Also, consider how much research is needed to support your points. If your topic needs a lot of analysis, different views, or evidence, you might need even more sources so your arguments are trustworthy and you have enough information.

Factor 2: Research Paper Length and Word Count Limitations

The number of words and length of your research paper can affect how many sources you include. Generally, longer papers need more sources to ensure the argument is backed up and covered well. On the other hand, if it’s a shorter paper, you might be able to add fewer sources because of the space. It’s important to balance the paper’s size and the number of sources so that there’s enough evidence but not too much so it stays within the word limit.

For Example

Let’s say you’re tasked with writing a research paper within a strict word limit of 1,500 words. In such a scenario, it becomes crucial to exercise selectivity when choosing your sources. With limited space, you must carefully curate a smaller number of high-quality sources that directly align with your research objectives and offer the most impactful evidence.

Factor 3: Level of Academic Study

If you’re in a graduate or doctoral program, you’re expected to do more research and use more sources than an undergrad. It’s because higher levels of study need more depth and critical thinking, and you should engage with existing literature.

In the pursuit of a master’s degree and the writing of a thesis , there is typically an expectation to incorporate a significant number of sources. This requirement stems from the need to showcase a comprehensive understanding of the research field and make meaningful contributions to the scholarly discourse.

Factor 4: Field of Study and Disciplinary Expectations

Depending on your field of study, you may need to consult a different number of sources. It’s important to consider the expectations and conventions of your discipline when deciding how many sources to use. For example, in the social sciences or humanities, you’d generally need more sources than in the natural sciences, where specialized sources are more important.

It is common to include a mix of primary research studies, theoretical frameworks, and scholarly articles to support arguments in psychology research papers. Conversely, physics research papers often focus on fewer, highly specialized scientific studies and experiments. These contrasting approaches reflect the disciplinary expectations and methodologies within each field.

Factor 5: Publication Date Range and Relevance of Sources

You need to make sure you’re using sources that are both recent and from the past. It’s important to show that you have a good understanding of current research and know your topic’s background. Try to balance recent sources and seminal works to get a complete and well-rounded picture.

When researching rapidly evolving fields like artificial intelligence, the focus is on prioritizing recent sources that reflect the latest advancements and trends. This approach ensures you stay abreast of cutting-edge developments and incorporate the most up-to-date findings into your work. Conversely, when delving into the historical development of a literary movement, it becomes essential to include sources from different periods.

Factor 6: Scope of the Research Topic

The scope of your research project can affect the number of sources you’ll need. If it’s a big and complicated one, you’ll likely need more sources to get a complete overview of the issue and look at different angles and ways of approaching it. But if your topic is more specific, you may only need a little, as you’ll be honing in on one aspect or area.

When exploring a research topic such as “The impact of social media on mental health in adolescents,” the breadth and complexity of the subject necessitate a substantial number of sources from multiple disciplines. To comprehensively address the wide-ranging aspects of this topic, you would likely draw upon sources from psychology, sociology, and communication studies, among others.

Learn How Many Sources for a Research Paper Would be a Perfect Fit

These expert tips that’ll help you decide how many sources for a research paper would suffice.

Tip1: Review Existing Scholarly Literature in the Field

It’s super important to check out what’s already been done in your field when trying to figure out the least number of sources you need. Doing a literature review can help you find key works, important studies, and useful sources related to your research. Taking the time to dive into the literature can give you an idea of the range and level of research. You must also know how to cite a research paper properly to validate the source you have used.

Tip2: Consider the Expectations of Your Academic Institution

When picking up research paper sources, don’t choose quantity over quality. Having many sources makes your research look good, but too many can weaken your paper. Here’s what to remember when deciding about how many references you should have or how many sources to use.

A source must be relevant and significant
It must have the credibility and authority
Should have the currency and timeliness
Must-have diverse perspectives

The Concept of Saturation Point

It’s important to understand that you can reach a point where gathering more sources for your research won’t provide much new information or ideas. As you collect sources, each one helps to create a solid base for your project and makes your arguments stronger. But after a certain point, the advantage of each additional source gets weaker. This is because the ideas in the new sources can start to overlap with the ones you already have.

As you research, it’s helpful to consider the saturation point as a guideline. Instead of getting a certain number of sources, focus on getting high-quality sources relevant to your topic. As you go, check to see if the new sources are helping you learn more about your topic or if they duplicate what you already have. If you feel like your knowledge is reaching a peak, you can probably stop looking for more sources.

There’s no hard and fast rule for how many sources you should add to your research paper. It depends on the type of paper, among other factors discussed in the article so far. Hopefully, you have caught the essence of it through this point. Still, if you need help choosing the number of sources for your research paper or writing the same, please feel free to count on the expertise of our writers .

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Choosing & Using Sources: A Guide to Academic Research

(48 reviews)

Cheryl Lowry, Ohio State University

Publisher: Ohio State University Libraries

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

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

Comprehensiveness rating: 5 see less

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

Content Accuracy rating: 5

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

Relevance/Longevity rating: 5

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

Clarity rating: 5

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

Consistency rating: 5

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

Modularity rating: 5

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

Organization/Structure/Flow rating: 5

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

Interface rating: 5

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

Grammatical Errors rating: 5

No grammatical errors were noted.

Cultural Relevance rating: 5

Nothing offensive was in the book.

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

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

Comprehensiveness rating: 4 see less

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

Content Accuracy rating: 4

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

Relevance/Longevity rating: 4

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

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

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

Modularity rating: 4

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

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

Overall, no significant navigation issues or interface distractions.

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

Cultural Relevance rating: 4

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

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

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

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

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

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

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

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

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

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

Cultural Relevance rating: 3

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

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

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

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

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

Clarity rating: 4

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

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

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

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

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

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

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

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

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

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

The material is accurate overall.

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

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

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

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

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

Interface rating: 3

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

Grammatical Errors rating: 4

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

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

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

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

I found no errors in the text.

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

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

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

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

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

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

There were no grammatical errors in the text.

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

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

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

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

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

Relevance/Longevity rating: 3

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

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

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

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

Organization/Structure/Flow rating: 4

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Comprehensive overview, with examples, to punctuate learning.

Clear, accurate process in showcasing academic research.

Appropriate book for researchers of all levels.

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

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

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

Content is clearly organized.

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

No discernable grammatical errors.

Appropriately culturally sensitive.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The text follows a consistent framework throughout the book.

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

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

Interface rating: 4

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

No grammatical errors noted.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Consistency rating: 4

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Terms and organizational framework are consistent throughout the text.

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

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

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

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

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

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

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

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

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

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

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

Very consistent and thorough.

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

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

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

Grammatically sound.

Appropriate and is accessible to a wide audience.

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

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

The content is accurate, error-free and unbiased.

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

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

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

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

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

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

There are no grammatical errors.

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

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

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

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

Very accurate information.

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

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

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

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

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

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

No grammatical errors found.

Very culturally unbiased.

Excellent text that I wished I had years ago!

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

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

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

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

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

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

The text is consistent.

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

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

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

The text contains no grammatical errors.

This book does not have cultural concerns.

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

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

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

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

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

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

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

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

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

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

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

It seemed inclusive where applicable.

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

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

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

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

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

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

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

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

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

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

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

No grammatical errors were noticed.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Organization/Structure/Flow rating: 3

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

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

No grammatical errors were detected when reviewing this book.

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

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

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

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

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

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

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

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

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

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

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

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

The text is culturally relevant and inclusive in its examples.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The book is consistent in writing style and interface.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

I did not come across any grammatical or typographical issues.

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

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

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

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

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

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

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

Modularity rating: 3

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

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

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

Very few grammatical errors were noticed.

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

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

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

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

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

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

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

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

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

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

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

The text did not appear to be culturally insensitive.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Text was proofread well.

Didn't see any culturally insensitive content.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The section on copyright is similarly done.

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

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

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

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

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

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

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

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

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

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

None noticed in this review.

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

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

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

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

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

The book is error-free.

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

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

The book is very consistent with tone, and terminology.

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

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

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

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

The book is free of grammatical errors.

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

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

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

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

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

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

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

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

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

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

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

Grammatical Errors rating: 3

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

This textbook is not culturally insensitive or offensive.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Interface rating: 2

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

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

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

The textbook used interesting and non-offensive examples.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Additional resources are easy to access.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The text has negligible grammatical errors.

This text is not culturally insensitive or offensive.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

There are few grammatical errors in this text.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The book contains minimal to no grammatical errors.

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

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

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

Ancillary Material

About the book.

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

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

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

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

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

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

About the Contributors

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

Contribute to this Page

how many sources is too many for a research paper

Writing Research Papers Guide: Step 2: Gather Sources

Step 1: Get Started
Step 2: Gather Sources
Step 3: Write It
Step 4: Cite It

These pages are intended to be a step-by-step guide to refer to while writing a research paper. For extra help, ask a librarian! This step addresses understanding and gathering your information sources.

1) WHAT SOURCES SHOULD I USE?

There are many options available for you to use as research sources.

Good Practices :

Too many vs. too few : It's better to gather too many sources and weed out the not-so-good ones, than to try to make the ones you have stretch to fit the requirements.
Not all good : Not all sources are created equal. Elsewhere on this page, you'll find suggestions as to how you can evaluate the quality and credibility of what you find.

TYPES OF SOURCES :

PRIMARY SOURCES are original materials on which other research is based, including:

original written works – poems, diaries, court records, interviews, surveys, and original research/fieldwork
research or case studies published in scholarly/academic journals

SECONDARY SOURCES are those that describe or analyze primary sources, including:

reference materials – dictionaries, encyclopedias, textbooks
books and articles that interpret, review, or synthesize original research/fieldwork.

YOU CAN FIND SOURCES IN:

Big Bend Online Databases A-Z
Social Media
Internet Link: Know Your Sources - from Portland Community College A graphic depiction of types of sources

3) RESOURCES AT BIG BEND

Research Databases - Full-text online articles and peer-reviews in newspapers, magazines, and journals

LIBRARY GUIDES:

Fake News - This guide is intended to help you to verify and utilize fact-based news resources for research purposes.
General Subject Guides - This page provides links to a variety of general subjects and topics.

BOOK SEARCH:

P RIMO Search box - Search for books in the BBCC library
Big Bend Library Tutorials - How to use some of the library tools

4) OTHER LINKS

Clark College tutorials for libraries Online tutorials for evaluating information
Conducting Research These OWL resources will help you conduct research using primary source methods, such as interviews and observations, and secondary source methods, such as books, journals, and the Internet. This area also includes materials on evaluating research sources.
Evaluating Sources Evaluating sources of information is an important step in any research activity. This section provides information on evaluating bibliographic citations, aspects of evaluation, reading evaluation, print vs. online sources, and evaluating Internet sources.
Google Advanced Search A great way to save time and be an efficient researcher on the Internet is to use Google Advanced Search. You can fill in specific fields, search for specific domains, and hone your search. TRY IT!
Research Process: Ideas for Researching Efficiently A guide for understanding the research process designed and created by Clark Librarians

2) ESTABLISHING CREDIBILITY

Whatever sources you choose, the most important thing to remember is to establish the CREDIBILITY of the source. Credibility is important because you will be using it as evidence to support your work and you want to find the best evidence that you can.

Important:

With some sources, like databases, some of the work has already been done for you because they have already gone through a vetting process.
With other sources, like the Internet, you have to use all of your tools to help determine if the source you find is a good one.

Before you commit to a source , s ome general questions to ask are:

Resources: Some of the resources below will help you to determine if your sources are credible or if you might need to keep looking.

GO TO NEXT PAGE

<< Previous: Step 1: Get Started
Next: Step 3: Write It >>
Last Updated: Sep 8, 2023 11:11 AM
URL: https://libguides.bigbend.edu/randw

Understanding and solving intractable resource governance problems.

In the Press
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Exploring models of electronic wastes governance in the United States and Mexico: Recycling, risk and environmental justice
The Collaborative Resource Governance Lab (CoReGovLab)
Water Conflicts in Mexico: A Multi-Method Approach
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Research Interests
Higher education and academia
Public administration, public policy and public management research
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Developing a Writing Practice
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Writing a research paper, book chapter or dissertation/thesis chapter
Everything Notebook
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Qualitative Methods, Qualitative Research, Qualitative Analysis
Reading Notes of Books
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My Reading Notes of Books on How to Write a Doctoral Dissertation/How to Conduct PhD Research
Writing a Thesis (Undergraduate or Masters) or a Dissertation (PhD)
Reading strategies for undergraduates
Social Media in Academia
Resources for Job Seekers in the Academic Market
Writing Groups and Retreats
Regional Development (Fall 2015)
State and Local Government (Fall 2015)
Public Policy Analysis (Fall 2016)
Regional Development (Fall 2016)
Public Policy Analysis (Fall 2018)
Public Policy Analysis (Fall 2019)
Public Policy Analysis (Spring 2016)
POLI 351 Environmental Policy and Politics (Summer Session 2011)
POLI 352 Comparative Politics of Public Policy (Term 2)
POLI 375A Global Environmental Politics (Term 2)
POLI 350A Public Policy (Term 2)
POLI 351 Environmental Policy and Politics (Term 1)
POLI 332 Latin American Environmental Politics (Term 2, Spring 2012)
POLI 350A Public Policy (Term 1, Sep-Dec 2011)
POLI 375A Global Environmental Politics (Term 1, Sep-Dec 2011)

How many sources are enough? Six questions on breadth and depth of literature reviews

The first question I posed in the title of my blog post is one that all of my students (undergraduate and graduate) and most of my research assistants ask me: how do I know when I’ve read enough for a literature review? The answer is never clear cut, unfortunately. I am someone who loves reading, and who needs to read broadly because his own work is interdisciplinary . I’m also quite systematic in how I read , and I prefer to err on the side of having TOO MANY sources rather than be accused of not knowing the field.

I also realize not everyone has the time to be on top of the literature , particularly with teaching, service, family and caring and research obligations. I am going to answer the top six questions I get asked on breadth and depth of literature reviews, and in doing so, I am going to suggest a few shortcuts that may help narrowing a literature review search and finding the “sweet spot” where you’ve read enough that you feel confident enough to start writing your paper, chapter or thesis.

1. How many sources should I read for my literature review? This is an absurd question that is prompted by arbitrarily setting a random number of sources as “enough”. If you read the right five sources, you’ve probably covered a full field. But if you read 40 sources that all tend to pull in different directions, you’ll still be unable to cover all the sources.

Here’s my totally non-scientific take for coursework-related materials: a final research paper should at least use 13 additional sources to those in the syllabus (one additional paper per week) for an undergraduate class, and an in-depth literature review for a graduate course should be in the realm of 26 (2 additional papers per week) to 39 (3 additional papers per week for PhD students) . If somebody writes a final paper for my courses that only use the readings we did during the semester, it shows they didn’t go any further and I’ll probably penalize them.

2. Where do I get sources for my literature review if I am starting up a new topic? Well, here are a couple of strategies:

There are 2 clear sources of citations for literature reviews: (1) papers that are systematic reviews or meta-reviews pic.twitter.com/sYCUGv3kg0 — Dr Raul Pacheco-Vega (@raulpacheco) June 18, 2017

Read literature summaries and reviews published in journals. There’s plenty of journals now that provide reviews of the literature. Three I’m well aware of are WIRES (Wiley Interdisciplinary Reviews) and Geography Compass, as well as Progress in Human Geography. When reading Progress in Human Geography, you probably want to look for the “Progress Reports”.
Search for “a review of the literature” or “a meta-review” type of article s (either Google Scholar or other online databases). These articles will usually provide a pretty extensive range of sources. Given their goal and scope, they’re also probably comprehensive enough. Meta-reviews tend to be more synthetic and provide a research agenda and specific research questions that need to be looked at in future research.
Ask specialists (or look for their work) for key citations from where you can do citation tracing . For example, if I were to do a search on water ethics, I would ask Christiana Peppard, Jeremy Schmidt, Lucy Rodina for suggestions. Or I would look for articles citing them. If I were to do something on climate politics, I’d look for Kathryn Harrison, Sarah Burch, Max Boykoff, Mat Patterson.

(2) papers that are "a literature review of" (this should be obvious, but a lot of people don't seem to know this!) pic.twitter.com/T1xaK2yvv9 — Dr Raul Pacheco-Vega (@raulpacheco) June 18, 2017

Also the scoping review, a derivative of systematic reviews that is meant to be broader and more exploratory: https://t.co/WQjEpnuZR3 — AJ Wray (@WrayAJ) June 18, 2017

3. “When should I stop reading and start writing?”

My answer to that question is: you should be reading AND writing . Apparently, a lot of people feel like they need to Read All The Things before they can write a literature review. That’s why I always suggest that when you process a reading (a PDF or a printed source), you should generate at the very minimum a row entry in your Excel conceptual synthesis , and a synthetic note (or a rhetorical precis ). Obviously, you gain a lot more if you write a full-fledged memo , but you may want to wait to write the memo up until you’ve read a few sources. But you should ALWAYS be writing as you read. You may not assemble the full literature review , but at least you can start with an annotated bibliography .

4. How do I know when to stop reading/researching/seeking more sources? This is again a very tough question. Having mapped a very broad survey of the literature on informal waste picking, I can assure you that I felt I could not stop even after reading 50 articles. There is just simply too much published. But one of the reasons why I encourage my students to stop when they reach conceptual saturation (e.g. when they start seeing the same themes repeated over and over again) is because I don’t think you gain too much, marginally, from reading yet another paper on the same topic but using a different case study.

For example, I recently wrote a series of memorandums on the urban commons. I had basically mapped the entire body of works on urban commons using the first 10 citations I found on Google Scholar. However, I wanted to see how much more I could go in depth on the topic. What I found was that there were many case studies, but all using the same conceptual framework. So that’s when I stopped. When I saw that basically every other paper was a variation of the same central 10 ones, but using different case studies. I added those sources to my bibliography, but I didn’t need to incorporate them to my literature review.

Another way to respond to this question is: read enough to answer your questions properly.

The two biggest questions that probably would encompass the previous ones are related to breadth and depth.

5. How far reaching should your literature review be? Scoping a literature review, as Dr. Pat Thomson shows here , is not an easy task. It requires us to search through many months or even years of published literature. I always do Google Scholar searches at least 7 years into the past (e.g. 2010 articles would totally be welcome, as would be books published in 2010) because of the very long lag-time that exists between submission, acceptance and publication. My citation tracing process also looks at the last 7 years of scholarship of key authors.

Then you have the other associated question – what about the “seminal” (I prefer the word fundamental) articles or books?

For me, this is the most challenging component. When I know a field very well (for example, agenda-setting theory in public policy), I can easily decide which authors I will be seeking (Stuart Soroka, Michael Howlett, Baumgartner and Jones, Kingdon). If I am doing policy design, I’ll go with Helen Ingram, Ann Schneider, etc. And then based on doing a citation tracing exercise , I will go to those younger scholars who are citing these key authors. But again, this requires you to know the field already.

This is where a supervisor, a coauthor, a colleague or a trusted scholar on Twitter may be helpful with narrowing the search scope. You can ask “ who are the key authors I should be reading on Topic A ” or “ which are the key citations I should be looking at to get a grasp of Field B “. And then use those authors to create a map of the literature .

And the last question, which just about everyone asks me:

6. Do I need to do an in-depth reading of All The Things? This is completely a question that has arbitrary answers and a broad range of parameters to work around. It also depends on what type of literature review you are writing. If you are, for example, preparing your doctoral comprehensive examinations, you DO want to read EVERYTHING and do so IN DEPTH . You need to demonstrate that you know your field of study, broadly and deeply.

However, if you are writing a literature review, for example, of agenda-setting theory and its applications to health policy, you may want to read in depth 5-10 articles on health policy, 5-7 articles on agenda-setting theory, and then start writing from there. Again, in-depth reading is correlated with the extent and degree to which you need to demonstrate that you know a field.

My method, as most people may have noticed, is usually as follows:

I read 5-10 citations that I find key. This reading is usually in-depth.
I create the set of questions I want to answer. I choose 3-5 citations around each question. All the reading associated with these questions I do using the AIC method , or skimming and scribbling unless I find key ones that need to be read in depth.
I write a memorandum for each one of the questions I’m trying to answer. In this memorandum, I assemble a mini-literature review that answers the question.
I fuse all the memorandums into a larger document where I have mapped out how each question (and answer) relates to the overall topic.
I read my entire literature review and restart with citation tracing until I reach concept saturation .

Hopefully this post will help those who are struggling with literature reviews, as the summer approaches! You may also want to revisit my Literature Review posts .

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Posted in academia , research .

Tagged with literature review .

By Raul Pacheco-Vega – June 17, 2017

5 Responses

Stay in touch with the conversation, subscribe to the RSS feed for comments on this post .

Thank you so much for helping me to demistify the concept of approaching/ attempting to write a LitReview. This has helped me so much

So glad this is helpful!

This is exactly what I needed today, thank you!!

This was a great article! Thank you so much for sharing the knowledge.

I am currently on a year out from studying at undergrad level due to ill health but when I was studying, I was frequently demoralised by how hard I found it to capture my understanding of the material in my written work. I was assured that it would come with practice, and given writing guide books like Strunk’s “Elements of Style” but I didn’t feel like I was making progress. Given it’s only undergrad, the bar for written work is quite low, but I was anxious that my writing skills would hold me back, especially if I chose to go into post-grad research; it never felt like I was getting enough writing practice while actually studying. This really hit me last year’s exams when due to distance learning, instead of producing one uncited essay in 3 hours, I was expected to spend around 5-6 hours in a 48 hour window writing a fully sourced essay. I realised how ill-equipped I was to do focussed reading and note-taking, having previously been able to consume entire topics of content in my own time.

I’m so glad to have stumbled across your blog. I’m not due to resume studying for another year, but the techniques and strategies you describe here provide an effective starting point for practicing the research skills I feel lacking in. Having a clear starting point for skills based work makes me feel actively motivated to start working on it during this year off from formal studying. Thank you for producing this content.

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A publication of the harvard college writing program.

Harvard Guide to Using Sources

The Honor Code

A Source's Role in Your Paper

When you begin to draft your paper, you will need to decide what role each of your sources will play in your argument. In other words, you will need to figure out what you're going to do with the source in your paper. As you consider what role each source will play in your paper, you should begin by thinking about the role that source played in your research process. How did the source shape your thinking about the topic when you encountered it? If a source provided you with context for a particular problem or issue, then it may well do the same thing for your reader. If a source provided you with evidence that supports your claim, then you will probably want to lay out that evidence to your reader and explain how it leads you to the position you've staked out in your paper. If a source made an argument that challenged your own argument and made you refine your thinking, then you'll likely want to introduce that source in your paper as a counterargument before explaining why you have concluded that your own argument is stronger. On the other hand, if a source offered evidence or ideas that complicated your own thinking and made you shift your argument, you should explain how the source has led you to your new position.

Some assignments will ask you to respond in a specific way to a source. For example, you might be asked to test a theory developed in one source by using a body of evidence found in another source. Or you might be asked to respond to a claim or assumption laid out in a particular source. Other assignments may specify the number of sources you should use, but will not include instructions on how you should use those sources.

Here are some common roles that sources can play in your argument:

Provide primary evidence : a source can serve as the main object of your analysis, or offer evidence that has not yet been analyzed by others.
Establish what’s at stake : a source can present or highlight a problem, question or issue that provides a “so what” for your essay.
Serve as a lens : a source can offer a theory or concept that gives you a framework or focus for analyzing your evidence and building your argument.
Provide key terms/concepts : a source offers a central concept or key term that you apply to your own argument.
Provide context : a source can offer background (historical, cultural, etc.) that readers need to understand the argument you’re making or the issue you’re analyzing.
Serve as a supporting expert : you want to offer a claim, and you cite a scholar or researcher who notices the same or similar idea, thereby supporting your claim.
Advance your argument : a source provides a new insight that helps establish a main supporting claim to your overall argument; your use of that source should usually agree with and extend the idea or insight, demonstrating its application to your own analysis.
Provide a complication or counterargument : a source introduces an idea or raises a question that presents a problem for your argument, or an objection to contend with; your response to that complication enriches and adds nuance to your discussion.
Create a critical conversation : one source offers an idea that another source can respond to, sometimes in a very direct way (i.e. critic A explicitly disagrees with critic B), or by providing a different angle on or approach to the question (i.e. source A offers a new way of thinking about an idea raised in source B, a different "take" on the issue).
Locating Sources
Evaluating Sources
Sources and Your Assignment
A Source's Role in Your Paper
Choosing Relevant Parts of a Source
Summarizing, Paraphrasing, and Quoting
The Nuts & Bolts of Integrating

PDFs for This Section

Using sources
Integrating Sources
Online Library and Citation Tools

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How many references should I have?

Use as many references as you need You’ll need an appropriate amount for your academic level – this will vary

Reference everything you cite If you use an idea, cite and reference it

Ask your tutor They may have guidance for you on how much reading they expect you to do

Students sometimes worry that there is an optimum number of references that they need to cite.

There’s no right or wrong answer answer as to how many references you need – it depends on how many you’ve cited in your writing!

The most important thing is that you don’t plagiarise. Make sure you include references for everything that you’ve cited in the text, so that it’s clear where your information has come from.

Depending on what you’re writing, you might have only a few. As long as they are appropriate for your level of study, and you have enough evidence to back your arguments, you shouldn’t worry. Lab reports, for example, might have relatively few references because you are writing up work that you have done in the labs.

You can also look at the marking criteria for your assignment as that might indicate on what is or isn’t sufficient. If in doubt, check with whoever set you the work as they might be able to give you a clearer idea.

Remember, you are looking to provide proof that you have done the research. Citations and referencing point your readers to the sources you have used in your research process.

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Q. My professor says I have too many sources. What should I do do?

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Answered By: Shelly Jablonski Last Updated: Jan 12, 2024 Views: 2021

The sources you select for research papers are meant to compliment your original thoughts, as stated in your thesis statement. Here are some ideas on how to decide whether to use a source for your paper:

Refer to your assignment. Your professor may have provided specific instructions about the type and number of sources to use for your research paper.
Decide which sources compliment your ideas the best. Are there sources that you want to paraphrase or summarize to help you make your point? If you do not intend to use direct or indirect quotations from a source, do not count it in your total number of sources.
Try to use the most c redible sources in your paper. Learn more about evaluating the information found in articles on our Evaluate Information Guide .
An appropriate source has been peer reviewed and has references.
An appropriate source is either of a time period (historical) or up to date (contemporary).
An appropriate source does not push an agenda and is unbiased.

Hopefully, by reviewing your sources with these ideas in mind, you will be able to reduce the total number of sources you use in a research paper to just the materials that truly support your thoughts.

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How Many References in a Research Paper?

Junior researchers frequently wonder how many references should be included in their research papers. The common response? “As many as you need.” What exactly does that mean? While we admit there are very few hard-set rules regarding this issue, in this article, we will try to provide more concrete guidelines that will help you assess whether you have enough references in your paper.

Before we do so, let us briefly explain why references matter and whether the number of references you include can project certain perceptions about the quality of your work. There is such a thing as having too many or too few.

Why are research paper references and citations necessary?

References show that you have carefully reviewed the relevant literature and are now contributing something novel to the academic community. You establish authority and credibility when you can critically assess other literature and distinguish your findings from previous works (if any exist). We emphasize “critically assess” in the last sentence because references are only as good as you apply them to your research. Therefore, the famous adage “quality over quantity” is the key to deciding how many references are sufficient.

Likewise, citing your references within the research paper itself (in the form of academic citations ) is crucial in any academic work that makes assertations based on external studies. Failing to cite your sources can result in plagiarism, which even if accidental can still have some devastating consequences for academic researchers hoping to publish their work or finish graduate school.

Number of Sources Used Can Impact Perceptions of Quality

We would be remiss if we didn’t tell you that being at either extreme (having too few or too many references) can reflect poorly on your intellectual aptitude and your study’s validity. Here’s why:

If you don’t have enough references, particularly on a topic familiar to a wide audience, readers may think that you haven’t done enough research into existing literature. Surely someone else has thought about related topics or used similar techniques. If you’re sloppy in conducting your diligence, readers will wonder whether your paper is worth reading. What’s novel and valuable about your paper? Were you just as sloppy with conducting your study? The answers to these questions need to be evident.
Additionally, readers might be concerned that you may have plagiarized by failing to properly cite information. Unless you’re John Nash, who cited only two texts in his seminal 26-page PhD thesis (one of which was to his prior work), ensure that you’ve properly researched the relevant papers and included appropriate citations! Especially, make sure that you have found, read, and included all the latest publications on your topic before finalizing and submitting your own paper—if the drafting process took some time, new literature might have come out in the meantime, and you don’t want to give the editor the impression that you are not on top of the newest developments.
If you have too many references, readers may wonder if you did any original research at all. Unless you’re writing a literature review, your paper’s primary focus should be on your investigation and findings. Don’t bury your hard work under strings of citations and discussion regarding other works. Show your readers what you’ve discovered and how the new information you present fits into or departs from the academic community’s current understanding of your topic.

Additionally, let us highlight the difference between the number of references versus citations. References are the source materials; therefore, each reference should be listed only once in your references section. Citations are meant to identify the source of the information you use in your paper. You can cite a reference multiple times. Therefore, the number of citations you have is typically larger than the number of references an average paper includes. The opposite situation should never happen!

Key Factors Influencing the Number of References You Use

The following are some of the many factors that may influence the number of references you use:

The number of references required for a paper will depend largely on your work’s purpose . For example, literature and systematic reviews are surveys of existing studies. Therefore, their reference lists will be more exhaustive than those of research papers whose primary focus is the current authors’ findings. Indeed, if you examine many journals’ author guidelines , you’ll note that journals have a higher maximum reference limit for review articles than original research papers.
The length of your reference list will also depend on your research paper’s subject matter . For example, if you are writing about a field that is less studied (such as a subfield of neuroparasitology) you may discover that there aren’t many papers to cite. Similarly, newer fields will have fewer published papers that can be referenced. If you find yourself in this situation, review the references used by relevant current literature and see if you can expand your research, and thus your reference list, with valuable content from there.
Another factor will be your institution or journal’s requirements . If you are preparing a dissertation or thesis, double-check your department’s requirements. While rare, they may have specific limits. More commonly, journals restrict the number of references due to printing constraints.
It may happen that you don’t have access to certain literature that could have served as a reference. In such a situation, you may wish to look for an institution that may be able to provide you access to that literature for the purposes of reviewing the content or contact one of the authors directly and ask for a copy.
Given that more papers are being published than ever before in most fields, it is likely that reference lists will grow longer simply because there are more data and discussions of existing data available to cite . Keep track of changes to the size of reference lists in publications related to your field.
Finally, a paper’s length bears some correlation to the number of references.

So how many references should be included?

Below, we provide tips on how to decide if you have enough resources. We also provide some general reminders on how to effectively use references. After all, references are meant to enhance your paper while still maintaining your research as the focal point.

Use academic journals as a guide

One way to gauge how many references you should have is to survey academic journals for your article type in your field. Review their author guidelines for limits on the number of references for your article type, and make sure your reference list complies with those journal restrictions.
Read recent articles relevant to your topic; check how many references other authors have included in their papers for the same article type as yours, and how frequently those works were cited per page.
Keep in mind that the above methods will give you an estimate of how many references you should include overall but will not tell you how many citations you’ll need per page. The latter is impossible to state simply because certain sections may have no citations at all (the results section , for example).

Statistics regarding the number of references and citations

To give you a general idea, the following are some estimates from a couple of studies that examined the citation characteristics of articles published in various disciplines.

According to Milojević’s study encompassing research in the fields of astronomy, mathematics, robotics, ecology, and economics, the highest and average number of references per article page were as follows:

Ecology: highest, ~58; average reference per page, 6;
Math and robotics: highest, ~28; average reference per page, <1; and
Economics: highest, ~ 32; average reference per page, >1 but <2.

The above findings were based on data compiled from the first 20 years of the author’s research. Since then some fields have increased the number of references. Thus, make sure to examine your target journal’s most recent and relevant publications for a better idea of how many references to include based on the specific type of article you plan to write.

In another study by Falagas et al. (2013), medical journals averaged 29 references for articles that were 7.88 pages long (as printed in journals).

Finally, although the sample size was small (63 journals), Gali Halevi observed the following citation trends of a broader range of disciplines.

The average number of references per article was the highest for the social sciences, physics, and astronomy, and arts & humanities (roughly 54 references per article).
On the other hand, health professions and earth and planetary sciences had the fewest references per article at an average of 8 and 17 references, respectively.
Math and engineering averaged at roughly 29 references per article.
Biochemistry, genetics and molecular and other biological sciences averaged at 51.
Hard and natural sciences more frequently cited recent literature while social sciences and math were likely to include older sources.

Note that the Halevi study is limited in size, fails to factor in article type and does little to account for variances across different fields and journals. For example, it is possible that more review articles could have been reviewed for certain fields than others. With that said, we provide the above information to provide a rough estimate.

At the end of the day, please keep in mind the requirements of your institution or target journal and the general trends for your specific article type (by examining the most recent relevant publications).

For additional information regarding journal restrictions on the number of references, read this article on ways to grow your publication list .

Some Dos and Don’ts for Reference Citation

Don’t repeat references within a reference list.
Don’t repeatedly cite yourself. Make sure to balance your discussion with external literature citations.
Be careful about citing old references. The rule of thumb is to go back at most five to six years. Exceptions to this rule should be reserved for “seminal” works relevant to explaining what prompted your research. Roughly 85% of all cited works should be less than five years old.
Be careful not to cite several references in one place without discussing the relevance of each work to your research. In other words, don’t say, “We referred to previous studies in this field (1-7)” unless you later explain how each of reference #s 1-7 apply to your discussion.
Confirm the quality of the work you cite. Are there any ethical issues regarding the paper that would disqualify it as a good source? Do your references come from reputable sources such as respected journals rather than random blogs and website links? Remember that your analysis is only as good as the verifiable information you use to conduct your research.
One of the main purposes of citing existing literature is to show the “knowledge gap” regarding your topic. Therefore, make sure the works you reference naturally lead readers to wonder about the research question you address in your paper. To explain further, think about your favorite fictional story. A successfully written story only reveals the background information needed for the reader to follow along in the story. You’ll rarely see an author waste time writing about how the main character stubbed his toe one day while going to work unless that event relates to an important aspect of the story. Similarly, the references you cite should support the story building you create in your research paper.
Don’t completely ignore the paper that could disprove your hypothesis. You want to show objectivity and that you took a balanced and unbiased approach to conducting your research. Mention the potentially conflicting evidence and explain why you believe it is flawed or inapplicable to your research.
In qualitative research papers, you may have fewer references.
Anything you cite in your paper should be listed in the references section (or reference list). Anything listed as a reference should have been quoted or paraphrased in the text. If either rule is violated, something is wrong.
Finally, remember that a paper will typically have more citations in the Introduction section and Discussion section than in other parts.

Wordvice Academic Resources

If you need help with paraphrasing text from the sources you cite to avoid plagiarism, with different citation styles , or with finding the perfect journal to submit your paper to, then have a look at our collection of articles on the Wordvice academic resources website . We also recommend our professional English editing and proofreading services , including paper editing and academic editing services to ensure that your writing is free of errors before submitting your manuscript to a journal.

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Research: Where to Begin

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Research isn't something that only scientists and professors do. Any time you use sources to investigate claims or reach new conclusions, you are performing research. Research happens in virtually all fields, so it’s vitally important to know how to conduct research and navigate through source material regardless of your professional or academic role.

Choosing and Narrowing Your Research Topic

Before beginning the process of looking for sources, it’s important to choose a research topic that is specific enough to explore in-depth. If your focus is too broad, it will be difficult to find sources that back up what you’re trying to say.

If your instructor gives you the flexibility to choose your own research topic, you might begin by brainstorming a list of topics that interest you ( click here to visit an OWL page that can help you get started brainstorming or prewriting ). Once you find something that grabs your attention, the next step is to narrow your topic to a manageable scope. Some ways to narrow your focus are by sub-topic, demographic, or time period.

For example, suppose that you want to research cancer treatments. Cancer treatment is a fairly broad topic, so you would be wise to at least consider narrowing your scope. For example, you could focus on a sub-topic of cancer treatment, such as chemotherapy or radiation therapy. However, these are still broad topics, so you might also narrow your topic to a narrower sub-topic or even examine how these topics relate to a specific demographic or time period. In the end, you might decide to research how radiation therapy for women over fifty has changed in the past twenty years. In sum, having a specific idea of what you want to research helps you find a topic that feels more manageable.

Writing Your Research Question

Writing your research topic as a question helps you focus your topic in a clear and concise way. It ensure that your topic is arguable. While not all research papers have to offer an explicit argument, many do.

For the above example, you might phrase your research question like this: "How has radiation therapy changed in the past twenty years for women over fifty?" Of course, phrasing this topic as a question assumes that the research has, in fact, changed. Reading your sources (or, to begin with, at least summaries and abstracts of those sources) will help you formulate a research question that makes sense.

Knowing What Types of Sources You Need

Depending on the type of research you’re doing, you may need to use different types of sources. Research is usually divided into scholarly and popular, and primary and secondary. For more information on specific details about these types of sources, visit our "Where to Begin" page in our "Evaluating Sources" subsection. This subsection contains additional pages that explore various kinds of sources (like, e.g., internet sources) in more detail.

Asking Productive Questions

Before you begin your research, you should ask yourself questions that help narrow your search parameters.

What kind of information are you looking for?

Different types of research will require different sources. It’s important to know what kinds of sources your research demands. Ask whether you need facts or opinions, news reports, research studies, statistics and data, personal reflections, archival research, etc. Restricting yourself to only the most relevant kinds of sources will make the research process seem less daunting.

Where do you need to look for your research?

Your research topic will also dictate where you find your sources. This extends beyond simply whether you use the internet or a print source. For example, if you are searching for information on a current event, a well-regarded newspaper like the New York Times or Wall Street Journal could be a useful source. If you are searching for statistics on some aspect of the U.S. population, then you might want to start with government documents, such as census reports. While much high-level academic research relies mainly on the sorts of academic journal articles and scholarly books that can be found in university libraries, depending the nature of your research project, you may need to look elsewhere.

How much information do you need?

Different research projects require different numbers of sources. For example, if you need to address both sides of a controversial issue, you may need to find more sources than if you were pursuing a non-controversial topic. Be sure to speak with your instructor if you are unclear on how many sources you will be expected to use.

How timely does your research need to be?

Depending on your research topic, the timeliness of your source may or may not matter. For example, if you are looking into recent changes in a specific scientific field, you would want the most up-to-date research. However, if you were researching the War of 1812, you might benefit from finding primary sources written during that time period.

How Many References Should a Research Paper Have? Study of 96,685 Articles

I analyzed a random sample of 96,685 full-text research papers, uploaded to PubMed Central between the years 2016 and 2021, in order to answer the question:

How many references should you cite when writing a research article?

I used the BioC API to download the data (see the References section below).

Here’s a summary of the key findings

1- The average number of references for a research paper is 45 , with 90% of research papers having between 8 and 102 references. However, this number depends a lot on study design . For instance, a systematic review typically has 49 references while a case report has only 24.

2- As a rule of thumb, consider citing 1 reference for every 95 words (or 4 sentences) .

3- The more research you do will be reflected in the number of references you use in your paper, since high-quality articles usually have 5 more references than the median .

How many references does a typical article have?

The histogram below shows that most research papers have between 25 to 50 references, and only a few exceed 100:

Histogram showing that most articles have between 0 and 100 references and only a few have more than 100 references.

Because the distribution has a right tail, the median number of references becomes a more reliable metric than the mean. Here are a few other numbers that summarize the data:

From this table we can conclude that:

The median research paper has 39 references, and 50% of papers have between 25 and 56 references. An article can have as few as 1 reference as a minimum, and 911 references as a maximum.

Next, let’s see if the number of references depends on the study design.

Should the study design influence the number of references you use?

The table below shows that:

1- Secondary study designs (systematic reviews and meta-analyses) have the highest number of references (median = 49), which is to be expected as these articles review a large body of information.

2- Experimental, quasi-experimental and analytical designs typically have between 35 and 39 references.

3- Descriptive designs (case reports and case series) have the lowest number of references (median ≈ 25), which also makes sense as these describe the clinical story of a single (or a few) patient(s) and generally have a very short literature review section.

How often should you cite in a research paper?

Some journals may specify the maximum number of citations allowed. For instance, Nature allows articles to have at most 30 references in the main text [ Source ]. So make sure to check the authorship guidelines of the journal where you want to submit.

That being said, often is the case where we ask ourselves: am I taking too much information from outside sources? or maybe too few? So I would argue that it would be useful to know, for a given article size, how many references to cite.

If we measure the length of all the articles in our dataset combined and divide it by the total number of references, we get the following numbers:

On average, 1 reference is cited for every 95 words, that is 1 reference for every 4 sentences. In terms of paragraphs, an article has approximately 1.5 references for each paragraph.

Here’s a table that shows the median number of references cited for each word count category:

Does using more references make your article better?

Hypothesis 1: It is well-known that citing more resources is usually associated with more in-depth research, therefore, we would expect high-quality articles to include a higher number of references.

Hypothesis 2: Some experts believe that a good writing habit is to keep the number of references to a minimum (see: Essentials of Writing Biomedical Research Papers by Mimi Zeiger), so according to this hypothesis, high-quality articles should have, on average, fewer references.

Let’s find out what researchers are doing in practice and which hypothesis our data support.

In order to answer the question, I collected the journal impact factor (JIF) for 71,579 articles and divided the dataset into 2 groups:

research papers published in low impact journals (JIF ≤ 3): this subset consisted of 34,758 articles
research papers published in high impact journals (JIF > 3): this subset consisted of 36,821 articles

After controlling for study design, the group with JIF ≤ 3 had a median number of references of 37, while the group with JIF > 3 had a median of 44.

Remember that the median article overall had 39 references (as we saw above), so based on these results, we can conclude that:

High-quality articles, in general, have about 5 more references than the median article. So a comprehensive literature review and a more in-depth discussion section can make the difference between a good and an excellent research article.

Comeau DC, Wei CH, Islamaj Doğan R, and Lu Z. PMC text mining subset in BioC: about 3 million full text articles and growing, Bioinformatics , btz070, 2019.

Appropriate Number of Sources/References for Research Paper

Writing a research paper requires gathering information, synthesizing it, critically analyzing it, and organizing it into a research paper format that is preferred or recommended by your instructor/institution. While writing certainly takes up much of the time allocated for a research paper, finding the sources to use takes the bulk of it. If you do not know how many references to use in a research paper, you can spend much of your time in an endless cycle of research.

However, when you determine the best number of sources to use and know where to find these sources, you will write a research paper within or before the deadline.

The issue of how many sources is required for a research paper is weighty. Some students we edit research papers for complain that their instructor stated that they need to add sources. Usually, we have discovered that it often occurs when the instructor does not advise on the appropriate number of references to be used. We are addressing this and other related factors in this guide.

This guide can be used as a cheat sheet for writing excellent academic term papers, assignments, homework, essay, or research paper. However, our main focus is how to integrate sources from research into your research paper, the number of references to use, where to get these sources, how to tell a good source, and other nitty-gritty.

Why must you use external sources when writing your Research Paper?

It is crucial to include outside sources in your research paper because they enrich your thinking, reinforce your arguments, and give you the power to present your arguments in the paper.

Using external sources also distinguishes your ideas from the ideas of others ? you get the chance to appreciate the work of other researchers, which by extension, helps prevent plagiarism.

When writing an assignment, you draw ideas, examples, or evidence from the sources to support and reinforce your ideas and stance. It is for this reason that these sources are cited. However, when writing a research paper, it is a thesis-driven paper rather than a source-driven paper ? like the annotated bibliography. Therefore, ensure that the sources you are using are related to your thesis or central argument.

You use evidence from the sources to support your thesis statement. In this sense, the scholarly sources help you contribute to the scholarly conversation with experienced scholars on your topic. You, by extension, give authority, relevance, and strength to your research paper, essay, or dissertation when you use credible sources.

Given the significance of external sources, not only when writing a research paper but also when writing a dissertation, essays, theses, reports, and term papers, it is important to use credible scholarly sources. Using credible sources helps your audience to see how you have backed your assertion with evidence. Ensure that your research paper has various sources to have a rounded view, diverse perspective, several voices, and reduce the chances of bias.

What is the best number of sources for a research paper?

As a general rule, the minimum number of sources to use in a research paper should match the number of pages of your research paper. That is to say that every page of a research paper must have one reference (not citations). So, assuming you are writing a 7-page research paper, you would need at least seven sources, although five can suffice. Of course, the number of sources is further determined by factors such as institutional requirements, rubrics, instructions from your instructor, and the complexity of your paper. However, maintaining such a match ensures that your content has well-balanced citations, critical analysis, good organization, and flow of ideas.

If you are unsure about the number of sources to use in your research paper, the best thing to do is to ask your instructor soon as you are assigned to write a research paper.

Otherwise, if no response is forthcoming, let the minimum number of sources be the same number as the number of pages for you to align the length of the research paper to the quality of its content.

When using sources, don?t just throw them in your text as in-text citations; use them sparingly. For example, you can use them when giving examples, presenting arguments, quoting, paraphrasing, or summarizing ideas from the sources.

And, of course, your entire paper should not be about the sources. Instead, analyze, criticize and write facts, then borrow from these sources to bolster your arguments. That way, you can write a top-grade research paper that scores you better marks. Check out our research paper writing guide for more insights.

Key Determinants of the Number of References/Sources to use

Many factors influence the number of references you can use in a research paper or essay. They define the right number of references, which means doing it right to avoid plagiarism. We advise that you determine the number of sources when writing a research paper outline so that the scope of your paper and research is defined early enough. You have a limited number of pages to write an essay. You cannot use every source available on your topic. You have to be very picky and meticulous. Here are some factors to consider when the number of references to use is not apparent.

Your personal Choice

If you notice that the instructor has not given you the exact number of sources to use or has allowed you the freedom to use whatever number of sources that you please, you need to be very careful when making such a choice.

We recommend using a manageable number of sources. You could go with as many as you want but don?t overdo it. Ensure that each source from where you summarize, paraphrase, or quote ideas is appropriately cited in the research paper. If you do not cite the sources, you might be accused of plagiarism that has severe consequences.

If you are unsure about the sources to use, we can help you. Our research paper writers understand how to plan, write, and format research papers with optimum references.

How challenging the topic is

In-depth and challenging topics require slightly more sources for a standard research paper. However, even when it is a short or long research paper, the complexity of the topic will ultimately determine the number of sources you use.

When writing about a complex topic that requires arguments, especially for controversial issues, it is best to use many sources to support, refute, or weigh arguments. In this case, researching further will help you identify good sources and facts that you can use to refine your arguments and support the research paper claims. On the other hand, simple topics that are direct will not need many references.

In short, the more complex the topic, the more the sources.

Content of the research paper

The subject matter of your research paper will define the number of references in your reference list. If, for instance, you are writing about a less studied topic or field, take the example of neuroscience or nanotechnology, you will notice that there is a dearth of previously written papers that you can cite. Newer fields of study also have few published studies. In this case, focus on the relevant current sources and not the number.

Paper Instructions/Rubric

Some teachers are generous enough to include the minimum sources to use in your research paper assignment. However, when the number of sources is specified, you better stick to it because failing to do so might lead to a deduction of marks.

A teacher who specifies the sources to be used understands the confusion that often comes when none is specified. They also do so to ensure that students engage in research to find credible sources.

Another reason is that specifying the resources also limits the scope of research one needs to take to write a paper. It makes the research process enjoyable so that everyone is comfortable, including the sources. It is also a move to check whether the students have grasped the formatting styles and using sources. For instance, the APA formatting style follows a different convention from Chicago and MLA.

Data and Statistics

In most research papers, such as nursing research papers, philosophy research papers, and others, you will most likely apply statistics and data. If your research paper requires data and statistics from various sources, you will use many sources. For example, you need to provide quantifiable evidence when writing a quantitative research paper. Otherwise, for a paper that dwells on qualitative research, you will not need so many sources.

Suppose, for instance, you state that 85% of college students in America hate writing research papers due to the tedious writing and research process. In that case, you have to give facts from higher education journals, newspaper articles, periodicals, or relevant educational organization websites.

Because you are not the one that conducted the research, you have to acknowledge the source.

Institutional Research paper Standards

Most institutions have their norms. Colleges, universities, and high schools or professional bodies have their preferred ways of doing things. The same applies to research papers. For instance, most nursing schools require students to use nursing peer-reviewed journals published in the last 5 or 7 years.

Some schools will stick to a given number of references for research papers. For example, some schools require undergraduates to use at least ten sources in their research papers, but some might need less or more depending on the course. Others will simply tell you to match the sources to the pages of your content. So, if you are writing an 8-page research paper, for instance, you will need to use at least eight sources.

How to use sources in your Research Paper or academic paper

There are three major ways of integrating external sources into your research paper to support your central argument or present a counterclaim:

Summary -You can summarize the many ideas that a given author or source has discussed using your own words and citing the author (s) of the specific source.
Paraphrasing ? you can also paraphrase by stating the ideas from the other source using your own words akin to summarizing. You need an appropriate citation even though you are using your own words if the ideas, evidence, or facts were drawn from another source.
Quotation ? when you lift the exact words from another source, you will be quoting. There are rules for a quotation as per the different formatting styles such as MLA, APA, Chicago, or Turabian formats. You must give the exact page number of the source where you are drawing the quote.

Paraphrasing entails writing in your own words. Do not fall into the temptation of changing a few words from the original source or simply restating the information exactly as is using different words. That will be considered Plagiarism. If you cannot state the words using your words, you are better off using a direct quotation.

When using evidence from other sources in your paper:

Mention the author, date, and any relevant information when paraphrasing, summarizing or introducing a quote. For example, you could say, According to Oliver (2015) ? or Oliver (2016), opines that?
Include a complete bibliography of the source material
Relate your source and analysis to your original thesis

What sources should you use for a research paper?

You are probably wondering where to get the sources or references for your research paper. Although most of the instructors will partially cover this, it is an important aspect not only for research papers but also for your entire high school, college, university, or graduate-level papers.

There are three main categories of academic resources for research papers: primary, secondary, and tertiary research paper sources. The primary sources are based on different studies such as surveys, poems, court records, diaries, journals, interviews, research papers, and fieldwork, primarily published in academic journals.

The secondary resources have an analysis or description of the primary source. These could be articles, peer-reviewed journals, and books that interpret or review other sources, encyclopedias, dictionaries, and textbooks.

The tertiary sources organize and help in detecting secondary and primary material. They include indexes, databases, or abstracts.

To get a good source, you need to come up with keywords relating to your topic. Once you have these seed keywords, the first step is to search online. You can use search engines such as Duckduckgo, Google, Bing, or Yahoo. You will get a lot of information that can further help you build up your list of keywords for further search.

If you are to select good sources, only choose credible sources. For example, avoid blogs when writing a paper, same as Wikipedia. However, Wikipedia and blogs can be a great starting point to understand your topic.

You can get books, articles, and journals from online scholarly databases such as Ebscohost, Google Scholar, ProQuest, LexisNexis, PubMed, OVID, etc. the scholarly articles from these databases are reliable and relevant as long as you match them up to your topic.

You can also check magazines and newspapers. They are a great source of current news, latest occurrences, shifting debates, etc. You can check out credible news outlets such as The New York Times, Times Magazine, Forbes, Wall Street Journal, and many other platforms.

If you prefer it the old way, you can visit the library and get good sources for your research paper. Librarians are usually very resourceful and can help you locate both online and offline resources as long as you specify your topic to them.

List of Credible Research Paper Sources

If you are writing a paper, you should focus first on getting a good topic then using it to develop keywords that you can use to search for reliable sources for your assignment. The process can be challenging, especially given that the internet has too much information. Good sources strengthen your arguments. Avoid websites and Wikipedia, but use them to learn more about your topic.

Here is a list of sources to get your facts from:

Research Organizations

Rand Corporation
The Center for Economic Policy and Research
The Milken Institute
Institute of Defense Analyses
National Institute for Health Research
The National Institute for Health and Care Excellence
The National Health Service

Academic Libraries and Databases

Sage Publications
Science Direct
Springer Science + Business Media
Google Scholar

Professional Standards Organizations

International Organization for Standardization
American Psychological Association
American Medical Association
National Institutes of Health (NIH)
International Atomic Energy Agency
National Association of Professional Engineers

How to Tell the Credibility of Sources

There are many preferred methods used to determine the credibility of references to be used not only in research papers but also in other types of academic writing tasks. However, the CRAAP test is the widely used test that helps determine the fitness of a reference to be used in a research paper. You can use the test to evaluate the quality, relevance, and trustworthiness of a source based on its Currency, Relevance, Authority, Accuracy, and Purpose.

Currency: the timeliness of the information

When was the information published or posted?
Has the information been revised or updated?
Is the information current or out-of-date for your topic?
Are the links functional?
Are the arguments relevant to current affairs?
Does the source adequately cover the topic you are researching?

Relevance: the importance of the information for your needs

Does the information relate to your topic or answer your question?
Who is the intended audience?
Is the information at an appropriate level (i.e., not too elementary or advanced for your needs)?
Have you looked at a variety of sources before determining this is one you will use?
Would you be comfortable using this source for a research paper?

Authority: the source of the information

Who is the author/publisher/source/sponsor?
Are the author's credentials or organizational affiliations given?
What are the author's credentials or organizational affiliations given?
What are the author's qualifications to write on the topic?
Is there contact information, such as a publisher or e-mail address?
Does the URL reveal anything about the author or source? examples: .com (commercial), .edu (educational), .gov (U.S. government), .org (nonprofit organization), or .net (network)

Accuracy: The reliability, truthfulness, and correctness of the content

Where does the information come from?
Does evidence support the information?
Has the information been reviewed or refereed?
Can you verify any of the information in another source or from personal knowledge?
Does the language or tone seem biased and free of emotion?
Are there spelling, grammar, or other typographical errors?

Purpose: the reason the information exists

Is the source objective enough?
What is the purpose of the information? To inform? Teach? Sell? Entertain? Persuade?
Do the authors/sponsors make their intentions or purpose clear?
Is the information fact? Opinion? Propaganda?
Does the point of view appear objective and impartial?
Are there political, ideological, cultural, religious, institutional, or personal biases?

Dos and Don?ts when using References

Our team of research writers has been generous enough to share some wisdom on what you should do or not do when using references in your academic writing.

Avoid repeating references in your reference list.
Balance your discussion with citations of external literature by experts, scholars, and authors.
Avoid repeatedly citing yourself in your papers.
Be extremely careful when citing old sources because it is most likely they have obsolete arguments.
As a rule of thumb, only go back at most five or six years back. Beyond that, a source gets obsolete. However, if seminal works prompt an idea you are researching, you can use those old sources. The same applies to historical sources.
Confirm the credibility of a source before using it in your paper.
Never fake sources when writing an academic paper; it is plagiarism.
Everything cited within the text must feature in the reference list
Be keen when creating the references page. Title it as per the required formatting style: References ? APA; Reference List/Bibliography ? Harvard, Bibliography -Chicago, Oxford, Turabian, etc.
Some parts such as the discussion, literature review, and background might have more references than other parts.
Never include a citation in the conclusion.
You can sparingly use a citation in your introduction. Do not overdo it.

Related reading: How to find textbooks online for free.

FAQs about the Number of Sources for a Research Paper

How do i determine the number of sources to use in my research paper.

Check the assignment instructions/rubric/guide
Ask your instructor or professor
Peg it on the length of the paper
Personally assess to determine what number is appropriate

What sources do I use in my research paper?

Some of the best sources or references to use in a research paper include magazine articles from trusted media houses, scholarly articles, peer-reviewed articles, reputable and reliable websites, journal articles, periodicals, governmental publications, organizational publications, PowerPoint presentations from class, dissertations, and other sources suggested in your rubric, instructions, or research paper prompt.

How many sources should I use in a 20-page paper?

It depends on the scope of the paper, its technicality, and the content required. If the 20-page paper is simple, assuming it is like a normal essay, you will need to use 20 sources. However, if the 20-page paper in question is complicated, such as papers in medicine, geography, history, anthropology, aviation, or nursing, you can extend the sources to 40. If there is too much statistics and data, you could go as high as 45-50, but you have to ask your instructor the optimum number of sources to use.

How many sources can I use in a 15-page essay?

If you are writing a 15-page paper, you should prepare at least 15 sources to use in the paper. However, you are allowed to extend to 20 sources if the topic is demanding or you want to draw meaningful conclusions using insights from multiple sources.

How many sources for a 10-page paper?

As a standard rule of thumb for research paper sources, a page should have one source. Therefore, a 10-page paper should have a minimum of 10 references or credible sources. However, if the topic is too complex, you can still use the ten or 15 sources. Thus, ten sources are efficient for a college, university, or graduate-level 10-page research paper.

How many sources for a 7-page paper?

For a standard 7-page paper, you should use a minimum of 5-7 sources. Using the minimum allows you to objectively present the ideas and tie them to the topic you are writing about. Even though you can use 10-15 sources, check on the limit as you want to make sense of the paper, based on arguments rather than mere reports of who said what.

How many sources for a 5-page paper?

Assuming that a page requires at least one source, a five-page paper can have a minimum of 5 sources/references. However, you might use more sources in a 5-page paper but be mindful not to dilute the content so that it becomes overly descriptive than critical. We would suggest not exceeding eight references for a standard 5-page paper. However, you can use ten references but be very vigilant.

Gradecrest is a professional writing service that provides original model papers. We offer personalized services along with research materials for assistance purposes only. All the materials from our website should be used with proper references. See our Terms of Use Page for proper details.

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

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

What can the Writing Center do to help?

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

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FAQ: How old should or can a source be for my research?

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Last Updated: Jun 22, 2023 Views: 125729

How old your research sources can be, using the publication date or date of creation as the defining criteria, is either stated in your assignment rubric or depends on your field of study or academic discipline. If it’s a requirement for your assignment, look for words like “sources must be published in the last 10 years” or words to that effect that specify the publication date or range required. If the currency of sources is not a requirement of your assignment, think about the course involved and what an appropriate age might be.

How fast-changing is the field of study?

Sources for a history paper might, by their very nature, be older if they are diaries, personal letters, or other documents created long ago and used as primary sources. Sources used for research in the sciences (health care, nursing, engineering), business and finance, and education and other social science fields require more “cutting edge” research, as these fields change quickly with the acquisition of new knowledge and the need to share it rapidly with practitioners in those fields.

A good rule of thumb is to use sources published in the past 10 years for research in the arts, humanities, literature, history, etc.

For faster-paced fields, sources published in the past 2-3 years is a good benchmark since these sources are more current and reflect the newest discoveries, theories, processes, or best practices.

Use the library’s Multi-Search search results page to limit your sources to those published within a date range you specify. Use the Publication Date custom setting seen on the left side of the search results page:

Screenshot of the publication date area in multisearch

For further assistance with this or other search techniques, contact the Shapiro Library email at [email protected] or use our 24/7 chat service.

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The Critical Turkey

Essay Writing Hacks for the Social Sciences

How many sources should I use in my essay?

Possibly the most frequently asked question when it comes to social science essay writing (certainly in first and second year courses) is how many sources should be used in an essay. This is a very legitimate question, especially if you don’t have much essay writing experience to start with. But the answer is not very straightforward. It depends. Rather than providing a fixed number, this blog post lays out what it depends on, and what kinds of parameters play a role in determining the number of readings.

The purpose of referencing

First, however, a short reflection on why you need to use references in the first place. Anchoring this discussion to its purpose will help you gain a deeper understanding of the issue, and the rest will make more sense. It is tempting to see this as a tick-box exercise of a specific number of readings you need to cover. But providing references goes deeper than that.

What distinguishes academic writing from other forms of writing is that indeed, it builds on what others have written before, and makes explicit reference to it. This is because social science is ever-evolving. When we write about social class today, we stand on the shoulders of giants , scholars like Marx, Weber, or more recently, Pierre Bourdieu. And those are only the big names. Hundreds of other authors have dedicated their scholarly lives to academic research, and added bits and pieces to an ever-evolving body of knowledge, be it on social class or any other topic we write about.

Providing references to their work pays tribute to this. It is a sign of respect for the work of others. But it also a way of showing your own awareness of the different debates and different perspectives in the field. And it is a way of showing where your position is. For example, if your analysis of class follows a Marxist tradition, this will show in the readings you use, as you will be drawing primarily on authors that have also followed this tradition (and probably some original Marx as well).

Rather than this being a tick-box exercise, then, referring to the work of others has a deeper meaning. It is about who you are, and where you see yourself, as a budding scholar. And you might not think of yourself as a budding scholar (yet?), but hey, we all have to start somewhere.

Parameter 1: Your ambition

And this brings us to the first parameter, your ambition. If all you want is write a reasonably well-informed essay that achieves a solid pass and a not unreasonable grade (a perfectly legitimate ambition. In our school this corresponds to a grade in the 50s range), fewer sources will do. You still need to demonstrate you have read, and are building on the literature, but there is less emphasis on integrating, for example, different perspectives. If, however, you want to demonstrate that you really know some stuff, and are aware of at least some of the different perspectives (in our school, a 60s essay), you will typically use a few more sources, integrate a few more perspectives, and a little more data and evidence. If you are aiming for those really high grade ranges (in our school, 70 and above), you want to show more of an ‘overview of the topic’, an awareness of a slightly bigger part of the body of knowledge that exists, which will result the use of additional sources, and an extended bibliography.

Okay, I know you want numbers. Here we go then. Let’s say this is a typical 1,500 to 2,000-word essay, first or second year, Social and Political Science at Edinburgh University (if you’re at another school or university this might be different. Even some individual courses might be different. Always check for local conditions): a typical 50s essay here will probably use four or five sources; in the 60s, it tends to be around five to ten, and typical 70s or above essays use probably somewhere between eight and 15 substantive sources. These are rough estimates, though. And importantly, these numbers are not deterministic. You could write a brilliant essay based on just five or six sources and still get that first. Or you could use 15 sources in your essay, but if your argument is off, or your writing is incomprehensible, or the sources aren’t very good, you might still only get a 50s grade.

Parameter 2: The kind of question

The second parameter to consider is the kind of question you are addressing. There are two main distinctions to make here: first, whether the question is mostly on a specific theory or on a topic. More theoretical questions tend to need fewer readings. For example, it could ask about a specific concept by a specific author, say Foucault’s concept of power/knowledge, or Mead’s idea of the Self. Rather than looking at several different viewpoints, this kind of essay question is asking you to engage in detail with only one author’s perspective. This means there is less importance on breadth of reading (expressed in a higher number of readings). However, this does not necessarily make things easier, as there is instead more emphasis on depth of reading. You need to engage thoroughly with that one text, more that you would otherwise. And even though the emphasis is on one author’s theory, depending on your ambition, you still want to consult additional literature, and see how other authors have interpreted and contextualised this particular theory.

If the essay question is on a specific topic, on the other hand, say globalisation, gender inequalities or social class, there is usually more of an emphasis on the breadth of reading, and of you demonstrating awareness of different perspectives and interpretations. This tends to result in a higher number of bibliography entries.

The second aspect of the ‘kind of question’ parameter you need to consider is how many dimensions the question has. In the above example, if the question is about one theorist, you will typically need fewer readings than if the question is asking you to compare theories, for example, compare Foucault’s notion of how power and knowledge are connected to what Marx and Engels wrote about the issue. Both might be 2,000 word essays, but the number of readings is likely to be twice as many if you add this comparison.

The same goes for topic questions. These, too, can involve several dimensions. A question that asks about the impact of globalisation on cultural practices in Japan is more likely to be focused on a selected number of core readings. If a similar question asks about the impact of globalisation on culture, the economy and politics in Japan, this multitude of dimensions will require additional readings for the additional dimensions.

Parameter 3: Quality of sources

Another parameter that determines the number of sources you need to use is the quality of your sources, and the kinds of sources you use. Once again, two distinctions are important here. First, there is a difference between core readings, and ones that are more peripheral. The core readings should indeed provide the core of your argument, and the basis for the essay to build on. They are usually provided in the course material, either as essay readings, or for the respective lectures or course units the essay builds on. The decisive point, however, and what defines these as core readings for the purpose of your essay, is that they touch on the core of what the essay is about. Peripheral readings are ones that provide examples, additional material, data and illustration. They help your essay branch out, and cover just that little bit more ground. The point, however, is that they are additional, and if push comes to shove, you could probably do without them. The core readings, in contrast, are indispensable.

This distinction is important for how you count your number of readings. Core readings count fully; peripheral readings, not quite so much. This can become a problem if your bibliography is overly weighted towards peripheral readings. If you have, say, ten readings in your bibliography, but only one or two are on the core of the topic, this will be insufficient, despite the relatively high number of readings. If we take the above example of the effects of globalisation on Japanese culture, if only one or two readings are on globalisation, and ten others on examples, this might leave the core a little hollow, and the discussion of globalisation in a more general sense might just not have sufficient substance. I have used the word ‘might’ here, because this does depend on the kinds of readings, and there is a chance that this bibliography actually does work. The important point is that this is something you need to pay attention to, and ultimately it is your judgment call.

The second distinction of the kinds of sources is between academic and non-academic sources. As a rule of thumb, you should be very careful about using non-academic sources in the first place. All of the above is written on the assumption that we are talking about academic (i.e. peer-reviewed) journal articles and books. Under certain circumstances, however, it is possible to use non-academic sources, such as news articles or blogposts, mostly to provide current examples and illustration of whatever you are writing about. If you do use such sources, however, they should never be seen as a replacement for academic sources. And when you count how many sources you have used, you should simply take these out of the equation. If you have used, say three academic sources and 15 non-academic sources, in the eyes of your marker (at least if I am that marker) you have only used three sources, plus some additional, peripheral, illustrative material. This is not to say that this additional material cannot also be very useful. But as discussed above, academic essay writing starts with an acknowledgment of what is already out there in terms of academic literature and research, and is based on the body of knowledge that has evolved over time on a specific topic, not on yesterday’s news.

Parameter 4: specific instructions

The last parameter to consider can throw the entire calculation over board. It is whether the essay question comes with specific instructions. Such instructions could be, for example, that an essay in social theory really only needs to engage with this one theory. This gives you permission to limit the number of readings. However, be careful here, as this can be a false friend. Reading additional secondary literature on the theory might actually help you understand it better.

Or you might be encouraged to use news articles to provide examples for your discussion. This can potentially lead to a much higher number of bibliography entries. But as discussed above, this should not replace academic literature, and the latter should always form the basis and core of your discussion.

These four parameters are what I think are the most relevant determinants for the number of readings you need to use in your essay. But maybe I missed something? What other considerations do you think are important? Or maybe you disagree with some claim made in this article? Do let me know in the comments below.

3 thoughts on “How many sources should I use in my essay?”

These articles are so, so helpful. Thank you so much.

Thank you so much! This helps me a lot : )

This is so helpful and clear, thanks a lots

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29 April 2024

How reliable is this research? Tool flags papers discussed on PubPeer

Dalmeet Singh Chawla

You can also search for this author in PubMed Google Scholar

A magnifying glass illuminated by the screen of a partial open laptop in the dark.

RedacTek’s tool alerts users to PubPeer discussions, and indicates when a study, or the papers that it cites, has been retracted. Credit: deepblue4you/Getty

A free online tool released earlier this month alerts researchers when a paper cites studies that are mentioned on the website PubPeer , a forum scientists often use to raise integrity concerns surrounding published papers.

Studies are usually flagged on PubPeer when readers have suspicions, for example about image manipulation , plagiarism , data fabrication or artificial intelligence (AI)-generated text . PubPeer already offers its own browser plug-in that alerts users when a study that they are reading has been posted on the site. The new tool, a plug-in released on 13 April by RedacTek , based in Oakland, California, goes further — it searches through reference lists for papers that have been flagged. The software pulls information from many sources, including PubPeer’s database; data from the digital-infrastructure organization Crossref, which assigns digital object identifiers to articles; and OpenAlex , a free index of hundreds of millions of scientific documents.

It’s important to track mentions of referenced articles on PubPeer, says Jodi Schneider, an information scientist at the University of Illinois Urbana-Champaign, who has tried out the RedacTek plug-in. “Not every single reference that’s in the bibliography matters, but some of them do,” she adds. “When you see a large number of problems in somebody’s bibliography, that just calls everything into question.”

The aim of the tool is to flag potential problems with studies to researchers early on, to reduce the circulation of poor-quality science, says RedacTek founder Rick Meyler, based in Emeryville, California. Future versions might also use AI to automatically clarify whether the PubPeer comments on a paper are positive or negative, he adds.

Third-generation retractions

As well as flagging PubPeer discussions, the plug-in indicates when a study, or the papers that it cites, has been retracted. There are existing tools that alert academics about retracted citations ; some can do this during the writing process, so that researchers are aware of the publication status of studies when constructing bibliographies. But with the new tool, users can opt in to receive notifications about further ‘generations’ of retractions — alerts cover not only the study that they are reading, but also the papers it cites, articles cited by those references and even papers cited by the secondary references.

The software also calculates a ‘retraction association value’ for studies, a metric that measures the extent to which the paper is associated with science that has been withdrawn from the literature. As well as informing individual researchers, the plug-in could help scholarly publishers to keep tabs on their own journals, Meyler says, because it allows users to filter by publication.

In its ‘paper scorecard’, the tool also flags any papers in the three generations of referenced studies in which more than 25% of papers in the bibliography are self-citations — references by authors to their previous works.

Future versions could highlight whether papers cited retracted studies before or after the retraction was issued, notes Meyler, or whether mentions of such studies acknowledge the retraction. That would be useful, says Schneider, who co-authored a 2020 analysis that found that as little as 4% of citations to retracted studies note that the referenced paper has been retracted 1 .

Meyler says that RedacTek is currently in talks with scholarly-services firm Cabell’s International in Beaumont, Texas, which maintains pay-to-view lists of suspected predatory journals , which publish articles without proper quality checks for issues such as plagiarism but still collect authors’ fees. The plan is to use these lists to improve the tool so that it can also automatically flag any cited papers that are published in such journals.

doi: https://doi.org/10.1038/d41586-024-01247-6

Schneider, J., Ye, D., Hill, A. M. & Whitehorn, A. S. Scientometrics 125 , 2877–2913 (2020).

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In Tight Presidential Race, Voters Are Broadly Critical of Both Biden and Trump

About half of voters say that, if given the chance, they would replace both candidates on the ballot, table of contents.

The state of the 2024 presidential race
Other findings: Biden’s job approval ticks up, Trump’s election-related criminal charges
Educational differences in candidate support
What are 2020 voters’ preferences today?
How Biden’s supporters view his personal traits
How Trump’s supporters view his personal traits
Views of Biden’s presidency and retrospective evaluations of Trump’s time in office
Attention to the candidates
Does it matter who wins?
What if voters could change the presidential ballot?
How important is it for the losing candidate to publicly acknowledge the winner?
4. Joe Biden’s approval ratings
Acknowledgments
The American Trends Panel survey methodology
Validated voters

Donald Trump speaks at a rally in Green Bay, Wisconsin, on April 2, 2024. President Joe Biden speaks at a campaign event in Atlanta on March 9, 2024. (Scott Olson and Megan Varner, both via Getty Images)

Pew Research Center conducted this study to understand voters’ views on the 2024 presidential election, as well how the public views President Joe Biden. For this analysis, we surveyed 8,709 adults – including 7,166 registered voters – from April 8 to April 14, 2024. Everyone who took part in this survey is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP’s methodology .

Here are the questions used for this report , along with responses, and the survey methodology .

As the 2024 presidential race heats up, American voters face a similar set of choices as they did four years ago – and many are not happy about it.

With the election still more than six months away, a new Pew Research Center survey finds that the presidential race is virtually tied : 49% of registered voters favor Donald Trump or lean toward voting for him, while 48% support or lean toward Joe Biden.

Chart shows About two-thirds of voters have little or no confidence that Biden is physically fit to be president; nearly as many lack confidence in Trump to act ethically

A defining characteristic of the contest is that voters overall have little confidence in either candidate across a range of key traits, including fitness for office, personal ethics and respect for democratic values.

Where Trump has the advantage: More than a third of voters say they are extremely or very confident that Trump has the physical fitness (36%) and mental fitness (38%) needed to do the job of president.

Far fewer say the same of Biden (15% are at least very confident in his physical fitness; 21% are extremely or very confident in his mental fitness). Majorities say they are not too or not at all confident in Biden’s physical and mental fitness.

Where Biden has the advantage: More voters are extremely or very confident in Biden (34%) than in Trump (26%) to act ethically in office. And while 38% say they are at least very confident in Biden to respect the country’s democratic values, fewer (34%) express that level of confidence in Trump. The survey was conducted before the start of Trump’s “hush money” trial in New York City .

( Read more about voters’ views of Biden and Trump in Chapter 2. )

Chart showing In 2020 rematch, nearly identical shares of voters favor Trump and Biden

The new Center survey of 8,709 adults – including 7,166 registered voters – conducted April 8-14, 2024, finds large divides in voters’ candidate preference by age, education, and race and ethnicity. As was the case in 2020, younger voters and those with a four-year college degree are more likely to favor Biden than Trump.

Older voters and those with no college degree favor Trump by large margins.

Among racial and ethnic groups:

White voters favor Trump (56%) over Biden (42%) by a wide margin.
Roughly three-quarters of Black voters (77%) support Biden, while 18% back Trump.
Hispanic voters are more evenly divided – 52% favor Biden, while 44% back Trump.
Asian voters favor Biden (59%) over Trump (36%).

( Read more about voters’ candidate preferences in Chapter 1. )

Most voters who turned out in 2020 favor the same candidate in 2024. Among validated 2020 voters, overwhelming majorities of those who cast ballots for Biden (91%) and Trump (94%) support the same candidate this year. Registered voters who did not vote in 2020 are about evenly divided: 48% back Trump, while 46% support Biden.

A majority of voters say “it really matters who wins” the 2024 race. Today, 69% of voters say it really matters which candidate wins the presidential contest this November. This is somewhat smaller than the share who said this in April 2020 about that year’s election (74%). Nearly identical shares of Biden’s and Trump’s supporters say the outcome of the presidential race really matters.

About half of voters would replace both Biden and Trump on the 2024 ballot

Reflecting their dissatisfaction with the Biden-Trump matchup, nearly half of registered voters (49%) say that, if they had the ability to decide the major party candidates for the 2024 election, they would replace both Biden and Trump on the ballot .

Chart shows About half of voters would like to see both Biden and Trump replaced on the 2024 ballot

Biden’s supporters are especially likely to say they would replace both candidates if they had the chance. Roughly six-in-ten (62%) express this view, compared with 35% of Trump supporters.

There also are stark age differences in these views: 66% of voters under 30 say they would replace both candidates if they had the chance, compared with 54% of those ages 30 to 49 and fewer than half (43%) of those 50 and older.

( Read more about voters’ feelings toward the upcoming election in Chapter 3. )

Evaluations of the Biden and Trump presidencies

Chart shows About 4 in 10 voters say Trump was a good or great president; around 3 in 10 say this about Biden today

42% of voters overall say Trump was a good or great president, while 11% say he was average. This is a modest improvement since March 2021, two months after he left office.
28% of voters say Biden is a good or great president, while 21% say he is average. These views are mostly on par with June 2020 assessments of the kind of president Biden would be – but today, a smaller share of voters say he is average.

( Read more about ratings of Biden’s and Trump’s presidencies in Chapter 1. )

Biden’s approval among the general public: Today, Biden’s approval rating sits at 35% – roughly on par with his rating in January (33%). His job rating has climbed slightly among Democrats over that period, however. Today, 65% of Democrats approve of him – up 4 percentage points since January. ( Read more about Biden’s approval rating in Chapter 4. )
Conceding the presidential election: A majority of voters say it is important that the losing candidate in November publicly acknowledge the winner as the legitimate president. But Trump’s supporters are far less likely than Biden’s to say it is very important (44% vs. 77%). ( Read more about voters’ views on election concession in Chapter 3. )

Trump’s criminal charges related to the 2020 election

As Trump faces charges that he sought to overturn the outcome of the 2020 election, 45% of Americans say they think Trump’s actions broke the law. This compares with 38% who say his actions did not break the law – including 15% who say his actions were wrong but not illegal, and 23% who say he did nothing wrong. Nearly two-in-ten are not sure.

Chart shows Public divided over criminal allegations that Trump tried to overturn the 2020 election

Democrats mostly say Trump broke the law; Republicans are more divided. An overwhelming majority of Democrats and Democratic-leaning independents (78%) say Trump’s actions in seeking to change the outcome of the 2020 election broke the law.

Among Republicans and Republican leaners:

49% say Trump did nothing wrong.
21% say he did something wrong but did not break the law.
9% say Trump broke the law.
20% are not sure.

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Changing partisan coalitions in a politically divided nation, about 1 in 4 americans have unfavorable views of both biden and trump, 2024 presidential primary season was one of the shortest in the modern political era, americans more upbeat on the economy; biden’s job rating remains very low, most popular, report materials.

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ABOUT PEW RESEARCH CENTER Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

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As Anger Grows Over Gaza, Arab Leaders Crack Down on Protests

Grief and rage over the war and Israel have led to demonstrations across the Arab world. Arrests suggest governments fear the outrage could boomerang.

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A large crowd, many with arms upraised, in front of a building with Egyptian and Palestinian flag banners.

By Vivian Yee , Vivian Nereim and Emad Mekay

Vivian Yee and Emad Mekay reported from Cairo, and Vivian Nereim from Riyadh, Saudi Arabia.

Like other governments across the Middle East, Egypt has not been shy about its position on the Israeli-Palestinian conflict. Its denunciations of Israel over the war in Gaza are loud and constant. State media outlets broadcast images of long lines of aid trucks waiting to cross from Egypt into Gaza, spotlighting Egypt’s role as the main conduit for aid entering the besieged territory.

Earlier this month, however, when hundreds of people gathered in downtown Cairo to demonstrate in solidarity with Gaza, Egyptian security officers swooped in, arresting 14 protesters, according to their lawyer. Back in October, the government had organized pro-Palestinian rallies of its own. Yet at those, too, it detained dozens of people after protesters chanted slogans critical of the government. More than 50 of them remain behind bars, their lawyers say.

It was a pattern that has repeated itself around the region since Israel, responding to an attack by Hamas, began a six-month war in Gaza: Arab citizens’ grief and fury over Gaza’s plight running headlong into official repression when that outrage takes aim at their own leaders. In some countries, even public display of pro-Palestinian sentiment is enough to risk arrest.

Out of step with their people on matters of economic opportunity and political freedoms, some governments in the Arab world have long faced added discontent over their ties with Israel and its chief backer, the United States. Now the Gaza war — and what many Arabs see as their own governments’ complicity — has driven an old wedge between rulers and the ruled with new force .

Morocco is prosecuting dozens of people arrested at pro-Palestinian protests or detained for social media posts criticizing the kingdom’s rapprochement with Israel. In Saudi Arabia, which is pursuing a normalization deal with Israel, and the United Arab Emirates, which has already struck one, the authorities have displayed such hypersensitivity to any hint of opposition that many people are too frightened to speak on the issue.

And Jordan’s government, caught between its majority-Palestinian population and its close cooperation with Israel and the United States, has arrested at least 1,500 people since early October, according to Amnesty International. That includes about 500 in March, when huge protests were held outside the Israeli Embassy in Amman.

Afterward, the president of the Jordanian Senate, Faisal al-Fayez, said that his country “ will not accept that demonstrations and protests turn into platforms for discord.”

Arab autocracies rarely tolerate dissent. But activism around the Palestinian cause is particularly thorny.

For decades, Arab activists have linked the struggle for justice for the Palestinians — a cause that unites Arabs of different political persuasions from Marrakesh to Baghdad — to the struggle for greater rights and freedoms at home. For them, Israel was an avatar of the authoritarian and colonialist forces that had thwarted their own societies’ growth.

“What’s happening to the Palestinian people clarifies the foundation of the problem for Arabs everywhere, that the problem is tyranny,” said Abdurrahman Sultan, a 36-year-old Kuwaiti who has participated in sit-ins in support of the Palestinian cause since the war began.

Kuwait initially tolerated some of the sit-ins. But for some Arab governments, the connection evokes peril. Palestinian flags were a common sight at the Arab Spring protests that swept the region in 2011. In Egypt, where since taking power in 2013 President Abdel Fattah el-Sisi has quelled protest and muffled most criticism, the authorities are ever mindful that activism can quickly boomerang against them.

“Today they’re out to protest for Palestine; tomorrow they might protest against him himself — the president,” said Nabeh Ganady, 30, a human rights lawyer who represents the 14 activists arrested at the April 3 protest in Cairo.

The message, said Mahienor El-Massry, a human rights lawyer who joined the demonstration, “is that people shouldn’t even dream that there exists any margin for freedoms or for democracy, and that you should never gain confidence and then move toward bigger demands.”

Ms. El-Massry was arrested along with 10 other protesters during a smaller solidarity protest outside United Nations offices in Cairo last Tuesday, according to Ahmed Douma, a well-known Egyptian activist. They were later released.

In interviews conducted around Egypt, Morocco and Persian Gulf countries — including Saudi Arabia, the United Arab Emirates, Bahrain, Oman and Kuwait — many citizens described the Israeli-Palestinian conflict in stark terms, viewing the Palestinian cause as a struggle for justice, Israel as a symbol of oppression and, in some cases, their rulers’ dealings with Israel as morally bankrupt.

Coming after agreements by Bahrain, Morocco and the United Arab Emirates to normalize ties with Israel, along with Saudi steps toward following suit, the war has galvanized outrage in those countries toward not only Israel but also Arab leaders willing to work with it.

“If you’re willing to sell that, and sell those people out — sell yourself out — what’s next? What else is for sale?” said Salem, an Emirati in his 20s who asked to be identified by a middle name, given the Emirati authorities’ record of punishing dissent.

Governments that signed agreements with Israel have often described the decision as a step toward greater regional dialogue and interfaith tolerance . In February, the Emirati government said in a statement to The New York Times that keeping its diplomatic ties with Israel open was “important in difficult times.”

But because of hostility or, at best, indifference toward Israel in the broader Arab public, there is a “direct, necessary connection” between authoritarianism and the signing of such agreements, said Marc Lynch, a political science professor focused on the Middle East at George Washington University.

The fact that some gulf Arab states have used Israeli surveillance tools to monitor critics only cements that impression.

“If people had any space to democratically elect or express, they wouldn’t choose to normalize with Israel,” said Maryam AlHajri, a Qatari sociologist and anti-normalization activist.

Many Arab governments have tried to tame or harness popular anger with heated rhetoric condemning Israel over the war. Yet they see too many practical benefits to ties with Israel to renege on peace deals, analysts said.

Egypt, the first Arab country to make peace with Israel, has developed a close security partnership with its neighbor over years of jointly combating militancy in northern Sinai. Egypt and Israel have also worked together to blockade Gaza to contain Hamas, whose brand of militant political Islamism Egypt considers a threat. And Egypt needs Israel’s cooperation to prevent a huge influx of Palestinian refugees from Gaza.

Gulf monarchies, including Saudi Arabia and the Emirates, which have for years faced attacks by Iran-backed groups, have long maintained back-channel security connections with Israel, which sees Iran as its greatest threat. That enemy-of-my-enemy arrangement paved the way for normalization talks later on, and critiques of those initiatives are rare since many gulf monarchies effectively ban all forms of protest and political organizing.

H.A. Hellyer, a Middle East security expert at the Carnegie Endowment for International Peace, said governments were “trying to thread a line between that anger, which I think is very genuinely felt, across all sectors of Arab societies, and what those states interpret as their national security considerations.”

In the past, some of the region’s leaders permitted their frustrated populations to blow off steam with pro-Palestinian and anti-Israel activism. But now that the suffering in Gaza implicates Arab governments in the eyes of many of their citizens, the chants tread on sensitive territory.

Some Egyptians have criticized their government for, among other things, allowing Israel any say over the delivery of desperately needed aid into Gaza through a border crossing in Egypt. And since October, Moroccans have gathered for large, near-daily solidarity demonstrations in about 40 cities that bring together leftists and Islamists, young and old, men and women.

Mostly, the authorities have left them alone. But a few protests have been repressed, according to rights groups and witnesses, and dozens of protesters have been arrested, including a group of 13 in the city of Sale and an activist named Abdul Rahman Zankad, who had criticized Morocco’s normalization agreement with Israel on Facebook.

Mr. Zankad was sentenced to five years in prison this month.

“People are arrested simply for voicing their opinions,” said Serroukh Mohammed, a lawyer in the port city of Tangier and a member of an Islamist political organization. Moroccans will continue to protest, he said, as long as their government defies popular sentiment to maintain ties with Israel.

Representatives for the governments of Egypt and Morocco did not respond to requests for comment.

For Arabs like Mr. Sultan, from Kuwait, the absence of popular support for relations with Israel means any normalization agreements are doomed to fail.

“To make peace, you need regimes and governments that represent their people, that are elected,” he said.

Aida Alami contributed reporting from Rabat, Morocco.

Vivian Yee is a Times reporter covering North Africa and the broader Middle East. She is based in Cairo. More about Vivian Yee

Vivian Nereim is the lead reporter for The Times covering the countries of the Arabian Peninsula. She is based in Riyadh, Saudi Arabia. More about Vivian Nereim

Our Coverage of the Israel-Hamas War

News and Analysis

Secretary of State Antony Blinken delivered twin messages to Hamas and Israel , pressing Hamas to accept a cease-fire proposal while at the same time urging Israeli leaders to put off an invasion of the southern Gaza city of Rafah .

Nearly seven months into the war in Gaza, the stated aims and diplomatic efforts of the United States and Israel seem further apart than ever .

Thousands of miles away from the campus protests that have divided Americans, some displaced Palestinians are expressing solidarity with the antiwar demonstrators and gratitude for their efforts .

Nonviolent Resistance in the West Bank: Issa Amro, a Palestinian activist who has been arrested and beaten for simple acts of defiance, is aiming to emulate Gandhi at a time when violence is inescapable.

Campus Protests in the U.S.: On quads and lawns from coast to coast, U.S. colleges are grappling with a groundswell of student activism over Israel’s military campaign in Gaza. Administrators are having to make controversial decisions .

Cracking Down on Protests: Grief and rage over the Gaza war and Israel have led to demonstrations across the Arab world. Arrests suggest governments fear the outrage could boomerang .

Imagining Gaza’s Reconstruction: International development agencies have been meeting with Middle East business interests and urban planners to map out an economic future for the territory .

A woman said her tattoos got her rejected for a job, but experts say personality is far more important

A tattooed content creator sparked a debate about hiring biases after being rejected by T.J. Maxx.
Experts said tattoos could influence hiring decisions, especially in customer-facing roles.
But overall, personality and cultural fit are more important, they said.

A TikToker, Ash Putnam, was frustrated after T.J. Maxx denied her application — and she said she thought her tattoos were to blame.

Some of her designs that are visible when she's dressed are a skull with horns on her neck, solid black patches on her arms, and a pattern on her forehead. Putnam, 23, also has multiple facial piercings , including a large silver ring hanging from her septum.

"I hate that my tattoos are such a defining factor for me getting a job or not," she said in a recent TikTok. "Just because I have tattoos doesn't mean I'm not going to be a good worker."

Putnam, from California, said she went into the store to ask why she hadn't gotten the job and that the hiring manager told her she didn't have enough experience. The hiring manager also denied that her tattoos played any role in the rejection, she said. T.J. Maxx did not respond to a request for comment.

She wasn't convinced and took to TikTok to complain. Many commentators claimed her attitude may have been to blame, rather than her tattoos. Others said they thought her body art likely played a role in the rejection.

While the jury is out over whether tattoos can damage your prospects of being hired, experts told BI that the personality of a candidate was likely more important for recruiters.

Putnam's story went viral

Putnam's video amassed 7.4 million views, and it struck a nerve.

"HR supervisor here," one person commented. "There is no way any company would put you in front of customers like T.J. Maxx."

Another commenter, who said they used to be a hiring manager for the store, said: "I will tell you it's the facial piercings and tattoos."

@ashxobrien I want to know who is also having a hard time finding a job right now! #jobs #jobmarket ♬ original sound - Ash🖤

Some fellow content creators criticized Putnam's approach.

Ivy Johnson, for example, who also has many tattoos, said she worked in corporate America as a hiring manager before starting her apothecary business.

"Your tattoos are very aggressive," she said. With customer-facing positions, she said, "that doesn't always go over well."

Johnson said she also thought Putnam had "a really bad attitude."

"If you had come into my business after an interview, or even applying and chatting on the phone, even if I didn't even know that you're a heavily tattooed person, I'd be like, 'Yo, bye, there's the door,'" she said.

It depends on the role

Almost one-third (32%) of US workers in a 2023 Pew Research Center survey said they had a tattoo, and 22% said they had more than one.

Some studies have suggested that tattoos can affect someone's career progression. In a 2018 LinkedIn survey, 40% of respondents said they had rejected a candidate for a job because they had a visible tattoo. Eighty-eight percent of recruiters and human-resources professionals who responded said they thought tattoos limited a candidate's prospects.

However, research from the University of Miami that same year found tattooed job seekers were no less likely to be employed than those without.

The stigma of tattoos is lessening every day, with many employers no longer having an issue with hiring tattooed employees, according to Indeed .

There may still be a line, though, and some of Putnam's viewers argued that she crossed it. Putnam declined to comment for this article, but she told the UK publication The Daily Star : "I am not going to change who I am for minimum-wage jobs."

Adam Collins, the founder and CEO of Ignite SEO, told BI that as someone who hired people to work at his company, he thought "tattoos can make a big impact on how a candidate is perceived."

"I wouldn't say that tattoos make or break an interview because it depends on the role," he said. "A candidate applying to be an account manager for our clients and is supposed to speak to our clients directly should definitely appear trustworthy and clean-cut, so face and neck tattoos would affect that."

On the other hand, with someone who isn't directly working with clients, appearance is less important.

In technical and operational roles, for example, "it's not a big deal," Collins said.

Michelle Enjoli, a career coach, told BI the visibility and type of tattoos someone has could make a difference.

"Tattoos are personal and typically represent something for that person," she said. "People represent companies, and therefore if a tattoo represents something that a company would not want to be associated with, it can definitely be an issue for a hiring manager."

How likely it is that a tattoo will determine the course of an interview depends on how visible they are and what they may represent, Enjoli added. Tattoos are nowhere near as much of a taboo as they used to be, but some people still hold judgment over them.

In Putnam's case, her tattoos were considered extreme, Enjoli said, and "seemed to be a big part of her identity."

"In other cases, where someone might have a smaller tattoo on their arm or visible area, it might not matter as much as it is less obvious," Enjoli said.

"I think a company demanding that an employee not have any tattoos regardless of visibility or meaning is definitely outdated as they have become a big part of the modern culture."

Personality matters more

Justina Raskauskiene, the HR team lead at Omnisend, told BI as tattoos had become more common, it's likely recruiters and hiring managers barely paid attention to them "unless they are offensive or distracting."

"Sometimes hiring managers may even prefer an employee with a tattoo because it can be evidence of an interesting personality," Raskauskiene said.

"Discriminating against those people would mean missing out on some talented people in the industry."

Rachel Pelta, a hiring expert who is the head writer at the virtual-work-experience platform Forage, told BI that overall, hiring managers were looking at skills and abilities.

"The thing is, everyone who's interviewing probably has the skills and abilities I'm looking for," she said. "So then it comes down to, how well are you selling yourself in the interview? Are you making the case for why you're the best person for the role? If you're not doing that, you won't get the job."

As for tattoos, piercings, or anything else that could be considered unusual, such as bright hair colors, hiring managers "shouldn't evaluate a candidate on their appearance," Pelta added.

But some companies are traditional or conservative, and for them, these things could be a "big deal."

"Unless you're willing to cover or remove them, you'll have to keep searching until you find a company that accepts you as you," she said. "And they are out there. It just may take you a bit longer to find one."

Watch: I got faux freckles tattooed

Main content

Scientists track 'doubling' in origin of cancer cells

Working with human breast and lung cells, Johns Hopkins Medicine scientists say they have charted a molecular pathway that can lure cells down a hazardous path of duplicating their genome too many times, a hallmark of cancer cells.

The findings, published May 3 in Science , reveal what goes wrong when a group of molecules and enzymes trigger and regulate what's known as the "cell cycle," the repetitive process of making new cells out of the cells' genetic material.

The findings could be used to develop therapies that interrupt snags in the cell cycle, and have the potential to stop the growth of cancers, the researchers suggest.

To replicate, cells follow an orderly routine that begins with making a copy of their entire genome, followed by separating the genome copies, and finally, dividing the replicated DNA evenly into two "daughter" cells.

Human cells have 23 pairs of each chromosome -- half from the mother and half from the father, including the sex chromosomes X and Y -- or 46 total, but cancer cells are known to go through an intermediate state that has double that number -- 92 chromosomes. How this happens was a mystery.

"An enduring question among scientists in the cancer field is: How do cancer cell genomes get so bad?" says Sergi Regot, Ph.D., associate professor of molecular biology and genetics at the Johns Hopkins University School of Medicine. "Our study challenges the fundamental knowledge of the cell cycle and makes us reevaluate our ideas about how the cycle is regulated."

Regot says cells that are stressed after copying the genome can enter a dormant, or senescent stage, and mistakenly run the risk of copying their genome again.

Generally and eventually, these dormant cells are swept away by the immune system after they are "recognized" as faulty. However, there are times, especially as humans age, when the immune system can't clear the cells. Left alone to meander in the body, the abnormal cells can replicate their genome again, shuffle the chromosomes at the next division, and a growing cancer begins.

In an effort to pin down details of the molecular pathway that goes awry in the cell cycle, Regot and graduate research assistant Connor McKenney, who led the Johns Hopkins team, focused on human cells that line breast ducts and lung tissue. The reason: These cells generally divide at a more rapid pace than other cells in the body, increasing the opportunities to visualize the cell cycle.

Regot's lab specializes in imaging individual cells, making it especially suited to spot the very small percentage of cells that don't enter the dormant stage and continue replicating their genome.

For this new study, the team scrutinized thousands of images of single cells as they went through cell division. The researchers developed glowing biosensors to tag cellular enzymes called cyclin dependent kinases (CDKs), known for their role in regulating the cell cycle.

They saw that a variety of CDKs activated at different times during the cell cycle. After the cells were exposed to an environmental stressor, such as a drug that disrupts protein production, UV radiation or so-called osmotic stress (a sudden change in water pressure around cells), the researchers saw that CDK 4 and CDK 6 activity decreased.

Then, five to six hours later, when the cells started preparations to divide, CDK 2 was also inhibited. At that point, a protein complex called the anaphase promoting complex (APC) was activated during the phase just before the cell pulls apart and divides, a step called mitosis.

"In the stressed environment in the study, APC activation occurred before mitosis, when it's usually been known to activate only during mitosis," says Regot.

About 90% of breast and lung cells leave the cell cycle and enter a quiet state when exposed to any environmental stressors.

In their experimental cells, not all of the cells went quiet.

The research team watched as about 5% to 10% of the breast and lung cells returned to the cell cycle, dividing their chromosomes again.

Through another series of experiments, the team linked an increase in activity of so-called stress activated protein kinases to the small percentage of cells that skirt the quiet stage and continue to double their genome.

Regot says there are ongoing clinical trials testing DNA-damaging agents with drugs that block CDK. "It's possible that the combination of drugs may spur some cancer cells to duplicate their genome twice and generate the heterogeneity that ultimately confers drug resistance," says Regot.

"There may be drugs that can block APC from activating before mitosis to prevent cancer cells from replicating their genome twice and prevent tumor stage progression," says Regot.

Other researchers who contributed to the study include Yovel Lendner, Adler Guerrero-Zuniga, Niladri Sinha, Benjamin Veresko and Timothy Aikin from Johns Hopkins.

Funding for the study was provided by the National Institutes of Health National Institute of General Medical Sciences (T32-GM007445, 1R35GM133499) and National Cancer Institute (1R01CA279546), the National Science Foundation and the American Cancer Society.

Lung Cancer
Biotechnology
Molecular Biology
Gene therapy
Prostate cancer
Monoclonal antibody therapy
Chemotherapy

Story Source:

Materials provided by Johns Hopkins Medicine . Note: Content may be edited for style and length.

Journal Reference :

Connor McKenney et al. CDK4/6 activity is required during G2 arrest to prevent stress-induced endoreplication . Science , 2024 DOI: 10.1126/science.adi2421

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