sources of information essay in english

Research for Essay Writing in English

Library Terminology
Types of sources
Google vs. Library Databases
Building your search strategy
Running your search
Evaluating your results
Chicago Manual of Style

Peer-reviewed or Not?

How can you determine if an article has been peer-reviewed?

On the article itself, look for submission and acceptance dates for an article
For a journal, look at the cover info to determine the presence of an editorial board or committee.
In the record look for the field referred to determine if the journal is peer-reviewed.

Learning Objectives

By the end of this section, you should be able to:

Identify various formats in which information can be found
Understand when it is appropriate to utilize various source types based on your specific information needs

What is a Source?

In your courses, you may hear your professors refer to 'sources of information'. But what do we mean when we say sources? Information can be found in an incredibly wide variety of types, formats, and styles. This can include anything created from other people, to text, to video, and everything found in between. Anything that provides information or material that informs your thoughts on a topic can be considered a source of information.

Each source type has a specific role in research and may be more or less useful for you depending on your specific research context. It is important to understand the different sources of information and what you can gain from them. Prior to starting your research, make sure that you consider your information needs. Are you looking for more of a topic overview / general information? Or do you need in-depth, detailed information on your topic? Having these considerations in mind will allow you to create an appropriate research plan and will ultimately make your research process easier.

There are many different ways in which sources can be categorized. Below we will describe two of these possible categorizations which are commonly referred to in academia:

primary sources vs secondary sources
scholarly sources vs professional sources vs popular sources .

Primary and Secondary Sources

What is a primary source? A primary source is a piece of evidence. It is a by-product of an event, or a recording of an event as it happened. Here are some examples:

In the humanities, a primary source could be: correspondences, interviews, manuscripts, newspapers, novels, paintings, period artifacts, photographs, statistics, surveys, testimonies, videos, etc.

In the sciences, a primary source could be: articles detailing an original study, case notes or report forms, clinical exams, experimental protocols, industrial drawings, raw data or results, etc.

Why use a primary source? Primary sources allow direct entry into a historical event or pieces of evidence. Sometimes they are difficult to understand. Having even a surface understanding of the context in which they were produced helps to interpret primary sources.

(Source: History - Primary Sources by Jennifer Dekker and Types of Sources by SASS)

What is a secondary source? Secondary sources, also called academic sources or scientific sources, are analytical documents that interpret primary sources. They are created by someone who did not experience first-hand or participate in the events or conditions you're researching.

They include books, electronic resources, memoirs, monographs, peer-reviewed articles, theses.

Why use a secondary source? You will be asked to use secondary sources to support your ideas and arguments when writing any academic papers. Since they are often written by experts to review, analyze, explain or interpret primary sources, they will help you understand a topic and provide you with different perspectives. Remember that not all secondary sources are considered scholarly or academic.

(Source: Types of Sources by SASS and Library Research Guide for the History of Science by Harvard Library)

Scholarly, Professional, and Popular Sources

A second categorization of information sources includes scholarly sources vs professional or trade sources vs popular sources. These categories refer to the specific audience for which they are being produced.

Scholarly sources are typically written by an expert, on their own original research, for an audience of other experts. Because of this, they often include discipline-specific jargon and terminology that make it harder for non-experts to understand. At the end of the source, you will find a bibliography containing the full references of all of the other sources used to support their claims. Many scholarly sources have gone through a peer-review process (described in detail further down on the page).

Professional or trade sources are typically written by practitioners within a specific field, for other practitioners in that field. Because of this, they often use the terminology and language that is commonly used within the field but may not be common knowledge to the general public. While scholarly sources usually focus more on theory or academic research, professional sources focus on current practices and developments in the field. At the end of the source, you may find a bibliography, however, it will not be as extensive as in scholarly publications.

Popular sources are typically written by non-experts (journalists or writers) for the general public. Since it is being produced for a more general audience, they do not use discipline-specific terminology and do not assume that you have any prior knowledge of the subject. As a result, they are typically much easier to understand. Depending on the type of popular source, they may refer to scholarly sources, however, they do not usually contain a full bibliography.

What does "peer reviewed" or "refereed" mean?

To confirm that a journal is peer-reviewed look for submission and acceptance dates for an article, or at the cover info of the journal to determine the presence of an editorial board or committee.

Many databases provide the option to limit to scholarly /academic/ peer-reviewed journals during the search process.

Scholarly articles are not found in newspapers or popular magazines. If your topic is current there may be few. Academic/scholarly journals can also be recognized by other characteristics:

they usually have an “abstract”
they tend to be longer in length
they may have charts or graphs
they contain minimal advertising
they are usually available at a university library or through a subscription
they may have words like Review, Studies or Quarterly in title
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Last Updated: Oct 29, 2022 6:43 PM
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Choosing & Using Sources: A Guide to Academic Research

(48 reviews)

Cheryl Lowry, Ohio State University

Publisher: Ohio State University Libraries

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

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

Comprehensiveness rating: 5 see less

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

Content Accuracy rating: 5

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

Relevance/Longevity rating: 5

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

Clarity rating: 5

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

Consistency rating: 5

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

Modularity rating: 5

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

Organization/Structure/Flow rating: 5

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

Interface rating: 5

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

Grammatical Errors rating: 5

No grammatical errors were noted.

Cultural Relevance rating: 5

Nothing offensive was in the book.

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

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

Comprehensiveness rating: 4 see less

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

Content Accuracy rating: 4

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

Relevance/Longevity rating: 4

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

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

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

Modularity rating: 4

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

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

Overall, no significant navigation issues or interface distractions.

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

Cultural Relevance rating: 4

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

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

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

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

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

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

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

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

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

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

Cultural Relevance rating: 3

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

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

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

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

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

Clarity rating: 4

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

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

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

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

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

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

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

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

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

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

The material is accurate overall.

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

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

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

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

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

Interface rating: 3

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

Grammatical Errors rating: 4

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

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

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

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

I found no errors in the text.

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

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

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

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

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

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

There were no grammatical errors in the text.

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

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

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

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

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

Relevance/Longevity rating: 3

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

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

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

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

Organization/Structure/Flow rating: 4

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Comprehensive overview, with examples, to punctuate learning.

Clear, accurate process in showcasing academic research.

Appropriate book for researchers of all levels.

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

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

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

Content is clearly organized.

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

No discernable grammatical errors.

Appropriately culturally sensitive.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The text follows a consistent framework throughout the book.

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

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

Interface rating: 4

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

No grammatical errors noted.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Consistency rating: 4

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Terms and organizational framework are consistent throughout the text.

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

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

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

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

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

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

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

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

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

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

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

Very consistent and thorough.

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

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

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

Grammatically sound.

Appropriate and is accessible to a wide audience.

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

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

The content is accurate, error-free and unbiased.

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

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

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

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

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

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

There are no grammatical errors.

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

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

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

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

Very accurate information.

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

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

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

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

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

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

No grammatical errors found.

Very culturally unbiased.

Excellent text that I wished I had years ago!

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

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

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

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

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

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

The text is consistent.

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

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

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

The text contains no grammatical errors.

This book does not have cultural concerns.

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

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

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

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

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

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

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

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

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

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

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

It seemed inclusive where applicable.

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

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

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

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

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

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

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

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

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

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

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

No grammatical errors were noticed.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Organization/Structure/Flow rating: 3

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

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

No grammatical errors were detected when reviewing this book.

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

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

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

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

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

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

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

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

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

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

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

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

The text is culturally relevant and inclusive in its examples.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The book is consistent in writing style and interface.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

I did not come across any grammatical or typographical issues.

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

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

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

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

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

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

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

Modularity rating: 3

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

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

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

Very few grammatical errors were noticed.

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

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

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

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

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

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

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

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

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

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

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

The text did not appear to be culturally insensitive.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Text was proofread well.

Didn't see any culturally insensitive content.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The section on copyright is similarly done.

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

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

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

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

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

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

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

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

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

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

None noticed in this review.

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

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

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

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

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

The book is error-free.

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

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

The book is very consistent with tone, and terminology.

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

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

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

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

The book is free of grammatical errors.

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

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

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

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

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

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

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

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

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

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

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

Grammatical Errors rating: 3

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

This textbook is not culturally insensitive or offensive.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Interface rating: 2

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

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

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

The textbook used interesting and non-offensive examples.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Additional resources are easy to access.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The text has negligible grammatical errors.

This text is not culturally insensitive or offensive.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

There are few grammatical errors in this text.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The book contains minimal to no grammatical errors.

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

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

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

Ancillary Material

About the book.

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

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

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

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

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

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

About the Contributors

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

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Different kinds of sources

The functions of references
Paraphrasing
Summarising
Reference accuracy
Reference management tools
Different kinds of reference styles
Style format
Elements of the reference list
Documentary note style
Writing acknowledgements
What is academic integrity?
Academic integrity and writing
Academic integrity at LU
Different kinds of plagiarism
Avoiding plagiarism
About Awelu

Start here AWELU contents Student writing resources Research writing resources Administrative writing resources LU language policy
Genres Introduction The Nature of Academic Writing Student writing genres Writing in Academic Genres Writing for Publication Writing for Administrative Purposes
Writing The writing process Pre-writing stage Writing stage Rewriting stage
Language Introduction Common problems and how to avoid them Selective mini grammar Coherence Punctuation Spelling Focus on vocabulary Register and style Dictionaries Corpora - resources for writer autonomy References
Referencing Introduction Different kinds of sources The functions of references How to give references Reference accuracy Reference management tools Using a reference style Quick guides to reference styles Writing acknowledgements
Academic integrity What is academic integrity? Academic integrity and writing Academic integrity at LU Plagiarism

For writers who make use of previous research, it is important to be able to distinguish between different kinds of sources and knowing whether they are useful or not. If you are a student and have been asked to locate sources for an assignment, for instance, you need to know what kinds of sources you have found in order to know if they can be used.

On this page, we explain different kinds of sources and how to find out whether they are reliable or not.

Source and reference

The source is the text or other work that provides the information that is being used, whereas the actual mention of the source that is being used is called a reference . To some extent, these terms are synonymous; in several reference styles, the list of sources used in an academic text are called References, for instance. When discussing the actual function of the reference in the written text, however, it may be useful to distinguish between the two terms.

In order to use sources efficiently and in a correct manner, you must be able to identify the nature of each source and the reason for using it. By clarifying to yourself what kind of use you make of different kinds of sources, you will be able to distinguish between your own contribution and the argument expressed by the sources that you use.

It should be noted that the distinctions that are made below may be more relevant in some fields than in others. If you are a student, discuss the use of sources with your supervisors and with the library staff at your departmental library. Note, though, that all writers need to be aware of the importance of originality , in the sense of first-hand results, in scholarly writing.

Common types of publications

Research writing is published in various forms. Depending on discipline, some publications forms are more common and relevant than others. Here we list some common types of publications:

Anthology / edited volumes

An anthology (or edited volume) is a collection of texts (or other created works) on a specific subject that are published (or otherwise presented) together. Usually, the different chapters in the book will be written by different authors, and there will be an introductory chapter written by the editor(s), providing a general introduction to the contents of the book.

Conference proceedings

Volumes consisting of papers presented at a conference are often referred to as conference proceedings. Such publications usually consist of articles based on the plenary lectures and on a selected number of conference presentations.

Journal / Periodical

A journal (or periodical) is publication that is issued regularly ( periodically = 'at regular intervals').

Journal article

An article is a text that has been published in a journal (periodical), magazine or newspaper. There are different kinds of articles; apart from original articles (articles that present new, original, research), there are review articles, letters and editorials, for instance. Original articles can be divided into, for instance, methodological articles, theoretical articles and case studies. For further information about different kinds of articles, see

Research articles

A monograph is a text (often book-length) that treats one specific subject.

Thesis / Dissertation

A thesis (dissertation) is an extensive research paper that is written as partial fulfilment of an academic degree.

Thesis of dissertation? Most reference style manuals have been published in the US and therefore use the American English 'dissertation' for 'doctoral dissertation,' whereas the word 'thesis' or 'doctoral thesis' is more common in British English.

How to choose sources

One of the central learning outcomes of university studies is the ability to assess information. When writing, students train their ability to decide whether a source is appropriate and how to use it. Read more here:

Source evaluation (Libraries of the Joint Faculties of Humanities and Theology, Lund University)

Remember that LU Libraries provide valuable resources for LU students in need of help concerning the choice of sources. Faculty and department libraries provide support geared to students' subject areas.

Primary, secondary and tertiary sources

Sources are sometimes divided into three types, depending on the way in which they relate to the subject of study:

Primary sources

A primary source is usually a document or result that is being reported first hand. In other words, primary sources are original sources, not interpretations made by someone else. The following kinds of texts/sources often function as primary sources:

works of fiction
official documents, such as census data and legal texts
artefacts, such as archaeological findings
numeric data, such as statistical data
corpora, such as large collections of texts or recordings of speech

Secondary sources

Secondary sources are texts that value, discuss or comment on primary source materials. Previous research in the field is often defined as secondary sources. The following are examples of such secondary sources:

research articles
biographies

Tertiary sources

A tertiary source is a source that summarises or compiles facts and knowledge produced by someone else. Tertiary sources are often some kind of assemblage of primary and secondary sources. They are convenient for quick access to summarised facts, but not all sources that belong to this category are considered suitable for scholarly writing. In most cases, it is not acceptable to use compilations of facts instead of reading the original sources, for instance. Therefore, students writing essays are recommended to consult their teachers and library on the suitability of using tertiary sources in their writing. Sources that would be regarded as tertiary sources include:

study guides
encyclopaedias and wikis
indexes and other classification systems

A note of caution

The distinction between primary, secondary and tertiary sources is not a fixed one. For instance, in an analysis of an encyclopaedic article, that article would be regarded as a primary source, whereas it in another context would be seen as a tertiary source. Students are advised to check with their teachers what types of sources are expected and accepted.

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Knowledge Base
Working with sources
Types of Sources Explained | Examples & Tips

Types of Sources Explained | Examples & Tips

Published on 3 September 2022 by Eoghan Ryan .

Throughout the research process , you’ll likely use various types of sources. The source types commonly used in academic writing include:

Academic journals

Encyclopaedias, instantly correct all language mistakes in your text.

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Primary, secondary, and tertiary sources, frequently asked questions types of sources.

Academic journals are the most up-to-date sources in academia. They’re typically published multiple times a year and contain cutting-edge research. Consult academic journals to find the most current debates and research topics in your field.

There are many kinds of journal articles, including:

Original research articles: These publish original data.
Theoretical articles: These contribute to the theoretical foundations of a field.
Review articles: These summarize the current state of the field.

Credible journals use peer review . This means that experts in the field assess the quality and credibility of an article before it is published. Journal articles include a full bibliography and use scholarly or technical language.

Academic journals are usually published online, and sometimes also in print. Consult your institution’s library to find out what academic journals they provide access to.

Learn how to cite a journal article

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Academic books are great sources to use when you need in-depth information on your research topic.

They’re typically written by experts and provide an extensive overview and analysis of a specific topic. They can be written by a single author or by multiple authors contributing individual chapters (often overseen by a general editor).

Books published by respected academic publishing houses and university presses are typically considered trustworthy sources. Academic books usually include a full bibliography and use scholarly or technical language. Books written for more general audiences are less relevant in an academic context.

Books can be accessed online or in print. Your institution’s library will likely contain access to a wide selection of each.

Learn how to cite a book

Websites are great sources for preliminary research and can help you to learn more about a topic you’re new to.

However, they are not always credible sources . Many websites don’t provide the author’s name, so it can be hard to tell if they’re an expert. Websites often don’t cite their sources, and they typically don’t subject their content to peer review.

For these reasons, you should carefully consider whether any web sources you use are appropriate to cite or not. Some websites are more credible than others. Look for trusted domain extensions:

URLs that end with .edu are specifically educational resources.
URLs that end with .gov are government-related.

Both of these are typically considered trustworthy.

Learn how to cite a website

Newspapers can be valuable sources, providing insights on current or past events and trends.

However, news articles are not always reliable and may be written from a biased perspective or with the intention of promoting a political agenda. News articles usually do not cite their sources and are written for a popular, rather than academic, audience.

Nevertheless, newspapers can help when you need information on recent topics or events that have not been the subject of in-depth academic study. Archives of older newspapers can also be useful sources for historical research.

Newspapers are published in both digital and print form. Consult your institution’s library to find out what newspaper archives they provide access to.

Learn how to cite a newspaper article

Encyclopaedias are reference works that contain summaries or overviews of topics rather than original insights. These overviews are presented in alphabetical order.

Although they’re often written by experts, encyclopaedia entries are not typically attributed to a single author and don’t provide the specialised knowledge expected of scholarly sources. As a result, they’re best used as sources of background information at the beginning of your research. You can then expand your knowledge by consulting more academic sources.

Encyclopaedias can be general or subject-specific:

General encyclopaedias contain entries on diverse topics.
Subject encyclopaedias focus on a particular field and contain entries specific to that field (e.g., Western philosophy or molecular biology).

They can be found online (including crowdsourced encyclopaedias like Wikipedia) or in print form.

Learn how to cite Wikipedia

Every source you use will be either:

Primary: The source provides direct evidence about your topic (e.g., a news article).
Secondary: The source provides an interpretation or commentary on primary sources (e.g., a journal article).
Tertiary: The source summarizes or consolidates primary and secondary sources but does not provide additional analysis or insights (e.g., an encyclopaedia).

Tertiary sources are often used for broad overviews at the beginning of a research project. Further along, you might look for primary and secondary sources that you can use to help formulate your position.

How each source is categorised depends on the topic of research and how you use the source.

There are many types of sources commonly used in research. These include:

Journal articles
Encyclopedias

You’ll likely use a variety of these sources throughout the research process , and the kinds of sources you use will depend on your research topic and goals.

Scholarly sources are written by experts in their field and are typically subjected to peer review . They are intended for a scholarly audience, include a full bibliography, and use scholarly or technical language. For these reasons, they are typically considered credible sources .

Popular sources like magazines and news articles are typically written by journalists. These types of sources usually don’t include a bibliography and are written for a popular, rather than academic, audience. They are not always reliable and may be written from a biased or uninformed perspective, but they can still be cited in some contexts.

In academic writing, the sources you cite should be credible and scholarly. Some of the main types of sources used are:

Academic journals: These are the most up-to-date sources in academia. They are published more frequently than books and provide cutting-edge research.
Books: These are great sources to use, as they are typically written by experts and provide an extensive overview and analysis of a specific topic.

It is important to find credible sources and use those that you can be sure are sufficiently scholarly .

Consult your institute’s library to find out what books, journals, research databases, and other types of sources they provide access to.
Look for books published by respected academic publishing houses and university presses, as these are typically considered trustworthy sources.
Look for journals that use a peer review process. This means that experts in the field assess the quality and credibility of an article before it is published.

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Ryan, E. (2022, September 03). Types of Sources Explained | Examples & Tips. Scribbr. Retrieved 6 May 2024, from https://www.scribbr.co.uk/working-sources/source-types/

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Module 5: Locating and Evaluating Sources

Types of sources, learning objectives.

Describe the differences between types of sources: scholarly vs. general audience, primary vs. secondary

Dive into any topic and you will quickly learn how much information is out there and can feel overwhelming. However, knowing the key differences in the types of sources and where they can be found will make research an easier and rewarding task. The first step is knowing what types of sources are required for the essay such as only using scholarly and peer-reviewed sources. This can quickly narrow down the amount of information to sift through. But let us look at the differences between scholarly versus general sources.

Popular, Professional, & Scholarly Sources

Considering the intended audience—how expert one has to be to understand the information—can indicate whether the source has sufficient credibility and thoroughness to meet your need.

Popular sources include magazines, and are written for a wide general audience.

Popular – Popular books, newspapers and magazines (such as The Washington Post , the New Yorker , and Rolling Stone ) are meant for a large general audience, are generally affordable, and are easy to purchase or available for free. They are written by staff writers or reporters for the general public.

Additionally, they are:

About news, opinions, background information, and entertainment.
More attractive than scholarly journals, with catchy titles, attractive artwork, and many advertisements but no footnotes or references.
Published by commercial publishers.
Published after approval from an editor.

Scholarly sources are usually peer-reviewed.

Scholarly – Scholarly books and journal articles (such as Plant Science and Education and Child Psychology) are meant for scholars, students, and the general public who want a deep understanding of a problem or issue. Researchers and scholars write these articles to present new knowledge and further understanding of their field of study.

Where findings of research projects, data and analytics, and case studies usually appear first.
Often long (usually over 10 pages) and always include footnotes and references.
Usually published by universities, professional associations, and commercial publishers. They are often behind a “paywall,” which means that they’re not publicly accessible on the internet. Instead, they need to be accessed via a university library or similar institutional membership.
Usually published after approval by peer review, which means that each article in the journal was evaluated by scholars with credentials similar to those of the author. Often, articles have undergone multiple rounds of revision based on peer review.

A magazine cover for Information Professional

Professional sources are written for a narrow audience (people who work in a specific field), but don’t necessarily follow the standards of scholarly sources (such as peer review).

Professional – Professional publications (such as Plastic Surgical Nursing, HVAC & Refrigeration Insider, and Music Teacher) are meant for people in a particular profession, and are often accessible through a professional organization. Staff writers or other professionals in the targeted field write these articles at a level and with the language to be understood by everyone in the profession.

About trends and news from the targeted field, book reviews, and case studies.
Often less than 10 pages, some of which may contain footnotes and references.
Usually published by professional associations and commercial publishers.

Primary, Secondary & Tertiary Sources

Firsthand information (information in its original form, not translated or published in another form).
Secondhand information (a restatement, analysis, or interpretation of original information).
Third-hand information (a summary or repackaging of original information, often based on secondary information that has been published).

The three labels for information sources in this category are, respectively, primary sources, secondary sources, and tertiary sources. Here are examples to illustrate the first- handedness, second-handedness, and third-handedness of information:

When you make distinctions between primary, secondary, and tertiary sources, you are relating the information itself to the context in which it was created. Understanding that relationship is an important skill that you’ll need in college, as well as in the workplace. Noting the relationship between creation and context helps us understand the “big picture” in which information operates and helps us figure out which information we can depend on. That’s a big part of thinking critically, a major benefit of actually becoming an educated person.

Primary Sources – Because it is in its original form, the information in primary sources has reached us from its creators without going through any filter. We get it firsthand. Here are some examples that are often used as primary sources:

Any literary work, including novels, plays, and poems.
Breaking news.
Advertisements.
Music and dance performances.
Eyewitness accounts, including photographs and recorded interviews.
Blog entries that are autobiographical.
Scholarly blogs that provide data or are highly theoretical, even though they contain no autobiography.
Artifacts such as tools, clothing, or other objects.
Original documents such as tax returns, marriage licenses, and transcripts of trials.
Websites, although many are secondary.
Correspondence, including email.
Records of organizations and government agencies.
Journal articles that report research for the first time (at least the parts about the new research, plus their data).

Secondary Source – These sources are translated, repackaged, restated, analyzed, or interpreted original information that is a primary source. Thus, the information comes to us secondhand, or through at least one filter. Here are some examples that are often used as secondary sources:

All nonfiction books and magazine articles except autobiography.
An article or website that critiques a novel, play, painting, or piece of music.
An article or web site that synthesizes expert opinion and several eyewitness accounts for a new understanding of an event.
The literature review portion of a journal article.

Tertiary Source – These sources further repackage the original information because they index, condense, or summarize the original.

Typically, by the time tertiary sources are developed, there have been many secondary sources prepared on their subjects, and you can think of tertiary sources as information that comes to us “third-hand.” Tertiary sources are usually publications that you are not intended to read from cover to cover but to dip in and out of for the information you need. You can think of them as a good place for background information to start your research but a bad place to end up. Here are some examples that are often used as tertiary sources:

Dictionaries.
Guide books, including the one you are now reading.
Survey articles.
Bibliographies.
Encyclopedias, including Wikipedia.
Most textbooks.

Tertiary sources are usually not acceptable as cited sources in college research projects because they are so far from firsthand information. That’s why most professors don’t want you to use Wikipedia as a citable source: the information in Wikipedia is far from original information. Other people have considered it, decided what they think about it, rearranged it, and summarized it–all of which is actually what your professors want you , not another author, to do with information in your research projects.

The Details Are Tricky — A few things about primary or secondary sources might surprise you:

Sources become primary rather than always exist as primary sources.It’s easy to think that it is the format of primary sources that makes them primary. But that’s not all that matters. So when you see lists like the one above of sources that are often used as primary sources, it’s wise to remember that the ones listed are not automatically already primary sources. Firsthand sources get that designation only when researchers actually find their information relevant and use it. For instance: Records that could be relevant to those studying government are created every day by federal, state, county, and city governments as they operate. But until those raw data are actually used by a researcher, they cannot be considered primary sources.Another example: A diary about his flying missions kept by an American helicopter pilot in the Viet Nam War is not a primary source until, say, a researcher uses it in her study of how the war was carried out. But it will never be a primary source for a researcher studying the U.S. public’s reaction to the war because it does not contain information relevant to that study.
Primary sources, even eyewitness accounts, are not necessarily accurate. Their accuracy has to be evaluated, just like that of all sources.
Something that is usually considered a secondary source can be considered a primary source, depending on the research project.For instance, movie reviews are usually considered secondary sources. But if your research project is about the effect movie reviews have on ticket sales, the movie reviews you study would become primary sources.
First, journal articles that report new research for the first time are usually based on data. So some disciplines consider the data to be the primary source, and the journal article that describes and analyzes them is considered a secondary source. However, particularly in the sciences, the original researcher might find it difficult or impossible (he or she might not be allowed) to share the data. So sometimes you have nothing more firsthand than the journal article, which argues for calling it the relevant primary source because it’s the closest thing that exists to the data.
Second, even journal articles that announce new research for the first time usually contain more than data. They also typically contain secondary source elements, such as a literature review, bibliography, and sections on data analysis and interpretation. So they can actually be a mix of primary and secondary elements. Even so, in some disciplines, a journal article that announces new research findings for the first time is considered to be, as a whole, a primary source for the researchers using it.

Which to Use?

Determining which sources to keep will depend on the essay requirements, the topic, and your own scrutiny on which are best. Of course being as close to the primary source is best but there are times when secondary information is needed. One example is a literary analysis essay may include what other literary critics have already written about the book, or primary source. News articles might be needed to discuss the impact of a new dam being built. Secondary sources can offer different perspectives and ideas that we may not come to when only looking at the primary source.

However, using the primary source allows you to make your own judgements on the topic without being filtered through another’s perspective, and possibly discover something they missed. Primary sources also add credibility to your own writing. For example, in 2018 Rolling Stone published an article on the environmental and health concerns caused by fracking, a controversial form of mining, as reported by a scientific paper. Rolling Stone’s writer paraphrases what can be found in that paper along with quotes from other experts within that industry. Now if you are writing an essay on fracking, what would be a more credible source to quote from to support your ideas: Rolling Stone or the scientific paper?

If you said the scientific paper, you are correct! While Rolling Stone publishes well-researched articles they are mainly known for being a music industry magazine. Your readers would question why the magazine is quoted as a source and not the first-hand, peer-reviewed paper. Using primary also adds credibility to your own writing.

Wheel of Sources. Authored by : Kian Ravaei, Jen Pierre. Provided by : WI+RE / UCLA Library. Located at : https://uclalibrary.github.io/research-tips/primary-secondary/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
Popular, Professional, & Scholarly . Provided by : Teaching & Learning, Ohio State University Libraries. Located at : https://ohiostate.pressbooks.pub/choosingsources/chapter/popular-professional-scholarly/ . Project : Choosing & Using Sources: A Guide to Academic Research . License : CC BY: Attribution
Primary, Secondary & Tertiary Sources. Provided by : Teaching & Learning, Ohio State University Libraries. Located at : https://ohiostate.pressbooks.pub/choosingsources/chapter/primary-secondary-tertiary-sources/ . Project : Choosing & Using Sources: A Guide to Academic Research . License : CC BY: Attribution
Magazines. Authored by : Phil Roeder. Located at : https://flic.kr/p/EFa2D5 . License : CC BY: Attribution
Information Professional. Authored by : CILIP. Located at : https://commons.wikimedia.org/wiki/File:Information_Professional_magazine.jpg . License : CC BY-SA: Attribution-ShareAlike
Journals. Authored by : Vmenkov. Located at : https://en.wikipedia.org/wiki/Academic_journal#/media/File:Vitoria-University-Library-food-science-journals-4489.jpg . License : CC BY-SA: Attribution-ShareAlike
Types of Sources. Provided by : Lumen Learning. License : CC BY: Attribution

Campus Life

Writing a good college essay can be tough and time-consuming. It will cost you several trips to the library, hours of pouring over your notes, and sleepless nights scouring online databases. ⏳

And while the internet is a huge pool of information, it is crucial to identify and use credible sources . So, the big question is: How can you find the right academic references for your college essay?

Here’s a guide to finding essay sources that will impress your professor and get you that well-deserved A! 🔍

Start With Wikipedia

Yes, we all know academic researchers frown upon Wikipedia since it’s user-generated (so anyone can write anything). But it’s actually a great springboard to get an overview of your essay topic . 💻

At the bottom of each Wikipedia page, you’ll find a treasure trove of legitimate sources and citations that you can use in your essay.

android phone screenshot of the Wikipedia homepage

Check Out Primary Sources

Primary sources are the building blocks of any research project. They must serve as the foundation of your research, whereas secondary sources should inform and supplement the primary sources.

Primary sources are first-hand accounts on a subject, often unedited, that offer a close, personal overview of a topic. They encourage students to read between the lines and approach them with a critical mindset. 🤔

When analyzing primary sources, ask yourself key questions like, “Who is the intended audience?” or “What does the source tell me about the period?”

By considering these questions, you can effectively understand the historical context and cultural perspectives and avoid potential bias or inaccuracy . This will also help you develop well-supported arguments and strengthen your essay. 💪

Get the Most Out of the Library

Students may gravitate toward online research but the good old library is still a trusted source of information . In fact, 58 percent of Americans aged 16 and older have a library card — and for good reason!

Library databases allow you to efficiently search for published information, such as magazines, journals, and newspaper articles .

These sources contain scholarly articles by notable authors, journalists, and researchers. If you hit a paywall for a journal or newspaper, verify if your library has a subscription — problem solved! ✅

male college student finding essay sources inside the library

But the most underutilized tool in libraries is the staff. Librarians know all about research methods, using information systems, statistics, and management.

They’re experts when it comes to finding the information you need. All you have to do is ask your university librarian for help finding top-tier resources on your essay topic. 📚

Use Academic Search Engines

Let’s get this straight: It’s hard to write a research paper without consulting the internet .

Most of us start our search with Google, but unfortunately, search engines don’t always churn out credible results . That’s why it’s crucial to explore other portals with an academic focus when searching for essay sources . ⚠️

Check out these options:

BASE : The Bielefeld Academic Search Engine (BASE) contains 4,000 sources and provides search results from more than 100 million documents. They also offer an advanced search option that allows users to narrow down their research. The BASE advanced search lets users use filters such as author names, publication dates, and document types to find more relevant results, saving time and improving academic research efficiency.
Refseek : A web search tool for students and researchers. You can access over a billion documents, books, newspapers, and journals without getting distracted by ads or sponsored links.
Google Scholar : This connects you with hundreds of relevant scholarly journals. What’s more, it provides formatted citations in MLA, AP, or APA that you can export to RefWorks or BibTex.
JSTOR : The platform provides a large collection of academic journals, books, and original sources from a variety of subjects.
PubMed : This includes articles from scholarly journals and research institutes with a focus on biomedical and life sciences research.
LexisNexis Academic : It focuses on researching legal and news-related subjects, including reports, legal publications, and court cases.

Opt for Digital Libraries and Databases

Digital libraries have specialized collections in all fields of study. They are easy to access and contain millions of books, audiobooks, journals, and videos that can help you further your essay research.

The best part? No more waiting for popular books to become available! Digital libraries let you read and download content instantly, anytime, anywhere, using your computer or phone . 📱

Of course, there may be some occasions where you’ll find your university doesn’t have access to a particular online database.

If you’ve found the perfect journal article but can’t get access, try emailing the professor who wrote it and ask for a PDF — most academics will be quite happy to provide you access to their work. 📧

a female college student at home wearing headphones finding essay sources on digital libraries and databases using her laptop

Don’t Forget the Bibliography of Your Sources

After you have a list of credible sources, take a closer look at their citations. Seek out the primary sources these citations used for research. This will open up a new set of materials to work with for your essay. 🗒️

Plus, they often contain references to publications that make alternate viewpoints or offer diverse interpretations of the topic at hand.

TIP: Once you start your research, you may find the same sources pop up over and over again. Consult Google Scholar to see the articles in a publication that are cited the most (along with who cited them). Make a list of these and incorporate them in your essay.

Look Beyond Journals and Books

The world of research is your oyster, and with a diverse array of sources, your academic essay can shine if you dare to explore the unconventional.

Peruse through thrilling audio and video recordings that transport you to historic moments or cultural events, or explore interviews with experts who can add personal insights and real-life perspectives to your essay . 🎧

a female college student finding essay sources beyond journal and books such as newspaper records

Incorporate variety in the resources you add to make your essay an interesting read. This will also show your professor that you’ve gone above and beyond to create a well-researched essay. 👌

Note: Critically assess the reliability and validity of sources outside of the conventional academic channels because their level of accuracy may vary. Always check the author’s qualifications, and the reputation of the source, and cross-reference information from various sources.

Learn to Quickly Evaluate a Source

Essays and research papers come with deadlines. In an ideal world, you would meticulously examine each potential essay source, but there’s a smarter way to do it to save time! 🗓️

Here’s a helpful approach to evaluating a source: First, read the abstract or introduction of the source to decide if it’s useful for your work .

Then, take a look at the citations and references at the end of the source . You can also check the publication date to ensure the information is current.

If it’s an online source, check out the domain name. Sites with .edu domains are associated with educational facilities, while .gov domains belong to government agencies. These sources are generally reliable due to their affiliation with reputable institutions.

Additionally, examine the author’s credentials and expertise in the field . Look for authors who have relevant academic backgrounds or professional experience related to the topic. ✍️

Lastly, consider the reputation of the publisher . Reputable publishers are known for maintaining high standards of quality and accuracy in their publications.

Don’t know where to start? Check the publisher’s website, browse through its publication list, and look for details about its editorial board and reviewers. 🧐

Putting together a top-notch essay is a Herculean task — but if you can collect the right resources you’re already halfway there! 💯

The Easy Guide to Finding Essay Sources: Frequently Asked Questions

What are academic sources .

Academic sources are dependable and trustworthy documents created by subject-matter specialists and distributed by respectable publishers or academic publications .

They go through an exhaustive screening procedure and frequently contain citations or references to other academic publications.

How do I find trustworthy sources for my academic research?

Start with reputable sources such as scholarly journals and books from respected publishers. Consider the expertise of the author and the publisher’s reputation, and look for sources that have undergone the peer review process.

Check the publication date to ensure the information is current. Be aware of potential biases in the sources and evaluate the evidence provided.

What are the best sources for essays?

The best sources for essays are those that offer accurate and up-to-date information.

Scholarly journals, expert books, government websites, academic databases, credible websites with specific domains (.gov,.edu, and .org), must-read books related to the topic, secondary readings for additional insights, scholarly sites, scientific papers, and reliable news and interviews are examples of these.

How do I include a source in an essay?

Introduce the source with an initial phrase. Then, summarize, paraphrase, or quote the material as needed and provide proper citations .

When directly quoting the source, use quotation marks and cite the author, year, and page number.

For summarizing, briefly present the main points and cite the author and year. When paraphrasing, restate the information in your own words and cite the author, year, and page number.

Include relevant details about the author, title, and genre when citing the source for the first time. Each college may have varying guidelines for sourcing, so it’s important to check with your institution what is required.

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Primary, Secondary, and Tertiary Sources of Information in the Sciences
Types of Information Sources

Primary, Secondary, and Tertiary Sources of Information in the Sciences: Types of Information Sources

Videos about Information Sources
Science Databases and Popular Science Sources

What are Primary, Secondary and Tertiary Sources of Information?

What are the different types of sources of information used in research .

Generally, there are three basic types of information sources in research including primary, secondary, and tertiary. They are as follows:

Primary Sources: Primary sources of information are first hand accounts of research or an event including original scholarly research results, raw data, testimony, speeches, historic objects or other evidence that provides unique and original information about a person or an event. These sources were created at the time which the observation or event occurred but can also be created later by an eyewitness. Primary sources allow researchers direct access to original ideas, events, and data. Some examples of primary sources include published original scholarly research articles, original creative works, and eyewitness accounts of contemporaneous events.

Secondary Sources: Secondary sources analyze, synthesize, evaluate, and interpret primary sources (or other secondary sources). Secondary sources are created after an event has occurred and are written by someone who did not experience or observe the event first hand. Some examples of secondary sources include articles that interpret original scholarly research results and critiques of original creative works. Secondary sources are not evidence, but rather comment on and discuss previous evidence.

Tertiary Sources: Tertiary sources of information provide broad overviews or condensed narratives of topics. They analyze and summarize the information in primary and secondary sources in order to provide background on a idea, event, or topic. Tertiary resources often provide data in a convenient form and provide context of the topic for a frame of reference. Some examples of tertiary sources include textbooks, dictionaries, encyclopedias, and almanacs.

Examples of Information Source Types

A word about wikipedia.

Wikipedia: A Good Starting Point But NOT A Citable Source

What is Pop-sci?

What is pop-sci?

Elements of a Scholarly Research Article

Common elements of a scholarly article:

Authors and their credentials
Introduction including background information on subject, literature review, statement of research problem, and hypothesis
Limitations of research
Recommendations for further research

Quick Summary

Next: Videos about Information Sources >>
Last Updated: Dec 7, 2023 8:46 AM
URL: https://libraryguides.uwsp.edu/InformationSourcesInTheSciences

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Primary, Secondary, and Tertiary Sources

Search catalog, what are the differences.

Sources of information or evidence are often categorized as primary, secondary, or tertiary material. These classifications are based on the originality of the material and the proximity of the source or origin. This informs the reader as to whether the author is reporting information that is first hand or is conveying the experiences and opinions of others which is considered second hand. Determining if a source is primary, secondary or tertiary can be tricky. Below you will find a description of the three categories of information and examples to help you make a determination.

Primary Sources

These sources are records of events or evidence as they are first described or actually happened without any interpretation or commentary. It is information that is shown for the first time or original materials on which other research is based. Primary sources display original thinking, report on new discoveries, or share fresh information.

Secondary Sources

These sources offer an analysis or restatement of primary sources. They often try to describe or explain primary sources. They tend to be works which summarize, interpret, reorganize, or otherwise provide an added value to a primary source.

Tertiary Sources

These are sources that index, abstract, organize, compile, or digest other sources. Some reference materials and textbooks are considered tertiary sources when their chief purpose is to list, summarize or simply repackage ideas or other information. Tertiary sources are usually not credited to a particular author.

Informative Essay — Purpose, Structure, and Examples

What is informative writing?

Informative writing educates the reader about a certain topic. An informative essay may explain new information, describe a process, or clarify a concept. The provided information is objective, meaning the writing focuses on presentation of fact and should not contain personal opinion or bias.

Informative writing includes description, process, cause and effect, comparison, and problems and possible solutions:

Describes a person, place, thing, or event using descriptive language that appeals to readers’ senses

Explains the process to do something or how something was created

Discusses the relationship between two things, determining how one ( cause ) leads to the other ( effect ); the effect needs to be based on fact and not an assumption

Identifies the similarities and differences between two things; does not indicate that one is better than the other

Details a problem and presents various possible solutions ; the writer does not suggest one solution is more effective than the others

Purpose of informative writing

The purpose of an informative essay depends upon the writer’s motivation, but may be to share new information, describe a process, clarify a concept, explain why or how, or detail a topic’s intricacies.

Informative essays may introduce readers to new information .

Summarizing a scientific/technological study

Outlining the various aspects of a religion

Providing information on a historical period

Describe a process or give step-by-step details of a procedure.

How to write an informational essay

How to construct an argument

How to apply for a job

Clarify a concept and offer details about complex ideas.

Explain why or how something works the way that it does.

Describe how the stock market impacts the economy

Illustrate why there are high and low tides

Detail how the heart functions

Offer information on the smaller aspects or intricacies of a larger topic.

Identify the importance of the individual bones in the body

Outlining the Dust Bowl in the context of the Great Depression

Explaining how bees impact the environment

How to write an informative essay

Regardless of the type of information, the informative essay structure typically consists of an introduction, body, and conclusion.

Introduction

Background information

Explanation of evidence

Restated thesis

Review of main ideas

Closing statement

Informative essay introduction

When composing the introductory paragraph(s) of an informative paper, include a hook, introduce the topic, provide background information, and develop a good thesis statement.

If the hook or introduction creates interest in the first paragraph, it will draw the readers’ attention and make them more receptive to the essay writer's ideas. Some of the most common techniques to accomplish this include the following:

Emphasize the topic’s importance by explaining the current interest in the topic or by indicating that the subject is influential.

Use pertinent statistics to give the paper an air of authority.

A surprising statement can be shocking; sometimes it is disgusting; sometimes it is joyful; sometimes it is surprising because of who said it.

An interesting incident or anecdote can act as a teaser to lure the reader into the remainder of the essay. Be sure that the device is appropriate for the informative essay topic and focus on what is to follow.

Directly introduce the topic of the essay.

Provide the reader with the background information necessary to understand the topic. Don’t repeat this information in the body of the essay; it should help the reader understand what follows.

Identify the overall purpose of the essay with the thesis (purpose statement). Writers can also include their support directly in the thesis, which outlines the structure of the essay for the reader.

Informative essay body paragraphs

Each body paragraph should contain a topic sentence, evidence, explanation of evidence, and a transition sentence.

A good topic sentence should identify what information the reader should expect in the paragraph and how it connects to the main purpose identified in the thesis.

Provide evidence that details the main point of the paragraph. This includes paraphrasing, summarizing, and directly quoting facts, statistics, and statements.

Explain how the evidence connects to the main purpose of the essay.

Place transitions at the end of each body paragraph, except the last. There is no need to transition from the last support to the conclusion. A transition should accomplish three goals:

Tell the reader where you were (current support)

Tell the reader where you are going (next support)

Relate the paper’s purpose

Informative essay conclusion

Incorporate a rephrased thesis, summary, and closing statement into the conclusion of an informative essay.

Rephrase the purpose of the essay. Do not just repeat the purpose statement from the thesis.

Summarize the main idea found in each body paragraph by rephrasing each topic sentence.

End with a clincher or closing statement that helps readers answer the question “so what?” What should the reader take away from the information provided in the essay? Why should they care about the topic?

Informative essay example

The following example illustrates a good informative essay format:

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Being able to research and use materials which back up your study or offer different interpretations of your study area is an essential aspect of studying and learning.

Primarily you need to be aware of where to look for information, how to access it and how to use it. You must also be able to scrutinise your sources to check that they are relevant and of a suitable nature to be included within your work.

This page explores the different types of documents available and how you may access them. Our further pages: Effective Reading and Critical Reading provide more information about how interpret the various sources of information.

Finding Information

You may assume, automatically, that academic text books are the primary source of information when you are engaged in a formal study programme. This may be true, to a degree, usually there is little need to question the credibility of such texts – they have probably been recommended by a tutor. There are, however, many other sources of information which should not be overlooked. Such sources include: the internet, newspapers, journals, transcripts from radio or TV programmes, leaflets, photographs and other artefacts (man-made objects).

Within the category of books there are many different types and genres, for example: fiction and non-fiction, including dictionaries, encyclopaedias, biographies, almanacs, archives, yearbooks and atlases, to name just a few. There are even more categories of websites and other internet resources. All sources of information can be of relevance depending on the subject matter of the research or project you’re working on.

It is important to understand that all information will have a certain degree of validity or otherwise. A document can be easily forged or altered, especially on the internet where anybody can publish anything. It is therefore necessary to use judgement when deciding which documents to use in the context of your study.

All documents that you use for study fall into one of three categories:

Primary Documents

A primary document is a document that was written at the time of an event or period of research. Primary documents therefore include literary texts, letters, speeches and historical documents such as birth certificates and diaries. A live news-feed (or the transcript of) is a primary source – recording events as they unfold. Of course any major news event (like the Olympic Games) is likely to have several primary sources, accounts from different broadcasters. To get a fuller idea of the event you may look at more than one primary source of information – taking into account biases, points-of-view and personal or cultural perceptions.

Secondary Documents

A secondary document is written after an event - usually the authors will not have witnessed the event themselves. Such documents are usually written with reference to primary documents and attempt to provide an interpretation. Core texts - academic texts related to the topic being studied - are an example of secondary documents. In current affairs a secondary source would be a standard news story. A story that has been reported after the event. As a secondary source is a writer’s interpretation of what happened (a primary source) it is more likely to contain observations, bias and subjective commentary that try to explain the event and put it into some sort of context.

Tertiary Documents

Tertiary documents usually act as pointers to primary and secondary documents. They are indexes, directories, bibliographies and other categorised collections of information - documents that you can turn to and be guided to other, potentially relevant, documents on a particular subject. For example, checking the bibliography of books can help to lead you to further research material or to looking at a list of similar stories on a news website.

Where to Get Your Information

There are a lot of different sources of information available to you as a student. The following list cannot hope to cover all sources of information, rather, it contains the main sources you are likely to find useful.

Wherever you get your information, to ensure that you conform to academic standards and rules, you should keep a note of your sources.

In the case of books and journals you should take especial care to note page numbers if you intend to use a quote or to paraphrase or summarise from any publication.

For internet resources you need at least the URL (web address) as well as the date that you accessed any web-page from which you quote or to which you refer.

Do not overlook proper referencing, plagiarism is a serious academic offence – your assignments are likely to fail if you do not reference correctly or understand how to reference.

For more help with referencing and avoiding plagiarism see our page Academic Referencing .

Library Sources

It is often possible to go to a physical library without being a member and to search through the shelves and access publications and other resources. If you are studying at a college or university you are likely to have access to their library. A lot of libraries will have a retrieval system to help you to locate documents – such systems are commonly accessed via a computer, although some older systems still exist. Retrieval systems enable you to search a database of titles held at the library, usually by either the author, the title of the book or publication or to enter broader terms, like the subject you are researching, to see a list of available publications.

It is now common, especially in educational establishments, for libraries and the documents that they hold, to be available online. There are numerous obvious advantages to this:

You can access the information you want, when you want – not just when the physical library is open.
You can access the information from anywhere that has an internet connection.
As documents (books, journals, articles etc.) are held electronically, numerous people can be reading the same document at the same time.
You can search electronic documents, or whole libraries of documents, quickly to find relevant information.

There are also some potential disadvantages of the ‘digital library’:

The documents available electronically may be limited. This will depend, to an extent, on which documents your university has subscribed to or bought electronic versions of. Older and historic documents may not be available electronically.
Some people find it easier to work with physical copies of books and journals – to flip through the pages and easily bookmark sections.

It is good practice to use a combination of library resources, familiarise yourself with the library facilities available to you and the type of documents that are available.

Internet Sources

There is a phenomenal amount of information available online, via web-pages, blogs, forums, social media, catalogues and so on. As there is so much information available and because such information can be published quickly and easily by anybody and at any time, it is important that you are vigilant in choosing reliable sources.

For many subjects the internet can be a very important place to research. In some disciplines the internet may be the most appropriate - or only - way of gathering information. This can be particularly true of subjects related to technology or current affairs. Whenever you use the internet for research, remember that the authorship, credibility and authenticity of internet documents is often difficult to establish. For this reason you need to be vigilant and take care when using the internet for academic research.

If you are studying formally, in a school, college or university, you should check what your institution’s guidelines are for using internet sources in your work. Some institutions may penalise you, by marking down your work, if your references are mainly from online sources – especially sources that have not been specifically ‘approved’ by your tutor.

Use good judgement and common sense when researching online. Whether or not a source is appropriate or useful will largely depend on your area of study. Some quick tips for general internet research:

Check the domain name of the site. Generally domain names that include .ac. or .edu. are educational establishments. Domain names ending in .gov are reserved for government purposes. In the UK the .gov.uk and .ac.uk domain names are subject to strict eligibility rules set by UKERNA (United Kingdom Education and Research Networking Association). This means that they can only be used by educational or government institutions. There are usually no such rules for registering .com, .org, .net or many of the other common and regional domain name types. You don’t have to be in the UK or meet any specific criteria to register a .co.uk domain name, for example. This is not to say that .com (or others) are not good, reliable sources of information, just be wary of quality and bias. Of course SkillsYouNeed.com is fine.

How did you arrive at the source? If you followed a link from your college or university then the chances are you are being encouraged to read the online article. If you found the resource via a search engine or a link on another website then you may need to scrutinise it more carefully.

As a start, you may find it useful to use the Google Scholar search (rather than the regular Google). Google Scholar returns results from books, journals and other academic sources - https://scholar.google.com/ .

Sources from Bibliographies

Another way of locating information, books or publications, which might have a bearing on the topic being researched is to check through the bibliography of core texts or related books. Authors will have consulted other scholars and by checking their bibliography you will discover related publications which may well enhance your own research. Some authors will also provide a list of recommended reading and since they have already researched the subject area it may be worth taking note of their findings.

Sources from Colleagues

It is always worth discussing your study with friends, family and colleagues - you will often find that they have some interesting points of view and sometimes they may be able to help with sourcing of information. They may, for example, have studied the area at some time or know someone who has and be able to find or lend you relevant books or other resources.

What types of sources should I use for writing academic essays?

Credible sources are generally texts that can be trusted and authoritative. These would be texts with support in terms of reliable evidence (facts, data, statistics) and often referring to previous work by academic authors. The most common credible sources are scholarly journals, conference papers and books because these have been peer-reviewed (read and approved for publication by other authors). However, there are good websites that can be used; generally ending in .gov / .edu / .ac.

Primary and Secondary Sources

Two types of sources: Primary and Secondary . A primary source is the main source of evidence. This can be raw data, records and key facts. A secondary source draws on the primary data and analyses it.

Key questions to ask when evaluating source material

Is there an author? Date?

Is there evidence? Where is it from? Sourced?

Is there a reference list? And in-text referencing?

Generally, there shouldn’t be glossy pictures or advertising.

It should be written in an academic formal style and quite difficult to read.

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Sources of Information

Introduction- Literature of a Subject is its Foundation. It represents a record of the achievements of the human race. Literature is diverse, Complex, and multilingual. It is becoming more and more interdisciplinary. It is growing at a fast pace. In the sciences, it almost doubles every few years, according to some studies. In social sciences, it doubles every eight to twelve years. Literature serves the informational needs of various kinds of Users. It forms the source of Information. Traditionally Speaking, information Sources would include primarily books, periodicals, and newspapers. However, the number and forms of sources are continuously increasing. In addition, unpublished sources are becoming increasingly important to scholars. Occasions will arise, especially in a special library of the University library, when a user requires information without a precondition about the form of the document. In such a situation, the finding of information matters, not the sources of information.

1.1 What is the meaning of Information sources?

Information sources refer to the origins or channels from which individuals obtain data, facts, knowledge, or insights. These sources can be diverse and encompass various mediums and formats. Information sources are critical in shaping our understanding of the world, contributing to the foundation of knowledge and decision-making processes. Traditionally, sources of information include books, journals, newspapers, and other print media. However, with the advent of the digital age, information sources have expanded to include online platforms, databases, social media, audiovisual content, and more.

The reliability and credibility of information often depend on the nature of its source. Academic and peer-reviewed journals, for example, are generally considered more reliable in scholarly contexts, while information from social media may require careful verification due to varying degrees of accuracy. Unpublished sources, such as personal communications or internal reports, also contribute to the pool of information available.

Understanding information sources is crucial for individuals to navigate the vast sea of data and make informed judgments. Critical evaluation of sources’ credibility, bias, and relevance is essential in ensuring that the information obtained is trustworthy. As the information landscape evolves, it is important to stay mindful of the diverse sources and their implications for the accuracy and reliability of the information we encounter and use.

1.2 What are the traditional sources of information, and how have they evolved with the advent of technology?

Information has long been the lifeblood of human progress, and throughout history, traditional sources have served as pillars of knowledge dissemination. However, with the advent of technology, these sources have undergone a transformative evolution, reshaping how we access and interact with information. Here are some key traditional sources and how they have evolved with technological advancements:

Books: Traditionally, books were tangible objects, carrying the weight of knowledge within their pages. Technological advancements have expanded the format of books to include digital versions, audiobooks, and e-readers. E-books, in particular, have gained popularity for their portability and accessibility. Readers can now carry an entire library on a single device, enabling them to access a vast array of literature from classic novels to contemporary research papers. Audiobooks have transformed the reading experience by providing an alternative for those who prefer listening over traditional reading. This evolution in book formats has not only made literature more accessible but has also diversified the ways people engage with written content.
Journals and Magazines: Academic journals and magazines were historically confined to print, limiting their reach to specific geographic areas or academic institutions. The digital revolution has propelled these sources onto online platforms, making scholarly articles and periodicals accessible globally. Online databases and digital subscriptions have broken down barriers, allowing researchers, students, and enthusiasts to instantly access the latest research and articles from around the world. This has facilitated a more rapid exchange of ideas and has accelerated the pace of academic discourse. Additionally, digitizing these sources has enhanced searchability and made it easier to cross-reference information, thereby enriching the research process.
Newspapers: Print newspapers were once the primary source of daily news. However, the internet has revolutionized the news landscape. Online news platforms provide real-time updates, multimedia content, and interactive features. Social media platforms amplify the reach of news stories, turning consumers into contributors through comments, shares, and discussions. The immediacy and accessibility of online news have transformed how people stay informed, enabling them to engage with current events in more dynamic and participatory ways. However, this digital shift has also introduced challenges, such as the need for media literacy to navigate online news sources’ vast and sometimes unreliable landscape.
Encyclopedias: Traditional encyclopedias were static volumes of compiled knowledge, updated periodically. The advent of Wikipedia and other collaborative online platforms has transformed this model into a dynamic and living source of information. Wikipedia allows individuals worldwide to contribute, edit, and update content in real time. This collaborative approach has expanded the breadth and depth of information available, reflecting a collective and evolving understanding of various subjects. However, it also introduces challenges related to accuracy and reliability, emphasizing the importance of critical evaluation when using collaborative online encyclopedias.
Libraries: Physical libraries were once central hubs for accessing information, requiring individuals to be close to educational institutions or public libraries. The digital age has revolutionized this model with the advent of online libraries and databases. These platforms provide a vast collection of resources that can be accessed remotely, reducing the constraints of physical location. The digitization of books, articles, and archival materials has democratized access to information, allowing individuals worldwide to engage in self-directed learning and research. The convenience of online libraries has also facilitated collaboration among researchers and academics, transcending geographical boundaries.
Television and Radio: Traditional broadcast media, including television and radio, provided a centralized source of information and entertainment. The digital age has witnessed the rise of podcasts, webinars, and online video platforms. Podcasts, in particular, offer diverse content on virtually every topic imaginable, catering to niche interests and preferences. The on-demand nature of these platforms allows users to consume content at their convenience, transforming the passive consumption model of traditional broadcast media into an interactive and personalized experience. This shift has empowered individuals to curate their information diet, choosing content that aligns with their interests and learning preferences.
Personal Communication: Face-to-face interactions and written letters were the cornerstones of personal communication. The digital age has introduced many communication channels, including email, instant messaging, and social media platforms. These technologies have revolutionized how individuals connect, enabling real-time conversations and instant information sharing. The global reach of digital communication platforms has brought people closer, transcending geographical barriers. However, it has also raised concerns about the quality of interpersonal relationships in a digitally mediated world, prompting discussions about the balance between virtual and face-to-face interactions.
Public Records: Accessing official documents and government records traditionally required physical visits to archives or public offices. The digitization of public records has streamlined this process, making information more accessible. Online databases and government websites now offer a wealth of information, ranging from historical records to contemporary datasets. This shift toward digital accessibility has improved transparency, allowing individuals to scrutinize and verify official information. However, it also raises concerns about data privacy and security, emphasizing the need for robust measures to protect sensitive information in the digital realm.

The evolution of traditional sources of information with the advent of technology has brought about significant changes in how we access, consume, and contribute to knowledge. While these advancements have made information more accessible and interactive, they also present challenges related to information quality, reliability, and the need for digital literacy. Navigating this dynamic landscape requires individuals to adapt to new modes of information consumption while critically evaluating sources to ensure the responsible and informed use of knowledge in the digital age.

1.3 Types of information sources:

Different epistemologies have different views regarding the importance of different kinds of information sources. Empiricism regards sense data as the ultimate information source, while other epistemologies have different views (Kragh 1989)(4. The various types of information sources can be divided into two broad categories.

1.3.1: Documentary Sources.

1.3.2 Non-Documentary Sources.

1.3.1. Documentary Sources of Information:

Documentary sources of information encompass written, recorded, or otherwise documented materials that serve as valuable resources for understanding and interpreting various aspects of human knowledge. These sources include books, journals, newspapers, government reports, manuscripts, audiovisual recordings, and more. Documentaries, films, and online platforms also contribute to this category. These materials serve as repositories of historical events, cultural practices, scientific advancements, and various subjects. Researchers, historians, and scholars often rely on documentary sources to access primary or secondary information, construct narratives, and deepen their understanding of different fields. Whether exploring the pages of a historical manuscript, analyzing data from a scientific report, or watching a documentary film, documentary sources play a pivotal role in preserving, disseminating, and conveying information across various domains. As technology continues to evolve, digital platforms and online archives further contribute to the accessibility and diversity of documentary sources, shaping the way information is documented, shared, and accessed in contemporary society.

These are generally published or recorded documents of knowledge. Documentary sources may be as under:-

1.3.1.1 Primary Sources of Information :

Primary sources of information are the first published records of original research and development or description of new applications or new interpretations of an old theme or idea. There are original documents representing unfiltered original ideas.

These constitute the latest available information. A researcher producing new information can make it available to the particular community through primary sources. Often, it may be the only source of information in existence. Primary sources are unorganized sources, which are rather difficult to use by them; secondary sources help us to use these. These are important sources of information. A subject becomes a discipline in its own right when independent primary sources begin to be produced in that area. The rate of growth of a discipline to a large extent, depends upon the amount of literature being produced in the form of primary sources reporting development in the concerned field.

The primary source is a term used in several disciplines to describe source material closest to the person, information, period, or idea being studied.

In historiography, a primary source (also called original source) is an artifact, a document, a recording, or other information source created at the time under study. If created by a human source, then a source with direct personal knowledge of the described events.

It serves as a source of information about the topic. Similar definitions are used in Library Science and other areas of scholarship.

In journalism, a primary source can be a person with direct knowledge of a situation or a document created by such a person. Primary sources are distinguished from secondary sources, which cite, comment on, or build upon primary sources. However the distinction is not a sharp one. “Primary and secondary are relative terms, with sources judged primary or secondary according to specific historical contexts and what is being studied.” (Kragh 1989)

For Example-:

➢ Periodicals

➢ Conference Papers

➢ Research Monographs

➢ Research Reports

➢ Standards

➢ Industrial and trade literature

➢ Manuscripts

➢ Unpublished Sources:-

> memorandum

> Laboratory notebooks

> Diaries

> Company

> Portraits

> State Papers

➢ Web sites ➢ Video Recordings

> Speeches

> Works of Art, architecture,

> literature and music.

1.3.1.2 Secondary Sources of Information:

Secondary sources of information refer to materials that provide interpretations, analyses, or evaluations of primary sources. These sources are created after an event or a period has passed, offering a reflective or synthesized perspective on historical events, scientific discoveries, or various topics. Unlike primary sources that offer firsthand evidence, secondary sources include books, journal articles, documentaries, and other forms of media that analyze and interpret primary source materials. These materials contribute to the broader understanding of a subject by providing context, analysis, and scholarly interpretations. Secondary sources are valuable in academic research and historical inquiry as they offer perspectives, critiques, and reflections that help shape a more comprehensive understanding of events or phenomena. Researchers often rely on primary and secondary sources to build a well-rounded and nuanced interpretation of a particular subject.

Types of Secondary Sources of Information:

“Bonn” has divided the secondary sources into three types, which are below

1. Index Type:

(b) Bibliography

(d) Abstracting Periodicals

2. Survey Type:

(b) Treatise

(c)Monograph

3. Reference Type:

(a) Encyclopedia

(b) Dictionary

(c)Hand book, Manual

(d) Critical Tables

Important ones are discussed below:-

1. Periodicals: Periodicals, often called journals or magazines, are regularly recurring publications, such as weekly, monthly, or quarterly. These publications serve as valuable sources of information across various disciplines, providing readers with current and in-depth coverage of specific topics. Periodicals encompass various subjects, including academic research, news, entertainment, and specialized interests. Academic journals publish peer-reviewed articles that contribute to advancing knowledge within specific fields. At the same time, magazines often offer a mix of articles, features, and visuals to cater to a broader readership. The periodic nature of these publications ensures that readers stay informed about the latest developments, research findings, and trends in their areas of interest, making periodicals an essential component of the dynamic and ever-evolving landscape of information dissemination.

2. Indexes: An index, in the context of information organization, is a systematic and alphabetical list or guide that serves as a reference to locate specific terms, topics, or concepts within a larger body of content. Indexing is common in books, academic journals, databases, and other informational resources. It allows users to quickly locate relevant information without reading the entire document. In a book, for example, an index is typically found at the end and contains entries with page numbers, directing readers to the pages where particular keywords or subjects are discussed. In digital contexts, indexes are also crucial components of search engines, helping users retrieve relevant information efficiently. Whether in print or digital formats, an index enhances the accessibility of information, providing a valuable tool for researchers, students, and readers seeking specific content within a larger body of text.

3. Bibliographies: A bibliography is a comprehensive and systematic list of sources, references, or works cited in a particular document or scholarly work. It is a valuable tool for researchers, students, and readers to identify and access the materials consulted or referenced by the author. Bibliographies can take various forms, including annotated bibliographies that provide summaries or evaluations of each source. They are commonly found at the end of academic papers, articles, books, and research projects, presenting a transparent record of the sources used to create the work. Beyond being a citation practice, bibliographies allow readers to delve deeper into the subject matter, explore related works, and verify the credibility and diversity of the sources employed in the research process. As a fundamental aspect of academic writing, bibliographies contribute to the research endeavor’s transparency, accountability, and integrity by acknowledging other authors’ intellectual debts and contributions.

4. Indexing Periodicals: Indexing periodicals involves systematically organizing and categorizing information contained within recurring publications, such as journals and magazines. This process aims to create a structured and searchable database of the content, making it easier for researchers, scholars, and readers to locate specific topics, articles, or authors. In periodicals, indexing often includes creating an alphabetical list of terms or subjects along with references to the relevant pages or issues where they appear. Developing comprehensive indexes enhances the accessibility and usability of periodicals, allowing users to navigate vast amounts of information efficiently. Indexing is particularly crucial in academic and research contexts, where scholars rely on these tools to identify relevant literature and stay abreast of developments in their respective fields. Digital advancements have further facilitated the creation of online indexes, making it possible to search and retrieve information from periodicals with incredible speed and precision.

5. Abstracting Periodicals: Abstracting periodicals involves the creation of concise and informative summaries, known as abstracts, for individual articles or papers published within recurring journals or magazines. The abstract provides a condensed overview of the main objectives, methods, results, and conclusions of the original work. This process is instrumental in distilling the essential content of scholarly articles, making it easier for researchers, academics, and readers to quickly grasp the key insights without delving into the full text. Abstracts are crucial in academic databases, serving as entry points for users seeking relevant literature on specific topics. In addition to aiding in information retrieval, abstracting contributes to disseminating knowledge by providing a snapshot of research findings. Researchers often rely on abstracts to decide whether an article aligns with their interests and warrants further exploration.

6. Reviews (Survey Type): Reviews in the context of a survey type refer to comprehensive and evaluative summaries of existing literature or research within a specific field or topic. In this survey-type review, researchers systematically analyze and synthesize information from multiple sources to provide a comprehensive overview of knowledge in a particular area. These reviews go beyond mere summarization by critically assessing the quality, methodologies, and findings of the studies included. The goal is to offer readers a deeper understanding of the current state of research, identify gaps or inconsistencies in the existing literature, and provide insights for future investigations. Survey-type reviews are common in academic disciplines where a broad understanding of the existing body of knowledge is essential for researchers, policymakers, and practitioners. These reviews advance scholarly dialogue by presenting a holistic view of research developments, offering a foundation for informed decision-making, and guiding future research directions within a specific domain.

7. Reference Books (also considered tertiary): Reference books, often categorized as tertiary sources, are distinctive in providing quick and concise information across a wide range of subjects. These books are designed to be consulted for specific facts, definitions, or brief overviews rather than read cover to cover. Encyclopedias, dictionaries, almanacs, atlases, and handbooks are common examples of reference books. Encyclopedias offer comprehensive information on various topics, often arranged alphabetically, while dictionaries provide definitions and explanations of words. Almanacs present statistical and calendar information, atlases provide maps and geographical details, and handbooks offer practical guidance on specific subjects. Reference books are valuable tools for students, researchers, and general readers seeking immediate and reliable information. They are often found in libraries and are indispensable for answering quick queries, gaining an overview of a topic, or verifying facts. The structured and condensed nature of reference books makes them an essential component of the information landscape, complementing more in-depth sources in research and exploration.

(8) Text Books (other than fiction and autobiography): Textbooks are educational resources designed to support formal learning in academic settings. These books are written to provide comprehensive coverage of a particular subject or course, offering a structured and systematic presentation of information. Textbooks are commonly used in schools, colleges, and universities as primary instructional materials for students. They follow a logical progression of concepts, often starting with foundational principles and gradually advancing to more complex topics. Textbooks typically include exercises, examples, and illustrations to reinforce learning and engage students in active comprehension. Authored by subject matter experts, textbooks aim to deliver accurate, authoritative, and pedagogically sound content tailored to the curriculum. As foundational resources, textbooks serve as a roadmap for both students and educators, guiding the teaching and learning process throughout an academic term or course. While digital resources and online learning platforms have become more prevalent, textbooks remain essential in providing a tangible and structured foundation for acquiring knowledge in diverse academic disciplines.

1.3.1.3 Tertiary Sources of Information:

Tertiary sources of information are compilation and summary resources that aggregate information from primary and secondary sources. These sources distill complex data and knowledge into easily digestible formats, often in encyclopedias, dictionaries, handbooks, or almanacs. Tertiary sources serve as reference materials that provide overviews, summaries, and background information on various topics. Unlike primary and secondary sources, which directly engage with original data or interpretive analyses, tertiary sources focus on organizing and presenting information in a concise and accessible manner. They are particularly useful for individuals seeking introductory or general knowledge on a subject. They offer a convenient starting point before delving into more specialized or in-depth research using primary and secondary sources. Examples of tertiary sources include general encyclopedias, subject-specific encyclopedias, and reference books that provide brief explanations, definitions, and summaries on various topics.

1. Bibliography of Bibliographies: A “Bibliography of Bibliographies” is a meta-level bibliographic resource that compiles references to other bibliographies. It provides a comprehensive guide to existing bibliographic works, providing researchers, librarians, and scholars with a systematic overview of sources available on a particular subject or within a specific field. This type of bibliography is particularly valuable for those looking to explore in-depth research on a topic or understand the scope of available literature within a discipline.

A bibliography of bibliographies may include entries that cover a range of formats, such as books, articles, and online resources. It can be organized by subject, author, period, or other relevant criteria. The goal is to help users navigate and identify key resources, ultimately aiding their research endeavors. Researchers often turn to bibliographies of bibliographies when conducting literature reviews, embarking on scholarly projects, or seeking a comprehensive understanding of the existing literature within a particular domain.

2. Directories: Directories are compilations of information listing individuals, organizations, businesses, or institutions along with their contact details and other relevant data. They serve as valuable resources for finding addresses, phone numbers, and other contact information for specific people or entities. Directories can be general or specialized, focusing on specific professions, industries, regions, or demographics. Examples include business directories, telephone directories, and professional directories.

3. Yearbooks: Yearbooks, on the other hand, are annual publications that summarize and highlight key events, developments, and statistics for a particular year. They often include information about notable individuals, organizations, sports, cultural events, and other significant happenings. Yearbooks serve as historical records, capturing the essence of a specific period. They can cover various topics, including education, sports, politics, and entertainment. Academic institutions, governments, and various organizations often publish yearbooks to document the noteworthy occurrences of a given year.

3. Guide to Literature: A “Guide to Literature” is an invaluable compass for individuals navigating the expansive realm of scholarly and professional knowledge within a specific field. This reference work is designed to assist researchers, students, and scholars identify, access, and comprehend the key literature relevant to their study area. Offering a curated roadmap, a Guide to Literature typically includes bibliographies, recommended reading lists, critical reviews, and annotations that highlight seminal works, influential authors, and foundational studies. These guides help users understand the historical context, methodological approaches, and significant contributions within a discipline, facilitating a deeper engagement with the existing body of knowledge. Whether used for literature reviews, research projects, or academic exploration, a Guide to Literature is an essential tool that streamlines navigating and comprehending the vast literature landscape within a specific academic or professional domain.

4. List of research in progress: A “List of Research in Progress” typically refers to a compilation or catalog of ongoing research projects within a specific field or academic discipline. This list serves as a resource for scholars, researchers, and the academic community to stay informed about their peers’ current research endeavors and topics. It can be maintained by academic institutions, research organizations, or professional associations and may be available in various formats, such as online databases, publications, or research bulletins.

1.3.2 Non-documentary Sources of Information:

Non-documentary sources of information refer to data or knowledge not conveyed through written or recorded materials but derived from various experiential, observational, or tangible sources. These sources encompass various formats, providing valuable insights that may not be captured in traditional written documents. Non-documentary sources include oral histories, interviews, artifacts, physical objects, audiovisual recordings, sensory observations, and direct experiences. Non-documentary sources enrich our understanding of historical events, cultural practices, and social phenomena by offering a more immersive and contextual perspective. Unlike written or recorded documents, non-documentary sources often convey the lived experiences, emotions, and nuances that contribute to a holistic comprehension of a given subject. Researchers and historians frequently integrate non-documentary sources into their work to capture the multifaceted aspects of human endeavors, allowing for a more comprehensive and nuanced interpretation of the past and present.

Types: Non-documentary sources of information can be further categorized into formal and informal sources based on their structured or unstructured nature. Here are types of non-documentary sources in both categories:

1.3.2.1 Formal Non-documentary Sources:

Formal non-documentary sources of information refer to structured, organized, and institutionalized channels through which information is conveyed but does not necessarily rely on traditional written or recorded documents. These sources are characterized by their official and systematic nature. Examples of formal non-documentary sources include:

Official Meetings and Proceedings: Minutes, transcripts, or summaries of formal meetings, conferences, and gatherings where discussions, decisions, and presentations occur.
Speeches and Lectures: Formal presentations or speeches delivered by experts, scholars, or authorities in a particular field, often documented through audio or video recordings.
Surveys and Questionnaires: Structured data collection tools used by institutions, governments, or research organizations to gather information from a sample population.
Databases and Data Repositories: Structured data collections maintained by organizations, institutions, or research bodies, encompassing statistical information, research findings, or datasets.
Official Statistics: Information published by government agencies or authoritative bodies, including demographic data, economic indicators, and social statistics.

These formal non-documentary sources are characterized by their organized and official nature, contributing to the structured flow of information within various sectors of society. Researchers, policymakers, and professionals often rely on these sources for accurate, reliable, and systematically organized information in their respective fields.

1.3.2.2 I nformal Non-documentary Sources:

Informal non-documentary sources of information are typically unstructured and personal channels through which knowledge is conveyed. These sources provide insights, perspectives, and experiential information in a less formalized manner. Here are examples of informal non-documentary sources:

Oral Histories: Personal accounts, stories, and narratives conveyed through spoken words, capturing firsthand experiences and perspectives.
Interviews: Conversations with individuals to gather information, opinions, or expert insights. Interviews can be unstructured or loosely organized, allowing for more open-ended responses.
Artifacts and Objects: Physical items, relics, or objects from the past that hold cultural, historical, or symbolic significance, providing tangible evidence of human activities.
Observations: Systematic or casual observations of events, behaviors, or phenomena. This method is often used in social sciences and anthropology to understand human interactions.
Audiovisual Recordings: Recordings in audio or video format capturing events, interviews, performances, or visual and auditory aspects of a subject. These recordings may not follow a formal script or structure.
Sensory Data: Information gathered through the senses, such as taste, touch, smell, and sound. Sensory data provides experiential insights into cultural practices, environments, and events.
Personal Narratives: Informal accounts and stories individuals share about their experiences, opinions, and observations.
Community Dialogues: Informal discussions and conversations within communities, providing insights into local perspectives, traditions, and issues.
Social Media Content: Posts, comments, and discussions on social media platforms that reflect personal opinions, experiences, and reactions.
Informal Conversations: Everyday discussions and dialogues between individuals that convey informal knowledge, opinions, and anecdotes.

These examples highlight informal non-documentary sources’ personal, experiential, and unstructured nature, often capturing a more nuanced and subjective understanding of events and phenomena. Researchers often use a combination of formal and informal sources to gain a comprehensive view of a subject.

Conclusions: S ources of information are the diverse channels through which knowledge is conveyed, preserved, and shared. These sources are crucial in shaping our understanding of the world, from traditional written documents to oral histories, interviews, artifacts, and digital platforms. Formal non-documentary sources, such as official proceedings, databases, and institutional reports, provide structured and organized information. In contrast, informal non-documentary sources, including personal narratives and community dialogues, offer a more subjective and experiential perspective. The evolution of technology has further expanded the landscape of information sources, introducing new formats like online databases and social media content. As researchers and scholars navigate this rich tapestry of information, the critical evaluation of credibility, relevance, and bias remains paramount. Ultimately, a holistic approach incorporating various sources contributes to a more nuanced and comprehensive understanding of the complex tapestry of human knowledge and experience.

Original Reference Article:

Varshney, A. (2011). Overlapping in secondary sources of Information in Social Science 1995 2000 : An Evaluative study. p. 288p. Retrieved from: http://hdl.handle.net/10603/40587

Differences between primary and secondary sources of information, secondary sources of information, primary sources of information, 28 comments.

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2.1.1: Primary Date Primary data is information collected by the researcher directly through instruments such as surveys, interviews, focus groups or observations. Primary research provides the researcher with the most accurate and up-to-date data. (ehow, Jennifer Neel) Sources of Primary Data: Sources of primary data will include Autobiographies, diaries, surveys, opinion polls etc. 2.1.2: Secondary Data Secondary data on the other hand, is basically primary data collected and processed by someone else. Researchers re use and reproduce information as secondary data. It is easier, less time consuming and less expensive to collect but seldom as useful and accurate as primary data (ehow , Jennifer Neel) Sources of Secondary Data: Sources of secondary data will include Books such as biographies, encyclopaedia, dictionaries, articles etc Note: No primary data will be used for this project. 2.2: A description of the methods used to collect information: 2.2.1: Method used to collect information: â¢Company website: Most reliable and accurate data about a company will be available on companyâs website. Data on company website presents true picture of the business and its performance. Websites are mostly easily accessible but they need to be differentiated between original and fake one. â¢Public Library: Public libraries are also used to collect data and information on different topics. They are also really easily accessible and have plenty of data on a wide range of topics. â¢Internet: The most popular method to collect data is through internet. Easily available and can be used at your convenience, contains bulk of data on every topic. â¢Online Business Database: They are also very useful one can not only find any information about a company but also can compare it with industry average or other companies. 2.2.2: Information Sources: â¢Internet Search: Lots of data is available on internet. If you type a single word on search engine like Google or Yahoo, the result will be so many websites showing results for the same topic. â¢Newspaper: News papers are very useful to get up-to-date data and articles on recent topics. â¢Books: Books written by different authors have thoroughly and properly explained topics. As they have to be reviewed before published they are very detailed and accurate. â¢Company Financial Statement: Financial statement from companyâs website are the most accurate and reliable data about the company. But sometimes they are manipulated. 2.3: Limitation of Information Gathering: 2.3.1: Word Limitation: For this project about 7500 words are allowed that is not a good number when there is a lot of information that need to be included in this research. 7500 words limit is restrictive. 2.3.2: Data Reliability: Differentiation between original and fake website, original and manipulated data is very difficult now a days. You need to verify the date that you are using from at least two sources. 2.4: Identification of ethical issues during information gathering: 2.4.1: Plagiarism: The Practice of taking someone elseâs work or ideas and passing them off as oneâs own.(oxford dictionaries) How resolved: I have tried hard to use my own word and findings only by using synonyms where possible and defining things in my own words. I have also used Harvard referencing style to solve this problem. 2.4.2: Data Confidentiality: There is threat to this ethical issue if someone uses the confidential information for his own benefit. How resolved: As for this research only secondary data will be used, so there is no threat to data confidentiality issue. All the data needed for this research is publically available. 2.5: An Explanation of Accounting and business techniques 2.5.1.1: Return on Capital Employed (ROCE): ROCE is a profitability ratio that measures how efficiently a company can produce profits from its capital employed .It compares net profit to capital employed. ROCE = Profit before interest and tax Capital employed Capital employed =shareholder equity and non-current assets 2.5.1.2: Return on Equity ratio (ROE): It is a profitability ratio that measures the ability of firm to generate profits from the shareholderâs investments. ROE = Net income Shareholderâs equity 2.5.1.3: Return on Asset ratio (ROA): Return on assets is a profitability ratio that measures net income produced by total assets during a period. It is also called the return on total assets. Return on assets ratio = Net Income Average total assets 2.5.1.4: Gross profit ratio: It measures the amount of net income earned from sales by comparing the net sales and net income of company. It is also called profit margin ratio and return on sales ratio. Profit margin ratio = Net Income Net sales 2.5.1.5: Gross margin ratio: It compares the gross margin of a business to the net sales. It shows how profitable a company sell its inventory or products. Gross margin ratio = Gross margin Net sales 2.5.1.6: Work capital ratio: It is also called current ratio. It is a liquidity ratio that shows a firmâs ability to pay off its current liabilities with current assets. Working capital ratio = Current assets Current liabilities 2.5.1.7: Inventory turnover ratio: It is an efficiency ratio that shows how effectively inventory is managed by comparing cost of goods sold with average inventory for a period. Inventory turnover ratio = Cost of goods sold Average inventory 2.5.1.8: Quick ratio: It is a liquidity ratio that shows the companyâs ability to pay off its current liabilities with only quick assets. Quick assets are current assets convertible into cash within 90 days. It is also called acid test ratio. Quick ratio = ( Cash+ cash equivalents+ short term investments+ current receivables ) Current liabilities 2.5.1.9: Debt to equity ratio: It is a financial liquidity ratio that compares a companyâs total debt to equity. Debt to equity ratio = Total liabilities Total equity 2.5.1.10: Receivable turnover ratio: Receivable turnover ratio shows how many times company can turn its account receivable into cash. In other words tells how efficient a company is in collecting outstanding sales receivable. Receivable turnover ratio = Net sales Account receivable 2.5.2.1: Porterâs five forces (Jurevicius, 2013): It was created by Mr Porter in 1979. This model uses five forces to determine the profitability of company and determine its competitive strategy. This model analyse the forces affecting the intensity of competition in an industry. Five forces are 1.Threats of new entry 2.Bargaining power of suppliers 3.Industry rivalry 4.Bargaining power of buyers 5.Threats of substitute 1: Threats of new entrants: This force explains how easy or not it is to enter a particular industry. Factors determining the threats of new entrants are â¢Low amount of capital required â¢No Government regulations â¢Products are nearly identical â¢Patents requirements 2: Bargaining power of suppliers: Strong bargaining power enable suppliers to sell at higher prices or sell low quality product material. Supplier have strong bargaining power when â¢Few suppliers are available â¢Specific requirements of companies â¢Few substitutes are available â¢Cost of switching raw materials is high 3: Bargaining power of buyers: Strong bargaining power allows buyers to buy at lower price or enjoy high quality material. Buyers exercise strong bargaining power when â¢Buying in large quantities (Bulk purchases) â¢Few buyers exists â¢Many substitutes available â¢Lower prices and variety offered by competitors 4: Threat of substitute: When buyers can easily find substitute products with attractive prices or better quality and can switch between products with no or little cost 5: Rivalry among existing competitors: It determines how competitive a company is. In competitive industry, firms have to compete for their share and results in low profits. Rivalry is intense when â¢There are many competitors â¢Products have substitutes â¢Competitors are of equal size 2.5.2.2: SWOT (Tim Berry) Swot is an acronym that stands for Strengths, Weakness, Opportunities and Threats. Strengths and Weaknesses are internal to company like Goodwill, Patents, location etc. Company have some measures of control over them. Opportunities and Threats are external factors like suppliers, prices etc. They are uncontrollable by company. Strengths are internal positive factors that need to be appreciated. They are controllable by company. It includes research and development capabilities, educated and skilled staff, Patents, technology etc. Weaknesses are internal negative factors. These are areas that need to be enhanced to compete with the competitors. It may include any business lacks like lack of skilled labour, poor location etc. Opportunities are external positive factors that represent reasons your business is likely to prosper. It will identify your market and environment that company can benefit from. Threats are external negative factors that are uncontrollable. It will identify threats like companyâs potential competitor, change in prices of raw material, Government regulations affecting the business etc. 2.5.3: Limitations of accounting techniques and business models Limitations of accounting techniques (Jewel, 2013) i.If financial statements are manipulated then accounting techniques like ratios are not going to show the true position of business. ii.Ratio analysis is mostly suitable for small organisations. When business gets complicated ratio analysis gets more difficult. iii.Companies with different accounting assumptions are difficult to be compared with the same accounting techniques. iv.There are different ways and definitions for calculation of same ratios which can cause confusion. v.At what percentage ratio changes from good to bad is different for every business. Limitations of business models Limitations of SWOT analysis (MSG experts) i.External limitations of SWOT analysis include increase in prices of raw material, new Government laws introduction, economic environments, imports and exports restrictions etc. ii.Internal limitations of SWOT analysis include poor management of research and development facilities, poor quality control, lack of skilled labour etc. Limitations of Porterâs five forces (Recklies, 2001) i.Model is suitable for analysis of simple market structure. Analysis gets difficult in complex industries. ii.Model is based on idea of competition. It ignores strategic alliances and industry network. iii.It assumes relatively static market. It ignores factors affecting market structures like technological breakthroughs and dynamic markets entrants. Ratio Analysis Appendix 1 Figure: 1 Return on capital employed Source: financial statements of Apple and Samsung Return On Capital Employed: FY (2012-2013) Appleâs return on capital employed fell from 40.17 % in 2012 to 29.1% in 2013. This decrease in ROCE is due to decrease in operating profit (PBIT) and increase in capital employed. It means apple is not employing its capital effectively. But increasing equity from 118210 in 2012 to 123549 in 2013 and debt from 57854 in 2012 to 83451 in 2013(from financial statements of Apple) is not going to show immediate profit as it will take some time to show their value. On the other hand Samsung electronics, although ranked on 5 places above rival apple and topped the list of latest edition of annual fortune 500 list (ranking of worldâs largest corporations by revenue)(Vincent,2013) is not generating as good share holderâs value as apple does. Standing on half the ROCE of apple in 2012 that is 21.65% showed an improvement in 2013 and went to 22.66% this is due to increase in operating profit from 27121033 to 34943492 in 2013 (from financial statements of Samsung) FY (2013-2014) In 2014 apple ROCE showed some improvement and increased to 32%. This may be due to the investment in capital employed made in last period and consequently showed an increased operating profit of 52503 in 2014. Samsung electronics is facing decreased ROCE of 14% due to sharp decline in operating profit from 34943492 to 23772272 even smaller then PBIT of 2012. ROCE of Apple is decreasing but Apple has still got better returns than Samsung. It means that Apple can reinvest great proportions of its profit back into operations and has a competitive advantage over Samsung electronics. Supporting statement: Samsung reported revenues of 178.6bn and profits of 20.6bn. Apple is behind Samsung in revenues and reported 156.5bn but profits are double the number of Samsung and reported 41.7bn profits (Vincent, 2013) being the main reason for Apple higher ROCE. Appleâs higher profits are attributed to higher prices charged by company. Apple has believed to paid cash payments to business acquisitions (Cue, prime sense and Topsy) of almost 595 million and payment for acquisition of Property Plant and Equipment of 1.96 billion in Q1 of 2014 CEO Tim Cook said Apple is not concerned about money it is spending for acquisitions and assets but for return on investment that it gained from them(Dilger,2014) His statement can be evidenced by increased PBIT and ROCE in 2014. Figure: 2 Return on Asset Source: financial statements of Apple and Samsung Return on Asset: FY (2012-2013) ROA of Apple decreased from 28.5% in 2012 to 19.3% in 2013. Reasons for decrease in ROA ratio is decrease in net income and increase in assets. Fall in ROA means that Apple has used its assets inefficiently in FY 2013 as compared to 2012.But why the assets increased and income decreased? Reason being the acquisitions made by Apple to stable the declining demands of phones and tablets in year 2013.As Iphones and ipads made more than 2/3rd of companyâs sales. Apple was trying to keep its market shares and acquired 10 companies in 2013 (Elsner, 2013). Appleâs CEO Tim Cook also announced in a meeting with investors that Apple acquired 15 companies in 2013. 8 of them being made known to public and rest kept secret (Schindler, 2013). Samsung ROA increased from 17.2% in 2012 to 18.66% in 2013 due to increased income in 2013. As Samsung successfully launched Galaxy S4 in the US . Samsung posted record earnings and also took away some of Appleâs phone share, said lee seung woo, an analyst at IBK securities co. (Lee, 2013) FY (2013-2014) Appleâs income increased in 2014 as compared to 2013 but ROA still falling and went to 18% due to further increase in total assets in year 2014. Apple, best known for its innovations to outclass competitors, acquired 20 more companies over the course of 2014 as announced by Tim Cook. Who also made a comment about the companyâs strategy by saying they acquire companies to avoid letting money burn a hole in our pockets (Clover,2014). It means Apple is surely investing to get the benefits in the long run to beat its competitors. Samsung has faced sharp decline in ROA ratio in 2014 declined to just 11% due to sudden decrease in income and increase in assets in 2014. Reasons for Samsungâs decreased income is explained in earnings report in july that says increased amount spent on marketing to inflate the sales of excess stock in China and Europe and Samsung is also facing hard competition from Apple and Xiaomi(Musll,2014). Samsung says its fourth quarter earnings is more than forecasted but net income fell on smart phones sales and sales for TV and home appliances also fell, making net income fall for 4 consecutive quarters(Halleck ,2015) Although Appleâs ROA is declining year on year but Samsung performance is worse than Apple. As Apple is investing more and more money and it will see the benefits in the long run. On the other hand Samsung is struggling for income and has been in efficient to utilise its resources in proper manner. Supporting statement: The technology obtained by Apple from acquisition will result in new products, updated technology and profits in future(Clover, 2014) Samsung is facing declining sales of Galaxy phones, TV and home appliances, resulting in fall in net income (Halleck, 2015) Figure: 3 Return on equity Source: Financial statements of Apple and Samsung Return on Equity FY (2012-2013) In financial year 2012 Appleâs ROE was at 35.3% that decreased in 2013 and went to 30%. This is due to decreased share price during 2013 when Apple suffered loss in market capitalization as share price fell from $530 per share to almost $390 per share (Sparks, 2013). Apple has to take a long term debt of $16960(Item 6: selected financial data of Apple Financial statements) decreasing the ROE for 2013 but the main reason for decrease is the decrease in net income for the year. Samsung ROE ratio is almost constant by just small increase of 0.36% with an increase of net income (22595741-28877821) supported by increase in equity of almost 27040466(from financial statements of Samsung) FY (2013-2014) In 2013-2014 Appleâs ROE went back to 35% like it was in 2012. Net income increased to $2473(from F.S). It shows Apple is returning to profitability again like in 2012 and management is improving its performance in employing investments to generate profits. On the other hand Samsung has a sharp decline in ROE as it went to 14%. This is due to increase in equity and decrease in income questioning managementâs performance in 2014. Apple seems better in placing investments to generate profits. It faced a downfall in 2013 but has regained its position in 2014 as can be seen from the ROE numbers. Samsung is not that efficient in making profits from invested capital. Supporting statements: Samsung uses more debt in capital structure as compared to Apple (Gurufocus, 2013) and consequently paying more for interest payment reducing net income. One of the reasons for the declining ratio for Apple in 2013 is decreased share price and loss of valuation of Apple of about $125 billion. Reason for this decline is decreasing margins and market share of Apple for Android (Sparks, 2013) Figure: 4 Gross Margin Ratio Source: Financial statement of Apple and Samsung FY (2012-2013) Appleâs Gross margin ratio has a decline in 2013 and went to 37.62% as compared to 43.9% in 2012. Reason for this decline is increase in Cost of Sales and decrease in G.P in FY 2013. AS selling price of iphone fell by $28 because the most popular phones are still iphone 4 & 4s. Average selling price for ipad decreased to 449 almost a drop of 200 as compared to 2 years earlier (CNN Money, 2013) On the other hand Samsung increased to 40% in 2013 as compared to 37% in 2012. Due to increased sales and increased gross margin in year 2013. According to Gartner (leading information technology research and advisory company) Samsung was no.1 in 2013 vendor list and represented 31% of market share. Apple ranked 3rd with 15.6% market share (Olega, 2014) FY (2013-2014) Appleâs gross margin ratio increased to 38.59% in 2014 as sales and gross margin also increased in 2014 even better than in 2012. Reason was increased demand for iphone 6 enabling Apple to increase its margins too. Apple was Chinaâs no 1 seller of smart phones by units shipped in Q4 of 2014 (BBC, 2015) Samsungâs gross margin ratio fell down to 38% due to decreased sales and decreased gross margins in 2014. Samsung has decreased prices for Galaxy S5 to encourage sales at cost to its margins. But they are decreasing their costs too as said by Lee Min-Lee, an analyst at IM Investment (Kim, 2014) Appleâs gross margin ratio has been deteriorating due to pressure it is facing by competitors to decrease its prices and declining sales. Samsung seems better at overcoming this problem by reducing costs. But it still hardly gets equal to Appleâs gross margin ratio. Supporting statement: Samsung is trying to increase its market share by decreasing prices but overcoming this problem by reducing costs as well. On the other hand Apple is not really reducing its prices but still managing good profit margins by new products and innovations like introduction of iphone 6 (Reuters, 2014) Figure: 5 Profit margin ratio Source: Financial statements of Apple and Samsung FY (2012-2013) In FY 2012 profit margin ratio of Apple was 26.67% but fell in 2013 and went to 21.67%. Because profits of Apple fell in 2013 according to BBC Apple has a fall in profits for the first time in decade. As seen in gross profit margin ratio analysis of Apple inc, Apple is facing profit and margins problems due to slowing demands for its products. Tim cook also admitted their growth rate is slowing down as compared to the growth and margins in 2012. People are turning towards their rival product like Samsung especially due to offers they made to consumers (BBC, 2013). Appleâs costs also increased in 2013 from 88 billion to 107 billion this year. Including selling expenses and R&D costs etc (Koetsier, 2013) Profit margin ratio of Samsung is increased in 2013 and went to 16.08 in 2013 as compared to 14.23 in 2012. Samsung has a record year with revenue increase of 14% from last year and operating profit were also increased by 27% in 2013. Samsung mobiles were responsible for more than half revenues of company and they also enjoyed strong sales of Galaxy tab 3 and Galaxy not 10.1 (Smith, 2014) FY (2013-2014) Appleâs profit margin ratio stayed constant in 2014 with 21.61%. But it showed an increased sales and increased profits in 2014. Apple sold 169.2 million iphones that is a record. According to Tim Cook iphone 6 and iphone 6 plus launch was biggest iphone launch ever (Golson, 2014) These reasons have contributed to increase in sales and income and keeping profit margin constant for FY 2014. On the other hand, Samsungâs profit margin ratio falls in 2014 resulting in 12.13% as income and profits fell in 2014. Profits fell by 27% and mobiles sales also decreased especially due to increased competition in Chinese market (BBC, 2015) Appleâs profits and GP ratio is falling but it still better than Samsung electronics due to its innovations and technological advancements strategies. Apple has also given Samsung a great competition in China market with launch of iphone 6. Supporting statement: Apple became no.1 smart phone company in China in the last quarter of 2014 (BBC, 2015) Apple dominated Samsung Galaxy phones through its iphone 6 launch. Samsung is not only facing competition from Apple but also from cheaper Chinese rivals including Xiaomi, making its income and sales declined in China market (BBC, 2015) Figure: 6 Working capital ratio Source: Financial statements of Apple and Samsung FY (2012-2013) In 2012 Apple incâs working capital ratio was 1.49 which was quiet stable as it indicates company has not only enough resources to pay the current liabilities as they fall due but it will be left with some current assets to run day to day business or re investment. And in FY 2013 it even further increased to 1.68. Apple has strong liquidity position according to the Telegraph Apple has reserves of Â£95 billion that were even greater than cash reserves of some states (Murray-Morris, 2014) Samsung had quiet high ratio of 1.85 in 2012 that further increased to 2.16 in 2013. It means that company has more than enough current assets to cover its current liabilities. It is good for its liquidity position but at the same time not really helpful for the business because it implies that Samsung is not employing its excess current assets. FY (2013-2014) Fall in current ratio of Apple inc is alarming as it stood at 1.08 that is very close to 1 which is considered to be neither risky nor safe. The main reason being increase in current liabilities not only payables but other liabilities have also gone up too including a commercial paper of $6308000000 (from financial statements of Apple) Samsung on the other hand has increased its Current asset ratio. It seems like it is hoarding money. They need to invest its excess current assets to efficiently run the business. It is good to have enough current assets to cover its current liabilities but current ratio of above 2 is not considered very helpful. Although current assets of Apple inc was good in FY 2013 and 2013 but fell to 1.08 that need to be kept there if not improved. Samsung is not investing excess current assets despite of bad financial conditions faced in 2104. Supporting statement: Samsung is facing pressure from investors and politician to invest money. Korean Government is also promoting a plan to impose 10% tax on excessive reserves to encourage companies including Samsung electronics to stop hoarding and invest excess money (Einhorn, 2014) Figure: 7 Quick ratio/ Acid test ratio Source: financial statements of Apple and Samsung FY (2012-2013) Appleâs quick ratio increased from 1.24 in 2012 to 1.40 in 2013. It means Appleâs liquid assets are greater than its current liabilities and company is able to settle its current liabilities on very short notice. Samsung quick ratio increased from 1.37 in 2012 to 1.55 in 2013. Samsung has better liquidity position in 2013 as compared to Apple. FY (2013-2014) Appleâs liquidity position is not good in the year 2014 as its quick ratio falls below 1 and went to 0.82.It mean company is not able to pay off its debt with its liquid assets. It is not a good sign for business as it is considered risky by not maintain an appropriate buffer of liquid assets. On the other hand Samsung has proved its self a financially secure company. As its quick ratio in 2014 is at 1.66 which is far more better than Apple. And Samsung has the ability to pay off its all current liabilities at a very short notice with only its liquid assets. Samsung has got better liquidity position than Apple in all the three consecutive years. Supporting statement: Samsung has better liquidity position but it should re-invest money as financial conditions of Samsung electronics were not good in FY 2014. It should stop hoarding money and utilise it properly otherwise it will be forced to do so by the Korean Government (Einhorn, 2104) Figure: 8 Inventory turnover ratio Source: Financial statements of Apple and Samsung FY (2012-2013) Appleâs inventory turnover ratio was at 112.11 in 2012 but went to 83.44 in year 2013. Reasons for decreased ratio were increase in inventory levels and increase in costs due to increase in cost of marketing and cost of holding. Appleâs iphone 5 has lost sales because iphone 4 and 4s were still more popular than iphone 5. And ipad miniâs popularity is dragging down demand for the normal ipads. Apple has also facing competition for tablets from rivals too. All these reasons have caused demand for Apple products to decrease. That is why increase in inventory levels is seen in year 2013 dropping the inventory turnover ratio (CNN Money, 2013) Samsung inventory turnover ratio is also decreased from 7.68 in year 2012 to 7.48 in 2013. But as compared to Apple inc ratio Samsung is more efficient in managing its inventory. It can also be evidenced by the rise in profits and income in year 2013. FY (2013-2014) Inventory turnover ratio further decreased for Apple and went to 57.94 due to increase in inventory. Appleâs sales for iphone 6 has increased sales for its phone but sales for ipads was still decreasing making inventory level to rise further in year 2014 (Thompson, 2014) Apple should decrease its stock by getting rid of its old inventory of iphones and ipads even at lower prices. Samsung ratio further decreased to 7.04 in 2014. As Samsung has decreased demands especially due to increase sales of iphone 6 by Apple. Appleâs iphone 6 has also taken away market share from Samsung in China mobiles too (Rigby, 2015) Appleâs inventory management is not as efficient as Samsung as Samsung decreased prices to increase sales to get rid of its old inventory. Samsung is getting advantage of Appleâs higher prices by making different offers to customers. Supporting statement: Apple is losing its shares to competitors including Samsung as they are offering variety to customers to choose from different prices and designs (Associated press, 2014) Figure: 9 Receivable turnover ratio Source: Financial statements of Apple and Samsung FY (2012-2013) Apple receivable turnover ratio was quiet good in 2012 and stood at 14.32 but decreased to 13.04 in 2013 as Appleâs receivable were increased in 2013 as compared to 2012. It means Appleâs management has reduced its efficiency at collecting outstanding sales. On the other hand Samsung receivable turnover ratio was half the ratio of Apple in 2012. It was 7.65 in 2012 but showed a slight increase in 2013 and went to 8.22 increasing its efficiency in collecting receivables. FY (2013-2014) A sharp decrease in ratio of Apple Inc is seen as it went to 10.47. It is not a good sign for business as it shows less liquid debtors. It can also reduce liquidity position of business. Samsung ratio decreased to 7.3 in 2014. Constant decrease in efficiency in collecting receivables can cause cash flow problems. Appleâs receivable turnover ratio is decreasing year on year but it is still better than Samsung electronics but both companies are facing problems and are losing efficiency in collecting receivables. Supporting statement: Reduced efficiency in collecting receivables is affecting current and quick ratios of Apple especially in 2014 as evidenced in analysis of current and quick ratio of Apple. Figure: 10 Debt to equity ratio Source: Financial statements of Apple and Samsung FY (2012-2013) 0.49 of debt to equity shows that company uses half as many liabilities as equity to finance the assets. In 2012 both companies were at 0.49 which is a good ratio but in year 2013 Apple raised its ratio resulting in 0.675. It means Apple is taking on more debt. And the debt is used to finance the payout to share holders. Taking on debt is also believed to improve stock performance of Apple (Lattman and Peter, 2013) Samsung debt to equity ratio decreased in 2013, moving down to 0.43 it shows Samsung has financially stable business than Apple it has lower level of risks. And equity holders are funding the operations more than debt holders. FY (2013-2014) Appleâs debt to equity ratio increased even further and went to 1.078 times. It means more of companyâs operations are financed by debt as compared to equity. The main reason for taking on more debt is to finance stock buybacks and paying dividends. It seems a new strategy from CEO Tim Cook as it is a noticeable increase in debt as compared to the period when Steve Jobs was CEO of the company (Krantz, 2015) Samsung is more dependent on equity to run its business as decreasing its debt/equity ratio even more to 0.37. Decrease in Debt/Equity ratio means less risky and more stable business but at the same time it shows it is not taking advantage from leverage to enhance its business. As evidenced earlier 2014 was not a good year for Samsung so maybe they should include more debt in business and find out ways to increase its profits. Samsung seems better in managing business through equity and apple is becoming more dependent on debt financing as compared to equity and debt financing is more risky. Apple seems to have changed its strategy and started to take advantage from leverage. Supporting statement: Apple is selling debts for the first time in two decades and it is taking the advantage of cheap debts. As according to Bill Larkin of Cabot money management it is very cheap to borrow money those days (Krantz, 2013) and it seems that Apple is going to take advantage from this opportunity by taking more and more debt. Business Analysis SWOT Analysis on Apple Inc Strengths of Apple Inc 1: Brand name: Its brand name is considered to be the key for its success. As instead of higher prices charged people are still buying its products due to its brand and quality. Supporting statement: According to a report by WPP PLC Apple became the worldâs most valuable brand (Culpan, 2011) 2: Innovations: Apple always made highly innovative products. It is dragging the market share of competitors through its capability to innovate and launch new products. Apple innovate products and competitors follow their products. Supporting statement: According to the annual report, on the worldâs most innovative company, of the Boston consulting group Apple has been ranked no.1 in year 2014 (Barba, 2014) 3: Customers loyalty: Apple has got strong customer loyalty. People who use Appleâs products stick to it and buy new Appleâs product in case they need upgraded products and they are not willing to switch to other products by their rivals and other companies Supporting statement: Iphone users are admitting they are blindly loyal to Apple, according to a report by The Telegraph (The Telegraph, 2015) 4: Cash Reserves: Apple has lots of cash reserves to invest and expand its business. Cash reserves are very important in smooth running of business and Apple has got advantage over its competitors by having large amount of cash reserves which can be used anytime to increase its efficiency. Supporting statement: According to figure calculated by the US Trust Apple has got the largest cash reserves with Â£95 billion that are even greater than cash held by some states (Murray-Morris, 2014) Weaknesses of Apple Inc 1: higher prices: Higher prices of iphones are resulting in decreased demands and lower incomes. Consumers (except the customer who are loyal to Apple) are switching towards other brands as they are offering cheap products. Support statement: Apple Inc is under pressure to decrease prices of phones to increase its sales (Reuters, 2014) 2: Criticism due to discrimination: Apple is facing pressure and criticism from members and shareholders to increase number of women in board. As it will be able to take advice from both sex and its decision will not be considered as biased. Apple is giving wrong message to the world that it discriminate even if it do not intend to do so. Support statement: Shareholder want Apple to add more women in Board of Directors as currently Apple has got just 1 woman in 8 member board (Satariano, 2014) 3: Decreasing profits margins: Apple is facing profit margins problem due to decreasing sales and increasing competitions. Appleâs products have shown slight decrease in prices but they are unable to decrease their costs Samsung looked better in doing it. Support statement: CEO Tim cook admitted that Apple growth is slowing down and its sales too and it will cause continuous fall in margins in near future (CNN money, 2013) 4: Breaching rights of workers: Undercover investigation in an Appleâs factory in china showed Apple being caught breaching rights of workforce. This is not the first time for Apple to face criticism about the breach of rights of its workforce. Support statement: As seen in the video made by a worker, workers looked exhausted as they were forced to work even 18 consecutive days without a single day off (BBC, 2014) Opportunities for Apple Inc 1: Smart watch launch by Apple: It is a great opportunity for Apple to revive its decreasing sales, profits and growth. It can gain back its market share from rivals including Samsung. And Apple is taking advantage from this opportunity as it is working on including more apps in this product. Support statement: CCS insight forecasts sales of 20 million units in FY 2015. While other analysts forecasted different sales level ranging between 8 million to even 60 million units in 2015 (Kelion) 2: Business Acquisitions: Acquisitions of small companies can greatly benefit Apple to enhance in technology and launch new products. It will definitely help Apple to enhance its capability to innovate. It is also a great opportunity for Apple to gain expertise of smaller companies. Support statement: According to CEO Tim Cook Apple acquired 20 companies in 2014 to get their expertise and beat the rivals (Clover, 2014) Threats to Apple Inc 1: Wrong perception for customer preferences: Apple is being pressurized from people to include large screen phones in its range. Former CEO Steve Jobs believed in small screen phones but it looks like it is time for a change as people are getting attracted towards big screen phones from Samsung and other rival companies. Support statements: Apple admitted that it has made a huge mistake about peopleâs choice for big screen phones and not making any big screen phone competitive to other rivals (Edwards, 2014) 2: Pressures from competitors: Apple is facing great pressure from Samsung and other rivals to reduce prices as they are taking market share from Apple by offering cheap phones. Supporting statements: Samsung is increasing market share by decreasing prices (Kim, 2014) Porterâs five forces analysis 1: Threats of new entrants: Apple inclusive has low threats for any new entry because â¢Apple has got strong loyalty from its customers â¢High levels of initial costs and expenditure is required to enter competition against Apple â¢Apple has patents as barriers to entry Supporting statement: Apple won a case for two patents against its rivals Samsung. These are Steve Job Patent (Touch screen technology) and patent related to the audio socket on devices (BBC, 2013) 2: Bargaining power of buyers: Apple is facing high bargaining power of buyers as â¢Consumers are forcing Apple to reduce prices â¢Samsung and other rivals are making products that are substitute for Appleâs products â¢Consumers are more aware of prices Supporting statement: Apple and other companies in industry are under pressure to reduce prices to make their products affordable (Reuters, 2014) 3: Bargaining power of suppliers: Bargaining power of supplier for Apple seems high too as Apple select suppliers according to their product requirements. Switching suppliers for Apple does not look that easy. Support statement: Hon Hi precision industry Co. Ltd (also known as foxconn) handles most of the assembly for Appleâs product. Pegatron is second supplier for assembly purposes. Quanta computers are assembler for Mac (Jones, 2013) Switching its selective suppliers will not be easy. 4: Threats for substitutes: Apple has got high level threat from threat of substitutes as Many substitute products are available with attractive prices Substitutes have variety of products that consumers can choose between according to their taste (like big screen or small screen phones) Samsung is taking its market share by making big screen phones. Supporting statement: Apple admits it has made huge mistake by misunderstanding the choice of customers for big screen (Edwards, 2014) 5: Rivalry and competition: Apple has great competition from rivals especially by Samsung. Samsung is reducing prices to increase its market share making Appleâs sales to go down and decrease its margins. Supporting statement: CEO Tim Cook admitted margins are decreasing due to reduced sales (CNN Money, 2013)

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Developers Push to Build AI Models Native to Non-English Languages

¿Habla español? Parlez-vous français? You might, but today’s large language models may not speak either Spanish or French very well. It’s a shortcoming that many developers are trying to address, especially since making LLMs available in more languages may attract more users.

To give a sense of the issue, Meta Platforms said in a blog post last month, that more than 5% of the training data for its latest flagship model Llama 3 was in languages other than English, “to prepare for upcoming multilingual use cases.” That was a big improvement on Llama 2 , where less than 2% of training data was known to be non-English. Still, foreign languages remain a tiny minority. Not surprisingly, Meta said it “did not expect the same level of performance” from Llama 3 in non-English languages as in English.

Meta has a big stake in making its AI products understand languages other than English. The company hopes to use its AI assistant to increase the appeal of its consumer apps. But only about a tenth of Facebook’s daily active users are in the U.S. and Canada, Meta said in February. It will be harder for Meta to reach the bulk of its 3.24 billion daily active users if its AI services are limited to English. Notably, Meta has launched Meta AI “in some English speaking countries,” CEO Mark Zuckerberg said last month, adding “we’ll roll out in more languages and countries over the coming months.”

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Guest Essay

A Year on Ozempic Taught Me We’re Thinking About Obesity All Wrong

A photo illustration of junk food — potato chips, cheesecake and bacon — spiraling into a black background.

By Johann Hari

Mr. Hari is a British journalist and the author of “Magic Pill: The Extraordinary Benefits — and Disturbing Risks — of the New Weight Loss Drugs.”

Ever since I was a teenager, I have dreamed of shedding a lot of weight. So when I shrank from 203 pounds to 161 in a year, I was baffled by my feelings. I was taking Ozempic, and I was haunted by the sense that I was cheating and doing something immoral.

I’m not the only one. In the United States (where I now split my time), over 70 percent of people are overweight or obese, and according to one poll, 47 percent of respondents said they were willing to pay to take the new weight-loss drugs. It’s not hard to see why. They cause users to lose an average of 10 to 20 percent of their body weight, and clinical trials suggest that the next generation of drugs (probably available soon) leads to a 24 percent loss, on average. Yet as more and more people take drugs like Ozempic, Wegovy and Mounjaro, we get more confused as a culture, bombarding anyone in the public eye who takes them with brutal shaming.

This is happening because we are trapped in a set of old stories about what obesity is and the morally acceptable ways to overcome it. But the fact that so many of us are turning to the new weight-loss drugs can be an opportunity to find a way out of that trap of shame and stigma — and to a more truthful story.

In my lifetime, obesity has exploded, from being rare to almost being the norm. I was born in 1979, and by the time I was 21, obesity rates in the United States had more than doubled . They have skyrocketed since. The obvious question is, why? And how do these new weight-loss drugs work? The answer to both lies in one word: satiety. It’s a concept that we don’t use much in everyday life but that we’ve all experienced at some point. It describes the sensation of having had enough and not wanting any more.

The primary reason we have gained weight at a pace unprecedented in human history is that our diets have radically changed in ways that have deeply undermined our ability to feel sated. My father grew up in a village in the Swiss mountains, where he ate fresh, whole foods that had been cooked from scratch and prepared on the day they were eaten. But in the 30 years between his childhood and mine, in the suburbs of London, the nature of food transformed across the Western world. He was horrified to see that almost everything I ate was reheated and heavily processed. The evidence is clear that the kind of food my father grew up eating quickly makes you feel full. But the kind of food I grew up eating, much of which is made in factories, often with artificial chemicals, left me feeling empty and as if I had a hole in my stomach. In a recent study of what American children eat, ultraprocessed food was found to make up 67 percent of their daily diet. This kind of food makes you want to eat more and more. Satiety comes late, if at all.

One scientific experiment — which I have nicknamed Cheesecake Park — seemed to me to crystallize this effect. Paul Kenny, a neuroscientist at Mount Sinai Hospital in New York, grew up in Ireland. After he moved in 2000 to the United States, when he was in his 20s, he gained 30 pounds in two years. He began to wonder if the American diet has some kind of strange effect on our brains and our cravings, so he designed an experiment to test it. He and his colleague Paul Johnson raised a group of rats in a cage and gave them an abundant supply of healthy, balanced rat chow made out of the kind of food rats had been eating for a very long time. The rats would eat it when they were hungry, and then they seemed to feel sated and stopped. They did not become fat.

But then Dr. Kenny and his colleague exposed the rats to an American diet: fried bacon, Snickers bars, cheesecake and other treats. They went crazy for it. The rats would hurl themselves into the cheesecake, gorge themselves and emerge with their faces and whiskers totally slicked with it. They quickly lost almost all interest in the healthy food, and the restraint they used to show around healthy food disappeared. Within six weeks, their obesity rates soared.

After this change, Dr. Kenny and his colleague tweaked the experiment again (in a way that seems cruel to me, a former KFC addict). They took all the processed food away and gave the rats their old healthy diet. Dr. Kenny was confident that they would eat more of it, proving that processed food had expanded their appetites. But something stranger happened. It was as though the rats no longer recognized healthy food as food at all, and they barely ate it. Only when they were starving did they reluctantly start to consume it again.

Though Dr. Kenny’s study was in rats, we can see forms of this behavior everywhere. We are all living in Cheesecake Park — and the satiety-stealing effect of industrially assembled food is evidently what has created the need for these medications. Drugs like Ozempic work precisely by making us feel full. Carel le Roux, a scientist whose research was important to the development of these drugs, says they boost what he and others once called “satiety hormones.”

Once you understand this context, it becomes clear that processed and ultraprocessed food create a raging hole of hunger, and these treatments can repair that hole. Michael Lowe, a professor of psychology at Drexel University who has studied hunger for 40 years, told me the drugs are “an artificial solution to an artificial problem.”

Yet we have reacted to this crisis largely caused by the food industry as if it were caused only by individual moral dereliction. I felt like a failure for being fat and was furious with myself for it. Why do we turn our anger inward and not outward at the main cause of the crisis? And by extension, why do we seek to shame people taking Ozempic but not those who, say, take drugs to lower their blood pressure?

The answer, I think, lies in two very old notions. The first is the belief that obesity is a sin. When Pope Gregory I laid out the seven deadly sins in the sixth century, one of them was gluttony, usually illustrated with grotesque-seeming images of overweight people. Sin requires punishment before you can get to redemption. Think about the competition show “The Biggest Loser,” on which obese people starve and perform extreme forms of exercise in visible agony in order to demonstrate their repentance.

The second idea is that we are all in a competition when it comes to weight. Ours is a society full of people fighting against the forces in our food that are making us fatter. It is often painful to do this: You have to tolerate hunger or engage in extreme forms of exercise. It feels like a contest in which each thin person creates additional pressure on others to do the same. Looked at in this way, people on Ozempic can resemble athletes like the cyclist Lance Armstrong who used performance-enhancing drugs. Those who manage their weight without drugs might think, “I worked hard for this, and you get it for as little as a weekly jab?”

We can’t find our way to a sane, nontoxic conversation about obesity or Ozempic until we bring these rarely spoken thoughts into the open and reckon with them. You’re not a sinner for gaining weight. You’re a typical product of a dysfunctional environment that makes it very hard to feel full. If you are angry about these drugs, remember the competition isn’t between you and your neighbor who’s on weight-loss drugs. It’s between you and a food industry constantly designing new ways to undermine your satiety. If anyone is the cheat here, it’s that industry. We should be united in a struggle against it and its products, not against desperate people trying to find a way out of this trap.

There are extraordinary benefits as well as disturbing risks associated with weight-loss drugs. Reducing or reversing obesity hugely boosts health, on average: We know from years of studying bariatric surgery that it slashes the risks of cancer, heart disease and diabetes-related death. Early indications are that the new anti-obesity drugs are moving people in a similar radically healthier direction, massively reducing the risk of heart attack or stroke. But these drugs may increase the risk for thyroid cancer. I am worried they diminish muscle mass and fear they may supercharge eating disorders. This is a complex picture in which the evidence has to be weighed very carefully.

But we can’t do that if we remain lost in stories inherited from premodern popes or in a senseless competition that leaves us all, in the end, losers. Do we want these weight loss drugs to be another opportunity to tear one another down? Or do we want to realize that the food industry has profoundly altered the appetites of us all — leaving us trapped in the same cage, scrambling to find a way out?

Johann Hari is a British journalist and the author of “Magic Pill: The Extraordinary Benefits — and Disturbing Risks — of the New Weight Loss Drugs,” among other books.

Source photographs by seamartini, The Washington Post, and Zana Munteanu via Getty Images.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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Types of Sources Explained
Throughout the research process, you'll likely use various types of sources. The source types commonly used in academic writing include: Academic journals. Books. Websites. Newspapers. Encyclopedias. The type of source you look for will depend on the stage you are at in the writing process.
Types of sources
Research for Essay Writing in English. This libguide was created to provide information resources and tools for the students of the Essay Writing course ENG 1100. Home; ... A second categorization of information sources includes scholarly sources vs professional or trade sources vs popular sources. These categories refer to the specific ...
Choosing & Using Sources: A Guide to Academic Research
Choosing & Using Sources presents a process for academic research and writing, from formulating your research question to selecting good information and using it effectively in your research assignments. Additional chapters cover understanding types of sources, searching for information, and avoiding plagiarism. Each chapter includes self-quizzes and activities to reinforce core concepts ...
Different kinds of sources
The following kinds of texts/sources often function as primary sources: works of fiction. diaries. interviews. official documents, such as census data and legal texts. artefacts, such as archaeological findings. numeric data, such as statistical data. corpora, such as large collections of texts or recordings of speech.
Types of Sources Explained
Throughout the research process, you'll likely use various types of sources. The source types commonly used in academic writing include: Academic journals. Books. Websites. Newspapers. Encyclopaedias. The type of source you look for will depend on the stage you are at in the writing process.
Types of Sources
Primary, Secondary & Tertiary Sources. Firsthand information (information in its original form, not translated or published in another form). Secondhand information (a restatement, analysis, or interpretation of original information). Third-hand information (a summary or repackaging of original information, often based on secondary information ...
The Easy Guide to Finding Essay Sources: Academic Research Tips
The Easy Guide to Finding Essay Sources: Academic Research Tips. Bidisha Das. August 31, 2023. Writing a good college essay can be tough and time-consuming. It will cost you several trips to the library, hours of pouring over your notes, and sleepless nights scouring online databases. And while the internet is a huge pool of information, it is ...
Types of Information Sources
Primary Sources: Primary sources of information are first hand accounts of research or an event including original scholarly research results, raw data, testimony, speeches, historic objects or other evidence that provides unique and original information about a person or an event. These sources were created at the time which the observation or ...
3. Types of Information Sources
This module covers how information is created and the many different types of sources that you encounter while doing research. NOTE: These tutorials are only available for currently enrolled LSU students, faculty, and staff. When attempting to access tutorials from off campus, users will be prompted to login to their myLSU Account.
Primary, Secondary, and Tertiary Sources
Sources of information or evidence are often categorized as primary, secondary, or tertiary material. These classifications are based on the originality of the material and the proximity of the source or origin. This informs the reader as to whether the author is reporting information that is first hand or is conveying the experiences and ...
Informative Essay
The purpose of an informative essay depends upon the writer's motivation, but may be to share new information, describe a process, clarify a concept, explain why or how, or detail a topic's intricacies. Informative essays may introduce readers to new information. Summarizing a scientific/technological study. Outlining the various aspects of ...
Sources Of Information For Study
Such sources include: the internet, newspapers, journals, transcripts from radio or TV programmes, leaflets, photographs and other artefacts (man-made objects). Within the category of books there are many different types and genres, for example: fiction and non-fiction, including dictionaries, encyclopaedias, biographies, almanacs, archives ...
Credible Sources
Credible Academic Sources. Credible sources are generally texts that can be trusted and authoritative. These would be texts with support in terms of reliable evidence (facts, data, statistics) and often referring to previous work by academic authors. The most common credible sources are scholarly journals, conference papers and books.
Sources of Information
In historiography, a primary source (also called original source) is an artifact, a document, a recording, or other information source created at the time under study. If created by a human source, then a source with direct personal knowledge of the described events. It serves as a source of information about the topic.
What Are Credible Sources & How to Spot Them
A credible source is free from bias and backed up with evidence. It is written by a trustworthy author or organization. There are a lot of sources out there, and it can be hard to tell what's credible and what isn't at first glance. Evaluating source credibility is an important information literacy skill. It ensures that you collect ...
Essay: The Sources of Information
Primary research provides the researcher with the most accurate and up-to-date data. (ehow, Jennifer Neel) Sources of Primary Data: Sources of primary data will include Autobiographies, diaries, surveys, opinion polls etc. 2.1.2: Secondary Data. Secondary data on the other hand, is basically primary data collected and processed by someone else.
Sources of Information
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At college level, you must properly cite your sources in all essays, research papers, and other academic texts (except exams and in-class exercises). Add a citation whenever you quote, paraphrase, or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.
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Student Guide: Information Literacy
At college level, you must properly cite your sources in all essays, research papers, and other academic texts (except exams and in-class exercises). Add a citation whenever you quote, paraphrase, or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.
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Opinion
Guest Essay. A Year on Ozempic Taught Me We're Thinking About Obesity All Wrong. May 7, 2024. ... Source photographs by seamartini, The Washington Post, and Zana Munteanu via Getty Images.

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Module 5: Locating and Evaluating Sources

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