Identifying Scholarly Sources Workbook__DONLAN

Identifying
Scholarly Sources

Workbook & User’s Guide

Designed by: Crystal Donlan

Welcome to the Identifying Scholarly Sources self-paced instructional module.

This lesson is designed for LCCC students enrolled in the Advanced Composition:
Contemporary Issues course. Its purpose is to scaffold the academic writing
process with the information literacy skills necessary to conduct effective scholarly
research and source evaluation.
Upon completion of this unit, you should be able to identify information sources as
either scholarly or popular in order to determine their academic credibility.

LEARNING GOAL:
To successfully identify scholarly sources of evidence related to the
development of research topics in preparation for writing an annotated
bibliography by accurately identifying scholarly article characteristics in
contrast to popular source characteristics.

This guide contains:
• How to Complete This Workbook
• Table of Contents
• Self-Assessment Scale
• Entry Skills Test
• “For Practice” Activities (Steps 1 – 4)
• Supplemental Assessment Tools (Step 5)
• Auxiliary Materials
• Post-Test

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How to Complete This Workbook

1. Inspect the table of contents to get a sense of the topics covered in this module.

2. Complete your self-assessment responses in order, and answer honestly. Then complete
the Entry Skills Test to the best of your ability. The questions are designed to stimulate your
thinking about the research process and to help you identify individual areas of strength and
need.
3. In Schoology, open the “Identifying Scholarly Sources: Self-Paced Module” presentation
in the “Materials” section of your ENG:102 Advanced Composition Contemporary Issues
course. To optimize viewing, please open the “Identifying Scholarly Sources” slide
presentation in a separate window and maximize the screen.

4. Consider the learning objectives and key terms of each section as they are presented.
These objectives are outlined both in the workbook and within the presentation, and signify
important information that you are expected to understand. Space has been provided within
each segment for you to take notes and define important terms.

5. Complete the workbook in sequence, keeping pace with the slides and video content. The
information is arranged to build your knowledge and skills. While some information may be
familiar to you, skipping sections is not recommended.

6. Working in sync with the presentation, answer the practice questions available in some
sections. These questions are followed by the correct responses within the slides, and are
tied to the module’s primary learning objective.

7. Review the included rubrics and materials for additional information.

8. Complete the Post-Test. For chart completion, you must utilize the linked articles
embedded within the presentation slides. Each article is labeled to correspond with its
designated row in the test chart. In order to prevent excessive toggling, it is strongly
recommended that you complete the charts in the workbook prior to attempting the test in
Schoology.
9. Upon your written completion of the module’s Post-Test, proceed to the “Identifying
Scholarly Sources: Module Evaluation” assessment available in your Schoology course
(immediately below the presentation). You may immediately submit your questionnaire
responses as well as any additional comments or suggestions.

10. Submit your workbook to your instructor at your next class meeting, OR scan your Post-
Test and send it to your instructor as a PDF attachment within Schoology.

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Table of Contents

Self-Assessment Scale………………………………………………… Page 4
Entry Skills Test………………………………………………………..Page 5
Instructional Steps:

• Finding Sources of Information…………………………….. Page 12
Locate article for consideration as possible scholarly source.

Key Terms: Research Question, Web Search, Database
• Identifying Scholarly Characteristics……………………….. Page 13
Identify article characteristics consistent with scholarly sources.

Key Terms: Title, Abstract, References
• Evaluating Authorship and Publication…………………….. Page 14
Locate publication information and compare to scholarly criteria.

Key Terms: Author, Publication, Peer-Review
• Discerning Special Features………………………….…….. Page 15
Identify additional distinguishing features of scholarly articles.

Key Terms: Methods, Data, Graphics
• Applying Recognition Criteria……………………………… Page 16
Classify article as scholarly or popular.

Supplemental Assessment Tools: Flowchart, Rubric, Mnemonic
Auxiliary Materials……………………………………………………. Page 19
Post-Test………………………………………………………………. Page 22

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Self-Assessment Scale

The following questions ask you to consider your level of knowledge related to finding and
evaluating scholarly sources of information, and your confidence in using various skills
presented within this module. Please provide your best self-assessment from your perspective on
the following questions as you begin this unit.

1. Locating scholarly sources of information.

Not at All Slightly Somewhat Highly Don’t Know
Confident Confident Confident Confident 

1 2 3 4

2. Identifying elements of scholarly journal articles.

Not at All Slightly Somewhat Highly Don’t Know
Confident Confident Confident Confident 

1 2 3 4

3. Defining peer-reviewed publication standards.

Not at All Slightly Somewhat Highly Don’t Know
Confident Confident Confident Confident 

1 2 3 4

4. Discriminating scholarly articles from popular sources of information.

Not at All Slightly Somewhat Highly Don’t Know
Confident Confident Confident Confident 

1 2 3 4

5. Determining information source credibility.

Not at All Slightly Somewhat Highly Don’t Know
Confident Confident Confident Confident 

1 2 3 4

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Entry Skills Test
1. Identify which of the following are effective thesis statements:

A. Senior citizens who volunteer at literacy projects are invigorated physically
and mentally by the responsibility of volunteering.

B. In this paper I will demonstrate all the ways the North American Free Trade
agreement was a total disaster.

C. The occurrence of measles in medical settings is higher than nosocomial
infections, rubella, pertussis, influenza, and nosocomial hepatitis B
according to a survey of hospital records.

D. The last scene in “Midsummer Night’s Dream” showcases Shakespeare’s
ability to manipulate subtle linguistic differences among his characters for
comic effect.

E. When examining the role of women in society, Plato and Sophocles remain
close to traditional ideas about women's duties and capabilities in society;
however, the authors also introduce some revolutionary views which
increase women's place in society.

F. In the Netherlands, euthanasia is legal. This paper will describe the history
of euthanasia and give case studies.

2. Identify which of the following are effective research questions:
A. Should Roe v. Wade be overturned by the Supreme Court?
B. Are role-playing video games detrimental to young children’s
developmental milestones?
C. What percentage of American high school students have used marijuana?
D. Is there a relationship between female infertility and depression?
E. Do soldiers with combat PTSD have problems with civilian reintegration?
F. When did Amelia Earhart fly across the Atlantic?

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3. Using “Anatomy of a Scholarly Article”
(https://www.lib.ncsu.edu/tutorials/scholarly-articles/) as a guide, label the parts of
the sample below:

A. ______________________________
B. ______________________________
C. ______________________________
D. ______________________________
E. ______________________________
F. ______________________________

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4. Complete the table by indicating which authors are properly credentialed for the
topic:

Topic Author ✓ If
credentials
Prevalence of teen Stacy Hodgkinson, Ph.D. match
pregnancy among Goldberg Center for Community topic
depressed adolescents Pediatric Health, Children’s National
Medical Center
Efficacy of study skills Washington, D.C.
instruction on first Planned Parenthood Federation of
generation college America
student experience New York, NY
Solange Knowles
Singer-songwriter
Teen mother
William J. Clinton
42nd President of the United States
First-generation college student
Rob Longwell-Grice, Ph.D.
Director of Recruitment and Scholarship
Services School of Education
University of Wisconsin Milwaukee
(UWM)
(former Director of Academic Services)
National Education Association
Washington, D.C.

5. Circle the label for each graphic as either popular or scholarly:

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a.
A. Scholarly B. Popular

b.
A. Scholarly B. Popular

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c.
A. Scholarly B. Popular

d.
A. Scholarly B. Popular

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e.
A. Scholarly B. Popular

f.
A. Scholarly B. Popular

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• Finding Sources of Information
Locate article for consideration as possible scholarly source.
Key Terms: Research Question, Web Search, Database

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• Identifying Scholarly Characteristics
Identify article characteristics consistent with scholarly sources.

Key Terms: Title, Abstract, References

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• Evaluating Authorship and Publication
Locate publication information and compare to scholarly criteria.

Key Terms: Author, Publication, Peer-Review

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• Discerning Special Features
Identify additional distinguishing features of scholarly articles.

Key Terms: Methods, Data, Graphics

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• Applying Recognition Criteria
Classify article as scholarly or popular.
Supplemental Assessment Tools: Flowchart, Rubric, Mnemonic

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IDENTIFYING SCHOLARLY SOURCES

SCHOLARLY SOURCE ✓ POPULAR SOURCE ✓
A researcher, scholar, or Journalist, freelance
Who is the author(s)? student in the field of study. writer, or unknown.
Are credentials provided? Credentials are Credentials are generally
established by listing the not established.
Are sources cited? author’s education and/or
affiliations. May cite one or two
What is the article’s purpose? Yes, many sources are cited sources but not many,
both in the text and in the and usually doesn’t
What is the style of the bibliography. include a bibliography.
language? To provide general
Are there pictures/graphics? To share results of research or information, news,
experiments with other gossip, entertainment,
Is there any advertising in the scholars and/or students. or to sell a product.
publication? Easy to read; uses
How long is the article? Formal, technical language everyday language.
with specialized vocabulary or
jargon geared toward Photographs and images
scholars. meant to be eye-
Sometimes, but they tend to catching. mostly for
be tables, graphs, or other aesthetic purposes.
images that support the data. Yes, many
advertisements
None, or very little. featuring a range of
consumer products.
Lengthy – usually 5 to 20+ Brief – generally 1 to 2
pages. pages.

Very organized. The article is Somewhat, but generally

How organized is the article? separated into well-defined does not have a formal

sections that may include an structure.

abstract, literature review,

data or research methods,

results, conclusion, and

bibliography/references.

Adapted from a document provided by the Keene State College Wallace E. Mason Library.

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Auxiliary Resources

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Thinking Critically about Web Information—Applying the CRAAP Test
When you search the Web, you’re going to find a lot of information…but is it
credible and reliable? Use this guide to help you determine this for yourself.

CURRENCY/ TIMELINESS: When the information was published and the
importance the date as it relates to the topic.

Is currency important for your topic? Is it a science, technology, or health-
related topic? When was the web page originally published, last updated or
revised? Are all of the links on the page functional? Can you determine if there
is new information on the page?

REVELANCE/ COVERAGE OF THE TOPIC: The degree to which the
information fulfils your information need.

How relevant to your topic is the information? How on-topic is it? Can you
find the same or better information in another source? Is it the type of
information needed? (i.e. background, detailed history, statistics, primary source)

Is there enough information or will you need to find more?

AUTHORITY: Who is providing this information and are they a reliable source.
Who is responsible for the information on the page (the author, creator,

sponsor?) Are there any author credentials given? Can you determine the
author’s level of expertise? Are they experts on the subject? Google the author or
site sponsor’s name to find out more. If there is a group or organization (called
a corporate author) creating the page, establish the group’s authority. Google the
name. Is it a well-known, reputable organization for this subject? Learn about the
organization on its home page.

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ACCURACY: The truthfulness and correctness of the information.
Where did the information on the page come from? Did the sponsor/author of

the page create the information? If not, the original source should be cited on the
page. Are there cited sources or links to the original source of the information?

Can you verify any of the information in other independent sources or from your
own knowledge?
PURPOSE: The reason the website exists, and the point of view of the author or
sponsor.

Is the page promoting something that might cause biases? (such as opinions,
products, ideas) Is the information based on facts or is it opinion? If opinion, is
it based upon logical thinking? Is the author using good evidence for his opinion?

What is the purpose of the website sponsoring this page? Is the domain for the
site a .org (an organization), .edu (an educational site), .gov (a federal government
site), .mil (a military site), .com (a commercial site), .net (a web-sponsoring site),
or TV (a television site) …?

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POST-TEST
1.Consider each of the following criteria and decide whether it typically applies to
SCHOLARLY JOURNALS or POPULAR MAGAZINES:

a. Articles are written by author(s) with academic credentials
A. Scholarly B. Popular

b. Articles are written by journalists
A. Scholarly B. Popular

c. Articles are written for the general public
A. Scholarly B. Popular

d. Articles are written for scholars
A. Scholarly B. Popular

e. Articles are in-depth and often have a bibliography
A. Scholarly B. Popular

f. Publications have a lot of color photographs
A. Scholarly B. Popular

g. Publications have few, if any, advertisements
A. Scholarly B. Popular

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h. Publications are typically published weekly or monthly
A. Scholarly B. Popular

i. Articles may be approved by a panel of peer scholars
A. Scholarly B. Popular

j. Good type of source for finding primary research
A. Scholarly B. Popular

2. What should you look for to make sure you have found a reliable peer-reviewed
article? (Choose all that apply.)
A. Author credentials
B. An abstract
C. Bibliographic listing of sources used in the article
D. Publication in a specialized journal

3. Referring to Articles A – J in the “Identifying Scholarly Sources” presentation,
complete the following information integrity chart:

# Title of Article Abstract References
a. ✓✓

b.

c.

d.

e.

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f.
g.
h.
i.
j.

4. Referring again to the articles referenced in Item #3, complete the following
information integrity chart:

# Author(s) Credentials SME Publication Refereed
a. ✓✓ ✓

b.

c.

d.

e.

f.

g.

h.

i.

j.

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5. Consider each of the following articles and decide whether each one falls into
the category of SCHOLARLY JOURNALS or POPULAR SOURCES:

a. Article A A. Scholarly B. Popular

b. Article B A. Scholarly B. Popular

c. Article C A. Scholarly B. Popular

d. Article D A. Scholarly B. Popular

e. Article E A. Scholarly B. Popular

f. Article F A. Scholarly B. Popular

g. Article G A. Scholarly B. Popular

h. Article H A. Scholarly B. Popular

i. Article I A. Scholarly B. Popular

j. Article J A. Scholarly B. Popular

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