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Evaluating Specific Resources

Academic Publications

Academic Publications: 

These include scholarly and peer reviewed publications. Often they can be primary research studies. 

Academic Publication Evaluation Points

Click this link and take a few minutes to bowse this PG Library journal article. Pay attention to the information on the detailed record page, including Author, Source, and Abstract, as well as the HTML or PDF links on the left side of the screen.

Things to consider:

  • Author/AuthorityArticles written by several researchers/scholars in the field who report results of original (primary) research. Authors' affiliations (academic institutions or organizations) are provided.
  • Appearance/Content: Often contains graphs and charts. Mostly comprised of text, typically primary research. Uses scholarly/technical language with vocabulary specific to the particular profession or field. Contains little, if any, advertising. 
  • Audience: Written for academics and professionals. 
  • Citations: Articles generally include footnotes and bibliography.
  • Publisher: Generally academic institutions or professional organizations (E.g. The American Medical Association).

After browsing this item, can we trust that it passes the criteria as a credible academic publication? If answering yes, then chances are it is a source of credible information. If answering no, then you may want to consider an alternate source. 

Academic journal article detailed record highlighting the authors names, which are:  Lai, Kwok-Wing Hong, Kian-Sam., the source the article was published in which was the British Journal of Educational Technology.  And where to find the abstract.  Here is the abstract:  As digital technologies form an inextricable part of young people's everyday lives, some commentators claim that the current generation of learners think and learn differently from their predecessors. This study investigated the validity of this claim by surveying 799 undergraduate and 81 postgraduate students at a large research-intensive university in New Zealand to document their use of digital technologies on university and social activities and comparing three age groups of students (under 20, 20-30 and over 30) to see whether there were any differences in their learning characteristics. The findings of the study showed that while students spent a large amount of time on digital technologies, the range of digital technologies they used was rather limited. There were also no practical generational differences in the technology use pattern and learning characteristics found in this study. The results of this study suggest that generation is not a determining factor in students' use of digital technologies for learning nor has generation had a radical impact on learning characteristics of higher education students.