research book collection

Social Science Research: Principles, Methods and Practices - (Revised edition)

(43 reviews)

Anol Bhattacherjee, University of South Florida

ISBN 13: 9781475146127

Publisher: University of Southern Queensland

Language: English

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Reviewed by Kelle DeBoth Foust, Associate Professor, Cleveland State University on 6/22/23

Comprehensiveness rating: 5 see less

The text really seems to do as it claims; provides the basic overview of the research material needed for graduate students without a lot of other “fluff.” It’s written very clearly, easy to understand and many figures and charts that enhance learning. It covers the majority of the topics that I need it to cover for OTH 740/Research I, at about the level of detail that the students should be able to digest. In particular, I like the sections on survey research, experimental research and that it covers quantitative and qualitative analyses.

Content Accuracy rating: 4

As far as I can tell reading through it, the content is accurate and unbiased (will be able to review further once actually implemented in the intended course).

Relevance/Longevity rating: 4

The content is current at least regarding how we continue to teach and use it in our field. Some of the references are a little outdated, although not much has changed in this world in recent years. I also recognize I can pull more recent literature in order to make the examples up to date and relevant for my particular students.

Clarity rating: 5

This book is written very clearly. I feel that the diagrams really help to add and make sense of higher level concepts that students may struggle with. Concepts that are challenging are recognized as such within the text, with appropriate examples that enhance clarity (will be able to review further once actually implemented in the intended course)

Consistency rating: 5

Yes, the text appears to be internally consistent in terms of terminology and framework.

Modularity rating: 5

The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided). The text should not be overly self-referential, and should be easily reorganized and realigned with various subunits of a course without presenting much disruption to the reader. – Yes. The division of the content makes sense, and how smaller modules are paired (e.g., qualitative and quantitative analysis paired back to back) is logical to facilitate learning.

Organization/Structure/Flow rating: 5

The text and chapters are laid out in an order that makes sense and provides good flow and continuity between the concepts and analytical applications. In particular, I like how research is introduced, moving into research design and then analysis all within the same text. Will make this more manageable for students.

Interface rating: 5

The text is free of significant interface issues, including navigation problems, distortion of images/charts, and any other display features that may distract or confuse the reader. – Very well put together, no issues with the interface. I would consider this to be very user/student friendly. In particular, the authors made a point to keep it “short and sweet” so students should not be intimidated by the length of the chapters (which is excellent for helping to convince the students to actually read them).

Grammatical Errors rating: 5

The text contains no grammatical errors. – None detected.

Cultural Relevance rating: 5

The text is not culturally insensitive or offensive in any way. It should make use of examples that are inclusive of a variety of races, ethnicities, and backgrounds. – No offensive content noted, the majority of the examples used do not have cultural significance and therefore the amount of diversity is sufficient.

This review was written based on a preliminary review of the text prior to use and implementation within the intended course. I will update the review if it significantly differs once students have used it for their course study.

Reviewed by Ingrid Carter, Professor, Metropolitan State University of Denver on 4/14/23

The textbook includes many of the important elements of a foundational social science research course. A key element of the course I teach which is not included in the text is how to search for literature to inform the research, how to synthesize... read more

Comprehensiveness rating: 4 see less

Content Accuracy rating: 3

The content appears to be mostly accurate and unbiased. There is a large emphasis on positivist approaches, and more post-positivist and innovative research approaches should be added to the content.

The text is relevant to foundational/introductory social science research courses. As mentioned previously, broader and more diverse perspectives of research are missing.

Clarity rating: 4

The content is presented clearly.

Consistency rating: 4

The text is presented with a consistent framework and format. The variety of frameworks included could be greater, with at minimum a presentation of different research paradigms and ideally with discussion or questions to grapple with related to various research paradigms and approaches.

As the author indicates, the textbook consists of 16 chapters which can be used in a 16-week semester. These can be easily assigned for weekly readings.

The textbook is well-organized.

Interface rating: 4

The interface is relatively clear

No grammatical errors were found in my initial review. I have not yet used the textbook for the course I am teaching, and therefore have not reviewed the textbook page by page nor line by line.

Cultural Relevance rating: 3

More diverse and culturally relevant example to a diverse audience could be embedded. I did not encounter offensive material.

Reviewed by Sanaa Riaz, Associate Professor, Metropolitan State University of Denver on 3/27/23

Comprehensiveness rating: 3 see less

While not meant for advanced graduate and doctoral students, this text is an excellent introductory resource for learning about paradigms in research methods and data analysis and prepares the learner to begin writing a successful research project proposal. The text largely privileges the scientific method and labels diverse social science research methods as such. However, the preparatory considerations in beginning social science research have been discussed. The book contains important terms in bold to guide a beginner reader as well as sample syllabi for incorporating it at the graduate level. However, the text could be made more comprehensive with the inclusion of an effective index and/or glossary.

Content Accuracy rating: 5

The text is a quick guide to considerations and terminologies used in social science research. The content is accurate, error-free and unbiased.

The text provides a basic introduction to research methods in the social sciences. Updates in social science inquiry with respect to social media and popular culture platforms and mixed methods research should be easy to incorporate.

The text has been written from the point of view of a non-expert. It is free of technical jargon and is meant to provide the essentials of social science inquiry and research considerations.

Consistency rating: 3

The text is internally consistent in terms of terminology within a chapter section. However, it is strongly recommended that the framework is revisited for chapters discussing qualitative research methods and approaches. Qualitative data analysis has not been explored in depth and the basic framework for Chapter 13 will need to be substantially expanded to provide for a smoother transition from a discussion on grounded theory to content analysis and hermeneutic analysis and to incorporate information on other analyses undertaken in qualitative research.

Chapters and sections in the text can be easily reorganized and assigned as per needs of the instructor and the course without causing disruption to the reader.

Organization/Structure/Flow rating: 3

Chapter sections of the book covering qualitative research are not presented in a logical manner. It is highly recommended that the readers are told about the place of exploratory and other research in social science research inquiry, rather than labeling them as scientific research. Moreover, mixed methods and qualitative visual and social media platform research needs to be discussed. The book overall shies away from delving into approaches and methods in non-empirical research in the social sciences.

The text is easy to navigate. All words, sections and tables are easily searchable.

The book is free of grammatical errors.

The text does not contain any culturally insensitive information as there are hardly any research project examples incorporated.

Incorporating examples and case studies across social science disciplines (after introducing the disciplines in which social science research is employed in the first chapter) would allow readers to see the applicability of one social science research approach, method and data analysis over another based on the research project focus.

Reviewed by Cahit Kaya, ASSISTANT PROFESSOR, University of Texas Rio Grande Valley on 10/17/22

I LIKE THE FIGURE EXPLAINING RELIABILITY AND VALIDITY ON PAGE 55. read more

Comprehensiveness rating: 2 see less

I LIKE THE FIGURE EXPLAINING RELIABILITY AND VALIDITY ON PAGE 55.

IT SEEMED ACCURATE

Relevance/Longevity rating: 3

IT IS RELEVANT

IT IS CLEAR

IT IS CONSISTENT

Modularity rating: 3

IT NEEDS MORE MODULES

Organization/Structure/Flow rating: 2

IT CAN BE OGRANIZED BETTER

YES BUT EVEN THOUGH IT CAN BE IMPROVED

Grammatical Errors rating: 4

I DID NOT SEE IT

MORE CULTURAL DIVERSE EXAMPLES CAN BE GIVEN

Reviewed by Dawn DeVries, Associate Professor, Grand Valley State University on 12/9/21

The text provides a complete summary of the research process. While discussions are brief and concise, the text addresses the main issues and processes providing an overview and general understanding of the research process for social science fields. Two areas could be more in-depth, specifically the IRB discussion and the chapter on surveys. Information provided is accurate and succinct as the author intended, providing a comprehensive overview of the research process.

The content is accurate and presented in an objective manner. There was no perception of bias or conflict that would impact accuracy. The chapters offer a variety of examples, inclusive of a variety of social science fields.

Written in 2012, the information remains relevant with few areas that would ever need to change. The research process and research methods stay fairly consistent with little variation; thus, the text would not need regular updating. Updates, if and when needed, would be easy to implement due to the concise and objective writing and the logical organization of the textbook. One area needing updating (or that instructors would need to supplement) is Chapter 9 on Survey Research. The chapter refers to mail surveys, which in 2021, are almost obsolete. Little is presented or discussed on electronic surveys, survey platforms, or the use of social media in recruitment, survey distribution or every survey completion. Furthermore, there is no mention of the ethical issues related to social media research.

Key terminology is bolded with the definition following, making it easy to identify. Definitions are clear and adequate to facilitate understanding of the concepts and terms. The text presents the research process in a logical and understandable way using scaffolding.

The chapter structure, framework, and style are consistent.

Modularity rating: 4

The chapters provide easily divisible readings of 8-10 pages. The chapters are ordered in a logical fashion and flow easily, yet they could be rearranged to fit instructor preferences for order. Chapters are concise, allowing the combination of multiple chapters for a week’s reading if needed. The text is designed for a 16-week semester, but again, because the chapters are not long, several chapters could be read as one assignment. It would be difficult to reduce chapter readings (say, using only 5 pages of the chapter) because of the conciseness of the information and the shortness of the chapters.

The text is logical and has flow. It starts general (with How to Think Like a Researcher) and builds to specific, more detailed content (Inferential Statistics).

There are no observed problems with the interface of the text. Images used are clear and display without difficulty. No hyperlinks are used.

No observed issues or concerns related to grammar or mechanics.

No concerns about inclusivity or offensiveness. The text is clear and concise, offering a variety of short examples specific to various social science professions.

The text reminds me of my Research Methods textbook from my doctoral program. It addresses the differences between scientific research and social science methods in a clear and concise manner. While it is an overview of the information, it is specific and concise enough for students who need to understand the research process but won’t be engaging in research as their full-time profession. Content is brief in a few areas as mentioned, which will allow the instructor to provide supplemental reading or lecture content specific to the university (i.e., IRB) or to the profession. As the author suggests, certain chapters could be skipped depending on the program. For example, chapters 13 – 15 on statistics could easily be omitted if the program has a research statistics course. A nice add is the sample syllabus for a doctoral program.

Reviewed by David Denton, Associate Professor, Seattle Pacific University on 5/3/21

I use this book with graduate students in education taking an initial course in education research. Dr. Bhattacherjee notes the book is organized for semesters with supplemental readings, as shown by the sample syllabus in the appendix. Nevertheless, I have found the book is excellent in meeting objectives for an introductory course in education research, though it is necessary to add education context and examples. Some of the course objectives I have developed from the textbook include i) distinguishing between questionnaire survey method and interview survey method and ii) summarizing criteria for developing effective questionnaire items, among many others. There are some sections that exceed student knowledge without some background in statistics (e.g. description of factor analysis) but omitting these sections as required reading is easy since there are many subheadings used to segment chapters.

Dr. Bhattacherjee has done an excellent job of clearly communicating the content with accuracy. For example, the textbook distinguishes between qualitative and quantitative analysis (rather than qualitative and quantitative research, an appropriate distinction). The textbook makes other distinctions in a way that helps students comprehend concepts (e.g. survey interview and survey questionnaire). At the same time, the textbook does not over-emphasize research methods or design, which might mislead students to think inflexibly about the topic.

Relevance/Longevity rating: 5

One of the advantages of the book, in my view, is that it will not become obsolete anytime soon. It addresses all major topics of interest for instructors needing to develop student background knowledge in social science research methodology. For example, some topics for which the book provides helpful structure include i) Thinking Like a Researcher, ii) The Research Process, iii) Research Design, iv) and Sampling. In addition, an instructor can easily supplement or provide subject-specific examples where needed since the book is thoroughly segmented by chapter and chapter subheadings.

Dr. Bhattacherjee does a fine job of defining terms concisely. I do not recall use of jargon, or if there are complicated terms, the text provides enough elaboration so that students can at least attain a conceptual understanding. In some instances, definitions are so concise that I find it necessary to elaborate with examples. This, however, is a part of instruction and would be done in any case.

The textbook is highly coherent, in my view. Similar to modularity, consistency is a strength. For example, chapters are grouped into four sections: Introduction to Research, Basics of Empirical Research, Data Collection, and Data Analysis. Further, chapters within major sections are sequential, such as chapters on Science and Scientific Research, followed by Thinking Like a Researchers, followed by The Research Process. In addition, content within chapters is consistent, such as Dr. Bhattacherjee’s logical progression of concepts: empiricism, to positivism, to forms of analysis (qualitative and quantitative), etc

Modularity is one of the clear strengths, again in my view. From a structural perspective, neither the chapters nor subsections are very long because Dr. Bhattacherjee writes concisely. Both chapters and subordinate subsections lend themselves to various kinds of divisions. For example, students in need of supplemental instruction on descriptive statistics, such as content about the normal distribution, can be assigned the subsection on Statistics of Sampling in chapter 8, followed by the subsection on Central tendency in chapter 14. Some non-sequential reading is required if students do not have any background in statistics, but this is not difficult to manage using page numbers or subheadings as reference.

Organization/Structure/Flow rating: 4

The textbook is well organized. Nevertheless, there are some sections that I found helpful to have students read out of sequence. For example, there is a short section at the end of chapter 5, Scale Reliability and Validity, which is perhaps best read after students cover correlation and normal distribution, dealt with in chapter 14. Again, I did not find it difficult to assign sections out of sequence using either page numbers or chapter subheadings as reference.

The textbook does not have interface issues. Chapter titles are hyperlinked within PDF copies to simplify navigation. Some may judge a few of the images as low resolution, but if this is a defect it is not one that interferes with communicating concepts, which is the purpose of the images.

There are a few minor grammatical errors in the 2nd edition, 2012. For example, on p. 126, Dr. Bhattacherjee notes “five female students” when the Chi-square table appears to show four. This is minor, but if students are new to reading Chi-square tables they may not detect the error and believe interpreting a Chi-square table is different than interpreting a typical data table.

The textbook presents appropriate information without prejudice or unfairness. As mentioned, instructors will likely need to include examples that are specific to their course objectives and student populations. For example, chapter 11. Case Research provides exemplars that focus on business and marketing domains. This seems entirely appropriate given Dr. Bhattacherjee’s research area. Instructors using the text for other domains, such as education research, will be interested in elaborating on concepts using examples specific to the needs of their students.

I greatly appreciate that Dr. Bhattacherjee has shared his book as an Open Textbook.

Reviewed by Elizabeth Moore, Associate Professor, University of Indianapolis on 4/24/21

In Chapter 5 on Research Design there isn't any discussion on how to improve content and statistical conclusion validity. There isn't a discussion of threats associated with the four types of validity. The chapter also does not present how the research design and threats to validity are interconnected. There is a lack of comprehensiveness in the presentation of qualitative research as qualitative research rigor is not addressed.

The content is accurate, error-free, and unbiased. I would like more examples focused on social sciences. Some of the examples are related to business/industry. There are many social science examples that could be used.

Many of the examples should be updated. With everything that is (has been) happening in the U.S. and world, there are many examples that can come from the social sciences. For example, there are several examples that could represent the concept of technostress, especially with many professionals having to move into online environments. Students would be more likely to read assigned chapters and understand the material presented if the examples were relevant to their profession.

The book is clear and has high readability. There are several accessibility issues in the document. This should be checked and fixed. There are 5 issues in the document, 4 in tables, 5 in alternative text, etc. Accessibility is a big issue right now. All documents have to be accessible to all students.

While there is consistency within the textbook, in some topics there is a lock of consistency in how some of the terms and material relate to what is actually used in social science disciplines. For example, in basic social science textbooks in chapters presenting an introduction to measurement of constructs, descriptive statistics that are unfamiliar and rarely used, such as geometric mean and harmonic mean, should not be introduced. This information is usually difficult for novice researchers to understand without adding more advanced descriptive statistics.

It is confusing as to why research validity is in Chapter 5 - Research Design. There is not a discussion of how different research types are affected by different types and threats of research validity. The title of Chapter 7 is misleading. The word "scale" is associated with scale of measurement. It would be better to use designing measurement tools/instruments in the chapter name since the types of validity and reliability discussed are related to creating and developing measurement tools/instruments. I also think Chapter 6 - Measurement of Construction should not come before Chapter 7 - Scale Reliability and Validity since measurement of constructs and scale reliability and validity are related to qualitative research.

I like the organization. It follows the current syllabus I use so it will require very little modifications.

As mentioned below, bookmarks would improve navigation of the pdf file. Also, having links from the table of contents to chapters would be helpful. Including some of the important subsections of the chapters would also improve navigation of the pdf version of the book. Tables and charts are helpful and supplement the text. Use of images would break-up the text.

None were noted.

Cultural Relevance rating: 4

See comments above about the relevancy of the material. While it is important to make sure a book is culturally sensitive and not offensive, it is also important to not ignore what is known about social injustices which are well-documented. Look at the lack of diversity in many professions and organizations, this is important to address.

It would be helpful if bookmarks were placed in the pdf version. While this is a social science textbook, it would be helpful to have subsection in Chapter 4 that introduces at least a couple of the main health behavior theories. These are commonly used by many researchers in social sciences.

Reviewed by Barbara Molargik-Fitch, Adjunct Professor, Trine University on 3/6/21

This textbook provides a nice overview of several topics related to social science specific research. read more

This textbook provides a nice overview of several topics related to social science specific research.

The textbook seems to be accurate and error free.

The text seems to be accurate, relevant, and useful.

The text is organized well and had a professional and academic tone while also understandable.

Text seemed to be internally consistent.

Text is easily divisible to be assigned as different points within the course.

Text is well organized.

The text is free of significant interface issues that would distract or confuse the reader.

I did not see grammatical errors.

I did not see any cultural issues.

I will be using this textbook for one of my classes. I am looking forward to using it. I think it has a lot to offer students looking to develop their research skills.

Reviewed by Kenneth Gentry, Assistant Professor, Radford University on 6/2/20

This text provides a great overview of core concepts relevant to health-science research. An overview of theory, designs, sampling, data collection, data analysis, and ethics are provided. It may be helpful in future editions to add additional content relating to qualitative research (i.e. additional types of designs, as well as how trustworthiness and rigor are addressed [for example, what specific steps can be taken by researchers to address dependability, credibility, confirmability and transferability]).

Information presented appears accurate and unbiased.

While much of the content is 'durable' (not likely to soon become obsolete), the relevance is dependent upon the focus of the instructor/course. For example, if the emphasis of the course will be on quantitative research, then this text is highly relevant, however, if the emphasis is on an equal balance between the traditions of qualitative and quantitative, then this text is slightly less relevant due to the more limited nature of its content in qualitative (in comparison to content on quantitative). That is not to say that this text does not address content relevant to qualitative research, however, it does so with decidedly less depth and breadth than quantitative.

While a subjective interpretation of clarity is highly dependent upon the reader, I found this text to strike a good balance between a scholarly, academic tone, and commonly-understood, easily-relatable descriptions of key concepts. There were times where I wish that the latter had been more so, however, considering the target audience of this text, I feel that the author struck a good balance. Occasionally, there were concepts that I anticipated would require additional clarification (beyond the reading) for my graduate students.

Overall, I found the text to be generally consistent in its approach to the content. Occasionally, there were instances when the flow made sense at the chapter level, however, content might have been spread between chapters (i.e. theory is discussed in Chapters 1, 2 and 4).

This ties in with my comments on consistency. Since some concepts are discussed in more than one place, it might be difficult to identify a single reading for a specific topic ... one might need to assign several readings from more than one chapter. However, having said that, I anticipate that those instances would be infrequent. On the whole, the text demonstrates a fairly good degree of modularity.

At the chapter level (i.e. main topics), and within each chapter, information appears well organized. It is the appearance of content in multiple places that was occasionally problematic for me as I read (i.e. when reading about reliability and validity, I questioned why the author did not discuss the types of reliability and validity ... I later found that content in a subsequent chapter).

Interface rating: 3

While images were viewable, many appeared 'pixelated'/'grainy' (low resolution). This was more of a cosmetic issue, and did not affect the overall interpretation of the image.

Overall, the content was grammatically strong.

Content was not culturally insensitive or offensive.

My sincere thanks to this author, and to the Open Textbook Library and Scholar Commons for this text. I truly appreciate the investment of resources that were invested. I just completed instructing 2 semester courses on research in a graduate health science degree program ... I plan to adopt this text the next time I am rotated into those courses again!

Reviewed by Wendy Bolyard, Clinical Assistant Professor, University of Colorado Denver on 4/30/20

This text presents all the topics, and more, that I cover in my master's-level research and analytic methods course. A glossary would be helpful as students often need to reference basic definitions as they learn these new concepts. I would have... read more

The concepts were presented accurately and often with citations.

The great thing about research methods is that the content ages well (does not change over time). The examples were relevant and should not make the text obsolete. Any instructor should be able to provide current, real-world examples to compare and contrast to those in the text. Although the sample syllabus if for a business class, I did not find the text to be relevant only to business students. The authors uses broad social science illustrations that cross disciplines. This text is definitely relevant to public affairs/public administration.

The text is well-written and provides clear yet concise context.

When students are learning a new language - research methods - they may be confused when definitions vary. Causality is explained with slightly different language which may be misunderstood by students.

One chapter includes a summary section. It would have been helpful to include a summary of key takeaways for each chapter, and perhaps include a list of key terms and definitions (since the text does not include a glossary).

The text follows the linear, systematic research process very well.

The font, size, and spacing varied in some sections. The images were a bit blurred.

A few typos, but otherwise well-written and very clear.

Culturally sensitive with relevant and inclusive cases provided.

I will be adopting this text to supplement other readings assigned in my master's-level research and analytic methods course. I appreciate the clear and helpful context it provides on key concepts that students must understand to become effective researchers. The text is comprehensive yet concise and would not overwhelm students.

Reviewed by Valerie Young, Associate Professor, Hanover College on 12/19/19

I really appreciate the broad focus and examples from social science fields. As a fellow social scientist from a high growth area (communication studies), I would appreciate even more breadth! I supplement with many field-specific resources, so this critique is very minor. An appropriate place and reference might be within the first chapter, under the heading Types of Scientific Research, to give a nod to some of the social science fields and the importance of interdisciplinary questions across disciplinary lines.

I did not find any errors in the content of the book. One critique is that the author rarely cites any sources for assertions or materials. I get the impression that the author is relying on "commonly known" ideas regarding research methods and processes, but I have to consistently remind my students to cite all non-original information, and that example is lacking in this text. As an example, regarding evaluating measurement scales for internal consistency, the author references commonly-accepted factor loadings (>.60) but does not reference or provide linked resources for readers to corroborate this or seek additional readings.

The text content is relevant and the author has taken care to provide relatively timeless sample research examples throughout. Some examples include areas of social and political interest (conflict, crime), business and marketing, and social psychology. The contents of the text are not dated and the author does a fantastic job of offering a variety of relevant examples so that readers of all backgrounds can relate to the content.

Incredibly clear and concise. Main ideas are clearly articulated in headings. Bullet point lists are used infrequently, but appropriately. The writing style is professional, academic in tone, yet relate-able. There is little, if any, discipline-specific references that a graduate student from any area of social sciences could not comprehend; however, this book is empirically-grounded and quantitatively focused. For our readers in fields with lower quantitative literacy, some of the terminology in chapters is better suited for students with basic statistical experience, some research methods or theory coursework completed.

This text is consistent and detailed in the use of interdisciplinary, social scientific terminology.

The layout of materials and the concise writing style contribute to an easy-to-visualize text. The page layout and brief chapters make it appropriate to assign supplemental readings along with the chapter topics. Some areas for improvement: use hyperlinks to reference forward and backward within the text so that readers can pop back and forth to related concepts. Include links in the text to reputable online materials or publications. See my comment below in Organization feedback concerning chapter ordering.

One thing that strikes me as amazing and also challenging about this text is the concision and simplicity for which Bhattacherjee integrates complex information. The chapters are very brief- about half of what would be a typical, field-specific textbook, but the content is simultaneously dense and clear. For example, Chapter 7 addresses scale reliability and validity. In just a few short pages, we get an incredible density of information and terminology, from a formula and brief explanation of Chronbach's alpha to exploratory factor analysis as a method to demonstrate convergent and discriminant validity. There is an appropriate number of tables to visually demonstrate complex topics in-text. Overall, the chapters are well-organized and easy to follow with a working knowledge of basic stats. The introductory chapters have been intentionally placed to introduce readers to basic principles. The following chapters could be assigned as readings in any order that fit with the student's needs (but I find the order of these chapters appropriate, as-is): Chapter 9 Survey Research, Chapter 10 Experimental Research, Chapter 11 Case Research, Chapter 12 Interpretive Research, Chapter 13 Qualitative Analysis, Chapter 14 Quantitative Descriptive Statistics, Chapter 15 Quantitative Inferential Statistics. The final chapter, 16, covers Research Ethics, which seems to have been lopped on at the end of the text. It would be a better fit in the first third; perhaps integrated into one of the first several chapters with a nod toward the evolution of social research.

Regarding navigation, the pdf online version does not allow for creative navigation through the document. Graphics and charts are clear and easy to see in the online pdf version. They are a little smaller than I would like on the page, but the text is clear and the tables and graphs are visually appealing. It looks like most of the graphics were created using PowerPoint. One odd thing I noticed is that the paragraph spacing is inconsistent. In one section, the spacing between paragraph lines seems to be set at 1.25, and then, for no apparent reason, the line spacing moves back to single space. This is not visually distracting, just peculiar. Overall, the graphics in the online version are much clearer than in the softcover print version, which prints only in greyscale, with quite a bit of granulated distortion in the figures.

I did not notice any writing errors.

The research topic examples represented a diverse array of research topics, methods, fields, etc. The overview of science, scientific research, and social science was welcomed and unique to this text. Some areas for improvement would be to include historical scientific figures who are not all male, and link critical methodology in a clearer manner with specific critical and cultural examples of this form of research.

Reviewed by Lee Bidgood, Associate Professor, East Tennessee State University on 10/29/19

The text seems comprehensive, covers a wide range of research approaches, and parts of the research process. I will have to supplement with more of the area-specific writing that my students need, but this is easily added in the adapted version... read more

This text seems to follow the path of other texts that outline research design and methods, such as the Creswell book that I have used for several semesters. I do not detect bias in the text, or any significant errors.

I will discuss disciplinary relevance rather than chronological applicability (which other reviewers have already addressed thoroughly). The course for which I seek a textbook is meant to prepare students in a non-discipline-specific regional studies context, and for a range of methodologies and research design possibilities, mostly in the social sciences and humanities. This text is most relevant to the potential research programs of our students in discussions of the precursors to research design in Chapter 2 (“Thinking like a researcher”) and of the using and creating of theory in Chapter 4 (“Theories in Scientific Research”).

The authors’ prose is clear and easily comprehensible. Definitions are clear, and sufficient (jargon is explained). There could be more examples to clarify and assure comprehension of concepts, I plan to add these in my adaptation.

There is not an overt intra-chapter organization scheme that is consistent from chapter to chapter--each chapter differs in the sorts of content, that some sort of generic outline would feel forced, I think. The “feel” of the text, though, is consistent, and effectively conveys the content.

Because it uses footnote citations instead of endnotes / parenthetical citations, each page contains all of the references contained on it, which helps with modularity. The portions of the text that are less relevant to the course I teach (i.e. the more technical and statistical chapters, such as Chapters 6, 7, 8, 14, and 15 are easily omitted; I will be able to adapt portions of this text (i.e. the discussion of sampling in Chapter 8) without needing to provide all of the chapters. Some of the more technical vocabulary will require editing and explanation, but this seems manageable for me as an adapter.

The book is logically organized and the topics make sense in the order presented. I agree with another reviewer that the ethics portion seems like an appendix, rather than an essential and structural part of the book. As I adapt this text, I would address ethics at the beginning (as I do in my current teaching of research methods) and infuse the topic through other sections to address ethics-related concerns at all stages of research design and implementation. The author’s choice to use footnotes for references is not the one that seemed logical to me at first - it seems “elegant” to put all the references in a list at the rear of a book; now, reading through the whole text, however, I see some value to having the entirety of a citation at hand when reading through the main body of the text. Still, I miss the comprehensive list of works cited at the end of the book, which I would add to a text that I create, since an e-text is not limited by the economics of physically-printed books.

The text is workable as presented in the PDF document that I downloaded. Charts and other imagery are usable. There are no extra navigation features (a link to take a reader to the table of contents in a header or footer, etc.). I am left wondering if, in a PDF form, an OER textbook would be more useful with more navigation features, or if they might make the document buggy, cluttered, or otherwise affect use.

I did not detect any issues with grammar, usage, etc. in the text.

There is a lack of specific examples that might lend a sense of wide scope / global appeal to the textbook, and create an inclusive atmosphere for a reader/student. The author has stated that they hope to translate and widely distribute the text - perhaps, as is the case in the syllabus that the author provides, the hope is that in use for a course, additional readings will provide local knowledge and place-, culture-, and discipline-specific details and context.

This is a solid text that will provide a framework for adaptation in another disciplinary / area context.

Reviewed by Kevin Deitle, Adjunct Associate Professor, TRAILS on 10/6/19

I am pleased with the coverage in the text; it includes the history and foundations of research, as well as chapters on ethics and a sample syllabus. The structure and arrangement of the book differs from my own understandings of research and how I present it in class, but all the material covered in my class appears in the text, and it can be ordered to fit my syllabus. This text spends more time with statistics than I include in a research course, but again, that can be omitted or just used for reference. The book does not include either an index or a glossary, which is unfortunate for anyone who wants a paper version. Of course, most students seem to prefer an electronic text, so I assume they use a search function rather than an index.

I have not spotted any glaring errors, other than an occasional grammatical slip or a cumbersome edit. The author includes a few citations, usually following APA style, but employs footnotes instead of a reference section. The content mostly aligns with my own conceptions of research, although it does have a different arrangement from my presentation in class. This does not suggest that the content is wrong, only that I would likely rearrange it to suit my instructional sequence. I sense no bias in the presentation, including the historical or ethical portions, or sections that mention religion. I’m comfortable that I could rely on this book in class without worrying over slanted content or editorialization.

Research is something of a traditional topic, in the sense that changes or evolutions move at a comfortably slow pace. I expect there is very little of this text that is likely to become obsolete any time soon. The flip side is there is little in this book that is necessarily cutting-edge, but that is not the fault of the author at all. And in the unforeseeable situation where a new protocol or a new advance in either statistics or research warrants an update, I think the organization and the modular design will allow that to happen without major upheavals in the structure or arrangement of the text.

As mentioned elsewhere, the writing is comfortably academic without becoming dense or burdensome. I have seen introductions to research that were more casual and probably fit a beginner audience better than this would, but I daresay this is intended as a core text for a graduate-level class, and for that reason, can be expected to sound less approachable and more authoritative. The text employs features for fast visual reference, to include breaks in the text to allow for visual elements, and bolded text where key terms are introduced or defined. While this would probably not be a particularly exciting text for a self-study course, it will sit well with classes that need a reference text that takes the time to explain concepts with some authority.

Structurally the author has a style and sticks to it throughout the text. Visually this book is sparse, and it will require some effort on the part of the professor to make the content digestible in a classroom environment. However, that also suggests that the arrangement and format remain predictable from the first page to the last, without any surprises in presentation or discourse. Research has a tendency to step on its own toes when it comes to terminology, but this text follows those conventions for the most part, making it mostly congruent with other research texts I have seen. I think this book would complement other research texts without causing too many difficulties in terminology or arrangement.

The author suggests in the preface that the work was intended to be rearranged by sections, and I can appreciate how the chapters and structure support that statement. I do see this more as a foundational reference for a graduate-level course than a self-study text though, and it has the feel of a reference work to it. Text appears in large blocks, is illustrated sparsely, and has no callout texts or pull quotes. Key words are bolded but get no more embellishment, which again suggests a reference rather than an instructional work. I’m sure this material could be the groundwork for a more reader-friendly presentation, if someone wanted less of a reference and more of a textbook.

This might be the most appealing point of the text for me. As I mentioned earlier, I like the overall sequence that the author follows, but at the same time I can appreciate how the sections can be detached and still stand alone. The logic follows principles and theory through to fundamentals, then diverges to cover the details that fit more complex or esoteric versions of research. There is enough statistical explanation to avoid vague generalizations, but at points I expect it would overwhelm a beginner. I would prefer ethics was near the start of the text, rather than an epilogue; our course is arranged to require students to complete ethics training before they may pursue later assignments. But this is easily solved.

On the whole the text is satisfactory, the layout from page to page is acceptable, but there’s a minimum of graphic elements or visual components. Some of the statistical formulas or graphs are low-quality, or have suffered compression artifacts. Their appearance in the text is logical though, and the few tables or diagrams that do appear are in color, with arrows or labels to ease interpretation. The table of contents is primitive, and there is no way to navigate specific tables or diagrams except moving page by page in sequence. External sites are hyperlinked, and the table of contents has been designed for electronic use, but there are no cross-reference features. This gives the text the feel of a word processed document converted to a PDF format, intended to be printed. Overall, the core content is strong, as a printed book it is probably acceptable, but as an electronic textbook it lacks some contemporary features.

I have found very few grammatical errors or incomplete sentences, and none of those were so flagrant as to make the text unusable. If this had been submitted as an academic work it would likely earn some criticism for style or grammar (the author seems to follow APA style, but tends to footnote references simultaneously), but this never impedes the delivery. The text is readable at a collegiate level without becoming over-academic, or for that matter, casual.

The text manages to broach sensitive issues in a level and balanced format; in particular the ethics section manages to discuss some well-known failings in past research without becoming overly critical of the researcher or the participants. Arguably, research and its underlying processes are mostly mechanical (or at least standardized), meaning it is possible for individual researchers to violate cultural, ethnic, racial, or other boundaries, but the underlying science is generally unconcerned with those issues. In that sense, the book has very few opportunities to broach hot-button topics except when dealing with historical or ethical examples.

I appreciate this text as a starting point for a more accessible design, or as a background reference for a full course introducing social science research. I see it as a foundation text or an external source for students who seek a concise fallback for lessons, and with content that is compatible with other textbooks. In many ways it needs much more to compete with established textbooks or dedicated electronic learning tools, and in some places I would like more references for the material that is included. On the whole though, I would consider this as the core text for my next introductory research course.

Reviewed by Krystin Krause, Assistant Professor, Emory and Henry College on 4/10/19

This text covers the core elements of a social science research methods course at the undergraduate level. While the notes state it is intended for graduate coursework, I would have no problem teaching in my undergraduate courses. The concise chapters are undergraduate-friendly and will make a solid foundation with the addition of supplemental reading assignments that show examples of the concepts discussed in the textbook. There is no glossary or index, but keyword searching in the pdf copy is simple and effective.

The text seems to be an accurate reflection of social science research methods, particularly when considering causal inference and hypothesis testing. If your course is also covering descriptive inference, you would want to supplement the text with additional material.

Research methods is not a subject that changes quickly, and thus this text will not become obsolete quickly. The only things that may need updating over time are any links that lead to pages that no longer exist. Any other updates will be relatively easy and straightforward to implement.

The text is written in a style that is accessible for undergraduates. It follows the conventions of including relevant key words and phrases in bold and includes easy to follow definitions of terms. I anticipate that undergraduates will also appreciate how concise the text is.

The chapters are consistent in both terminology and framework. It offers a unified organization that also allows for mixing and matching chapters if an instructor wishes to teach the chapters out of order.

The organization of the text lends itself to be adapted to any introductory social science research methods course, regardless of what order the instructor wants to place the topics being discussed. Chapters could be taught out of order and can be subdivided accordingly.

While it is certainly possible to break apart to teach the text in a different order than how the chapters are originally offered, the progression of the text from the introduction to the chapters on qualitative data analysis is both logical and clear.

The text is free of interface issues, and charts and images appear to be clear and correct. The only exception to this are the links found in the sample syllabus at the end of the book. I was only able to get one of the links to work.

No grammatical errors jumped out at me. There are a few here and there, but they are not distracting for the reader.

The text is not culturally insensitive or offensive.

Because the book is concise, I would recommend its use in addition to other supplementary resources such as class lectures, academic articles that demonstrate the methods discussed in the textbook, and projects that allow students to experience the methods first-hand. It would make a good alternative to more elaborate basic research methods textbooks when the instructor wishes to keep costs for the students low.

Reviewed by Mari Sakiyama, Assistant Professor, Western Oregon University on 4/5/19

The textbook covers the major key elements that are essential in research methods for social science. However, both the breadth and depth of information might be too elementary for Ph.D. and graduate students. With the use of additional reading... read more

I did not notice any errors or unbiased content. The author had provided accurate information with simple/straightforward examples that can be understood by students with various discipline in social science.

Given the nature of the subject, the content is considered to be up-to-date. However, although there will not be too many changed expected in the research strategies and designs, it is important to note that some of the sampling procedure have been facing some changes in recent years (e.g., telephone survey, online sampling frame).

The textbook provided the content in a clear and concise manner. The author, instead of providing a complex list of academic jargon/technical terminologies, but rather clarified and explained these terms in a simple and straightforward fashion.

Overall, the content was consistent throughout the textbook. Starting with a broad/general statement of each chapter topic, the author narrowed it down to smaller element which is easy for the reader to follow and understand. As he provided in CH.6, it might be even more helpful to have summaries for each chapter.

This textbook is certainly divided into smaller segments, but maybe too small (short). However, as mentioned above, this problem can be solved by adapting additional readings.

The textbook is significantly reader-friendly and well-structured. Although some instructors prefer to cover some chapters earlier (or later) in their semester/term than others, this is just a personal preference. There are no issues with the author’s organization of the textbook.

Overall, the use of indentations, bolding, italicization, and bullet points, was consistent. However, many of the images were blurry (e.g., Figure 8.2, Table 14.1) and some fonts were smaller than others (i.e., pg. 34).

I did not notice any grammatical errors. Even I had missed some, they would not be destructions for the reader. (Note: The scale is confusing. What I mean by '5' is the least amount of grammatical errors were found)

The author did not use any concept that was insensitive or offended people and/or subjects from various backgrounds. (Note: The scale is confusing. What I mean by '5' is the least amount of cultural insensitivity or offensiveness were found)

See my comments above.

Reviewed by Candace Bright, Assistant Professor, East Tennessee State University on 11/7/18

There are some key elements that I would expect to be in a social science research methods book that are missing in this book. I think this comprehensiveness may be appropriate for an undergraduate course (with some supplementation), but the text... read more

The information in the book seems accurate. When necessary, it is cited appropriately.

The content is very relevant. Because the book focuses on methods, it does not need too much change over time. It was published in 2012. The main area that might need to be updated in the discussion regarding the Internet and how it impacts our research options. Perhaps more could be added on machine learning, AI, web-scraping, and social media in general. I increasingly see studies conducted either using social media content or recruiting through social media; neither of these are addressed in this book.

I really like the way the book is laid out. In particular, the qualitative and quantitative analysis sections are well organized. They succinctly cover a lot of information is a way that is very consumable. There were some instances, however, where I thought wording lacked clarity or definitions needed further explanation.

I do not see any issues with consistency.

I like the organization of this book and each chapter does a good job of standing alone on important topics within research methods. The sections within the chapters are clearly marked and logically organized.

The organization is clear and logical. It covers important concepts in research methods in the same order in which they are typically taught, with the exception of ethics. In this book, ethics comes last, whereas I would have taught it earlier.

This might be minor, but I noticed some places where the spacing was different and it was a little distracting. Overall, it is well formatted.

I didn't notice any grammatical errors.

Overall, the text book could use more examples and applied examples, but when present, I find them culturally appropriate.

I have mixed feeling on the image on the cover and the limited visuals within the book. I also don't feel like this textbook has enough visuals or figures that could be used to support comprehension of the materials. More examples would also be helpful. Overall, however, the author has presented a lot of information succinctly and I look forward to using this text (in parts) in future methods courses.

Reviewed by Alysia Roehrig, Associate Professor , Florida State University on 11/5/18

This text provides an overview of many important issues for my graduate research methods course in education. There are a few important topics missing, however. In particular, types of correlational designs and mixed-methods designs would be important to include. Likewise, single-subject designs are not mentioned at all. I will have to supplement these areas with other readings. I also think more about specific threats to internal and external validity should be provided, along with information about when and how certain threats are avoided. There is no glossary but being an online text, it is simple enough to search for certain terms.

Content seems to be error-free and unbiased for the most part. However, I have an issues with the language in chapter 2 about about strong and weak hypotheses because it seems to treat the experimental/causal hypotheses preferentially. The author also states that hypotheses should have IVs and DVs...but what about non-experimental hypotheses?? I think students could be misled by this and I think this requires a lot of unpacking. Thus, I do sense somewhat of a prejudicial treatment of quantitative and experimental research methods. I plan to add information to pages 13 and 15 about how qualitative methods do not involve testing hypotheses though the results might be an inductively derived hypothesis or nascent theory.

The content covered is pretty standard and basic and so not likely to be out-dated soon.

The writing is straightforward and easy to follow.

The use of terms and framework seems to be consistent throughout the book.

The chapter and subject headers all seem to be clear. They will make it easy to select sections for assignment or reordering if revising for use.

The order of topics makes sense and is aligned with the process of conducting research.

The hotlinks in the table of content are nice, but additional navigational aids would be helpful. For example, a back to the Table of Contents (TOC) button would be nice, as well we a list of all subsections (hotlinked) added to a long version of the TOC.

I have not noticed any egregious problems.

There are not many examples, which means there is little opportunity to offend.

Reviewed by Eddie T. C. Lam, Associate Professor/Editor-in-Chief, Cleveland State University on 9/12/18

The book provides ample information for a research course, but it may not meet the needs of every instructor. For this reason, the book should include a few more chapters so that course instructors can have more options for a semester-long research course. For instance, at least one chapter should be on nonparametric statistics and their applications on research studies, while another chapter should be on research paper writing (e.g., what should be included in the Introduction, Methods, Results, Discussion, and so on). For the Appendix, it is nice to provide a sample syllabus for the instructors, but the students may want a sample research paper in proper journal or thesis/dissertation format.

Most of the information presented in this book is accurate. The author has mentioned in Chapter 5 (p. 37) that “construct validity” will be described in the next chapter, but I don’t see any construct validity in Chapter 6 or Chapter 7. In addition, the author may want to emphasize what “alpha is set to 0.05” means. Does it mean the p-value has to be less than 0.05 (p. 125) or p ≤ 0.05 (p. 130) to reject the null hypothesis?

In terms of content, the book has fairly good amount of information. However, it is also obvious that many terms appeared in the last few decades are missing from the book. For example, Survey Monkey and social media can be included in Chapter 9 (Survey Research) and structure equation modeling can be introduced in Chapter 15.

The information is presented in layman’s terms without any jargon. New terms are bolded with clear definition, and sometimes they are illustrated with examples.

The terminology and framework are consistent throughout the text.

The chapters are logically presented and they are grouped under different sections. As mentioned before, the text should add a few more chapters for the course instructors to select from.

In my opinion, “Chapter 16 Research Ethics” should not be standalone (under the “Epilogue”) and it could be part of the “Introduction to Research” (i.e., the first few chapters).

The text does not have any significant interface issues, though the font size of the figures can be larger (e.g., they should not smaller than the font size of the text).

Overall, the text contains very few grammatical errors. However, in a number of occasions, a comma is added for no reason, such as “. . . we must understand that sometimes, these constructs are not real . . .” (p. 44). It is also unnecessary to always add a comma before the word “because.”

The content of the text is not culturally insensitive, and the author does not present any offensive statements or comments anywhere in the text.

It’s time to have a second edition.

Reviewed by Amy Thompson, Associate Professor, University of South Florida on 6/19/18

This text is a nice overview of some of the key points in social science research. There are useful definitions of key terms throughout the book, although none of the chapters go into much depth. It should be noted that there is more of a focus on... read more

Overall, the text seems accurate. There are some cases when the author gives advice that I don't agree with (i.e. advises against even-numbered Likert scale items, p. 48; encourages people not to do "trendy" research, such as that on new technology, p. 24). Even so, most of the information seems to be accurate.

The book is relevant. It gives a good overview of the theories and methods, which change little over time. I would suggest a few updates, however. Currently, there is controversy on the over-reliance of the p-value, and it would be useful to include some of this discussion on p. 125. Also, on p. 73, the author talks about "mail-in" and "telephone" surveys as a research method, and even goes on to say on p. 74 that most survey research is done by self-administered mail-in surveys with a pre-paid return envelop. This information needs to be updated, as currently, much of the survey research is done via online platforms.

The book is quite clear and provides succinct definitions.

The book seems consistent throughout.

The chapters are short and very readable. There would be no problem dividing the chapters up for a class, or using a portion of the book.

The topics are presented in a logical manner.

The text in some of the tables is blurry, especially when enlarging the PDF. Perhaps the print copy is clearer. The text outside of the tables is clear.

I didn't have any trouble reading or understanding the text.

This book is not offensive.

Overall, this is a good book to have as a reference or an additional text for a class. For my field, it wouldn't be sufficient to use as a stand-alone text. Although its intended audience is graduate students, it's a bit too basic for Ph.D. students, in my opinion. It would be a good text for an intro to research class at the UG or MA level, as a supplemental text. I would recommend it to Ph.D. students to use as a reference because of the key terms included. It's great that a resource like this is available for free to students and faculty in a wide variety of disciplines.

Reviewed by Huili Hao, Assistant Professor, University of North Carolina Wilmington on 5/21/18

This book provides an introductory and broad review of some of the key topics in social science research including research theories, research design, data collection, data analysis and research ethics Students from different disciplines in social science will find these topics useful in developing their research method skills. However, the book falls short on the depth of the essential concepts. It would also benefit from offering more practical examples for some of the theories or terminology. A glossary is not found within the text, although the table of content lists the topics covered in each of the modules.

Overall, this textbooks seems to be accurate.

The relevancy and longevity of this book are great. It focuses on fundamental research methods as well as incorporates current research approaches. Given the nature of research method that does not change drastically, content is up-to-date and won’t make the text obsolete within a short period of time. The topics are written in the way that necessary updates will be relatively easy and straightforward to implement.

The text is written in a logical and concise fashion. The text is easy to follow. I did not find any jargon or technical terminology used without explanation.

The text consistently matches the topics outlined in the table of content.

The text is clearly organized into five modules: introduction to research, basics of empirical research, data collection, data analysis, and research ethics. It also includes a course syllabus, which is nice and useful. Each of the modules / chapters can also be used as subunits of a research method course without putting the reader at a disadvantage.

The table of content is clear and the chapters are organized in a logic order.

I downloaded the PDF version of the textbook and find it easy to read offline. The formatting, navigation and images/charts seems clear and appropriate.

I had no trouble reading or understanding the textbook.

Overall, this is a good textbook that covers a broad range of topics important in research method. As this textbook is designed as a succinct overview of research design and process, more practical topics are not included in much detail such as how to conduct different statistical analyses using SPSS or SAS, or how to interpret statistical analysis results. It would require additional materials / textbooks for graduate level research method courses.

Reviewed by Jenna Wintemberg, Assistant Teaching Professor, University of Missouri on 5/21/18

I use almost the entire text in an undergraduate Health Science research methods course. I do supplement the text with additional readings on: -selecting a research topic -developing a research question -how to read scholarly articles -how to search the literature -mixed methods research -community-based participatory research -disseminating research findings -evidence-based practice

I have found this text to be accurate, error-free and unbiased.

The content is written in a way that will allow for longevity of use. I compliment this text with current peer-reviewed journal articles which are relevant to my students' career paths and can be updated more regularly.

I have found the book to be clearly written and appropriate for upper-level Health Science undergraduate students. Technical terminology is sufficiently defined.

The text uses a consistent framework throughout.

The text is easily divisible into smaller reading sections. I assign the chapters in an alternative order and students have not had problems with this.

I assign the chapters in an alternative order for my undergraduate students. For example, I have students read chapter 1 following by chapter 16 (research ethics).

There are no interface issues.

The text is free of grammatical errors

The text is not culturally offensive.

Because of the basic nature of the materials presented and clear writing, my upper level undergraduate students have done well with this text. The brevity of the chapters and bolded key terms particularly appeal to the students. I do have to supplement the text with journal articles and other materials. However, I am pleased with this straight-forward text and will continue to use it as the main text in my course moving forward.

Reviewed by Amy Thompson , Associate Professor, University of South Florida on 3/27/18

Reviewed by Debra Mowery, Assistant Professor, University of South Florida on 3/27/18

The text covers all of the areas of basic research information that I cover when I teach research and research methods in the social sciences. The table of contents is straight forward, and the chapters are arranged in a fluid, logical order. The nice thing with this text is that you could rearrange as you see fit for your course without an issue. There is also a sample syllabus in the appendix which could be useful when setting up a course. I feel this text is great for students who may not necessarily be interested in research as a job prospect (their interests may be more clinical in nature) but need the basics of research in a clear, easy to understand, and straight forward format.

I felt the content of this text is accurate, unbiased, and free of any glaring errors..

This text appears to be up-to-date including issues such as web-based or internet surveys and questionnaires. I did see that the copyright for this text was 2012 so not sure if revisions or updates to the original have happened or not. It seems that there should be a way to document if this is the latest version of the text. This may be useful information for users of this text.

This textbook is written in a concise and easy to read and understand manner - it is very user-friendly. This is a plus for students - it means they may actually read the text! Jargon and acronyms were appropriately defined with an explanation of how the terms originated and came to be utilized in research. This is appealing to me as an instructor so there is background information for the students.

The consistency of this text is uniform throughout. One appealing issue I liked was the use of social science examples when explaining topics like theories or paradigms. In some research texts examples are utilized but they may not necessarily be in the discipline that you are teaching.

I do like that this text is divided into 16 chapters which is perfect for a 15/16 week semester. The chapters are not so overwhelming that other supporting readings cannot be assigned to students as well to assist with explanation of the weekly topic. The text serves as a great base for building weekly assignments/readings for students.

The majority of the text is presented in a logical format. One issue I had with the order of the chapters in the text was including Ethics at the end in the Epilogue as if it was an after thought. Ethics, ethical behavior, and rigor are a must in research and should be addressed early on in the research process. Having said this, I feel the chapter on Ethics should be moved up further in the chapter line-up (possibly to chapter 2 or 3).

I did not experience any navigation problems. There was however, distortion with many of the images especially the graphics that were utilized throughout the text. A review of the images/graphics and an update to them would be useful. If this e-text has not been updated since 2012 this may be the issue for the distorted figures.

There are a few grammar/spelling/word choice errors. The errors do not effect the content of the text but when reading it makes you pause and think - what is trying to be said here? It might be useful to the author to have the text proofread or copy edited to resolve these issues.

In reviewing this text I did not see any examples that might be deemed offensive or insensitive to other cultures, orientations, ethnicities, etc,

Reviewed by Kendall Bustad, Clinical Assistant Professor, University of Maryland, College Park on 2/1/18

This book covers all the important topics in social science research and is approachable regardless of discipline and course level (high school, undergraduate, graduate, and even post-graduate). It provides an introduction to philosophy as well as components of research. You'll find yourself returning to the basics, and it gives strong foundations. Specifically, I find that the book provides a very comprehensive introduction to research philosophy and research designs, particularly in addressing how to come up with research questions, which is often a challenge for new doctoral students. However, due to the succinct nature of the book, some sections seemed lacking. Particularly, in the more practical steps of the research process (the data collection and data analysis sections)

The text does not seem to be biased in any way.

The content of the book is up-to-date. The text included relevant descriptions of current software commonly used in research.

If you want to have a compressed body of knowledge of social science research, you may read this one. Beneficial.

The text consistently matches the book outline. Terms were used consistently throughout the text.

Each chapter can stand along as a separate lecture. The headings, subheadings, an bold items are great additions that highlight important topics or definitions.

Most of the text flows in a logical, clear fashion. However, it may be clearer to have quantitative data analysis methods immediately follow quantitative data collection methods, and similarly for the qualitative data collection and analysis.

No issues noted.

There are a few grammatical errors.

There does not seem to be any culturally insensitive or offensive text.

Reviewed by Jason Giersch, Assistant Professor, UNC Charlotte on 2/1/18

The biggest challenge faced when writing a book about research methods is the decision about what NOT to include. Instructors and disciplines within the social sciences vary widely in terms of their expectations of students in an introductory methods course, and thus their needs from a textbook also vary. This textbook does an excellent job setting the stage for what we mean by "research" in the social sciences. Students will develop a solid foundation in the goals and rationales behind the methods social scientists employ. Students will also develop a comprehensive vocabulary in social science research methods. However, the book falls short in the development of students' research skills. Learning about methods is important, but not much is gained from that knowledge unless the student also learns how to execute at least some techniques. Furthermore, there is little guidance for the student regarding how to properly write a research paper, something that many instructors will find disappointing. This book is probably comprehensive enough for a 3-credit methods course with test-based assessments in a program where few students pursue graduate work. But if teaching students to actually conduct and write up research is important to the course, there are much better books out there (although at significant cost).

Content is accurate and unbiased.

The relevance and longevity are strong. This book describes some of the most current methods but still focuses on the foundations of research that will be appropriate for the foreseeable future. Updates could be easily made every five years or so to keep up with methodology.

The writing is very easy to follow with helpful examples. Prose is direct and to the point, giving only the essential information so as to allow the learner to develop a grasp of fundamentals. The section on theory, for example, is refreshingly clear for learners. Graphics aid in understanding the material in many parts.

This textbook uses consistent terminology and framework.

The textbook is appropriately structured for a standard 15 week course and even recommends a syllabus. Adapting it to other formats, like a 5 or 10 week summer course, might be tricky. There are ample headings and sub-headings, however, that allow the text to be divided into smaller chunks, which is nice to see given how many students feel overwhelmed by this topic.

Organization and flow is excellent. From an education and instructional standpoint, I wouldn't change the organization.

The simplicity of design is a strength -- students should have no difficulty opening and viewing the text on a wide variety of devices. On the downside, there are no bells and whistles that many some students have come to expect from online textbooks.

The casual writing style makes it very accessible, but one consequence is the very occasional grammar problem. It's a trade-off, I think, that is worth making.

Research methods are pretty "culturally-neutral", so there's nothing in it I would see as insensitive or offensive. That being said, the text recommends SPSS and SAS as software to use while neglecting free options (like R) or more ubiquitous programs (like Excel). For a textbook intended to keep costs at zero, these are glaring omissions.

I could certainly see this book being used as an accessible and low-stress introduction to the world of research methods in the social sciences. The main improvements I would like to see would be (1) sidebars throughout that guide students through the paper-writing process and (2) activities using datasets for students to actually perform some of their own quantitative analyses. Perhaps a companion volume could address these needs.

Reviewed by Nathan Favero, Assistant Professor, American University on 2/1/18

This text provides a fairly comprehensive coverage of topics. It is broad, hitting most of the major topics I need to cover in an intro PhD seminar for social science research methods (I'm teaching public administration/policy, political science, and criminology students). That said, there is not a ton of depth in this textbook. I don't view that as a negative; I prefer having a textbook that gives a basic outline of essential concepts and then fleshing this out with supplemental readings, but some might prefer a textbook that goes into more depth.

Overall, this textbook is accurate but not perfect. Sometimes I wish it was a bit more precise, particularly in coverage of quantitative topics. But I use another textbook to more fully cover quantitative topics anyway for my course.

I would say this textbook reads as modern and relevant, although perhaps it could do more to address emerging methodological concerns in social science disciplines (p-hacking, replication, pre-registration of research designs, etc.).

The textbooks is very accessible and easy to read for someone new to the disciplines of social science.

The book appears to be consistent.

I've assigned students to read the chapters in a different order than they are presented in the text had have not encountered any problems. Chapters are coherently organized into distinct topics.

The organization of the book is logical.

Overall, this book is easy to read and use. Graphs are not always high-resolution, but they are readable.

I have not noticed many grammatical errors.

I have not noticed any clear biases or insensitive handling of material in the book.

I'm delighted to have found this book. It's a great starting point for teaching my students to think about the basics of social science research and provides a nice skeleton on which I can layer more in-depth material for my course.

Reviewed by Holly Gould, Associate Professor, Lynchburg College on 8/15/17

The author states that the text is not designed to go in-depth into the subject matter but rather give a basic understanding of the material. I believe the author covers the necessary topics with enough depth to give the reader a basic... read more

I found no errors in content and no observable bias in any of the chapters.

This text will continue to be relevant because of the nature of the subject matter. Updates may be needed to reflect more current research or trends, but no major changes should be necessary.

The text is written clearly and succinctly. The text is understandable for those who are new to the subject matter.

I found no inconsistencies in the text.

The text is divided into logical chapters, and subheadings seem to be appropriate. Chapters can be read fairly easily in isolation without putting the reader at a disadvantage.

The topics are presented in a logical fashion. Some of the chapters have summaries or conclusions, while other chapters seem to end abruptly. It would be helpful to the reader to have a summary statement at the end of each chapter.

I downloaded and read the text in a PDF reader and had no trouble with formatting, navigation, or images/charts.

The text contains some grammatical errors but the errors are minor and do not distract the reader.

This text is well written and I would recommend it to an individual looking for a bare bones book on basic research methods. It contains information essential to understanding quantitative and qualitative research. The charts and images provided enhance the understanding of the text. At times, the author digs a little deeper into background and formulas for certain statistical ideas, which may be unnecessary to someone looking to understand the basics (e.g. the formula for Cronbach's alpha). Some chapters seem to end abruptly while other chapters have excellent summaries or conclusions. There is one recommendation that goes against the prevailing wisdom on survey design. On page 77, the author indicates that a survey should begin with non-threatening questions such as demographic information. Many experts have written that these types of questions, when asked at the beginning of a questionnaire or survey, can affect the respondents' answers to subsequent questions and should be saved for the end. Aside from these minor issues, this text is a great resource and I recommend it.

Reviewed by Virginia Chu, Assistant Professor, Virginia Commonwealth University on 4/11/17

The text offers an introductory overview to scientific research for PhD and graduate students in social sciences. It covers a broad range of topics, research theories, research process, research design, data collection methods, qualitative and quantitative research, statistical analysis, and research ethics. This book touches on many important topics related to the scientific research process that is typically found in several different text. As the author stated in the preface, this is an introductory book that is minimalist by design, it does not contain in-depth discussions or many examples. This is both a plus and a minus, as it makes the book more compact and allow it to be used by many different disciplines, but may be harder for students to relate. The comprehensive nature of the book allows the reader to be exposed to all the necessary topics, or provides a structure for a course instructor, who then supplements with additional materials to create the depth that is specifically tailored for their discipline. Specifically, I find that the book provides a very comprehensive introduction to research philosophy and research designs, particularly in addressing how to come up with research questions, which is often a challenge for new doctoral students. However, due to the succinct nature of the book, some sections seemed lacking. Particularly, in the more practical steps of the research process (the data collection and data analysis sections), as a new doctoral student will certainly need more details than what is provided in the text to begin their first research endeavor. For example, in the quantitative analysis section, only a handful of basic analysis were discussed in detail (univariate analysis, hypothesis testing, t-test, regression). I would like to see a more practical discussion of ANOVA, as it is a very commonly used statistical analysis tool. These topics may also be more discipline specific, where instructors of research classes can supplement with additional materials. The discussion on research ethics is certainly a nice addition to the book where many other research methods texts lack. An index/glossary is not included with the text, but the table of content clearly outlines the topics discussed for each module.

The book is overall accurate and unbiased. The book covered different social science research methods fairly. I did notice a discrepancy in Figure 5.1, where “single case study” is plotted on the graph as high in external validity, but the rest of the text frequently brought up case studies (especially single case studies) having the difficulty with generalizability which should have low external validity.

The content of the book is up-to-date. The text included relevant descriptions of current softwares commonly used in research. It will also stand against the test of time as research methods do not change drastically. The content can also be updated to reflect new technological updates. One needed update noticed is on page 120, where the authors cautioned that only smaller datasets can be stored in Excel and larger datasets needs a more elaborate database system. While the statement is still relevant, the numbers the author cited appear to be old and Excel has since been updated to handle larger datasets (1,000,000 observations and 16,000 items) than what the author had listed.

The content is written in a very clear and concise manner. It is easy to read and to follow the author’s arguments. I did not notice any jargon or technical term that was used without explanation.

The book has a modular organization, with each chapter designed to be used for a different lecture. Each chapter is a self contained unit that can be used as its own reading. Each chapter also has subsections that are clearly marked with subheadings. Important terms are also highlighted by bolding, making it easy for the reader to identify the important concepts.

The chapters of the book flows logically from one to the next. The current layout of the text groups all the data collection methods together and all the data analysis methods together. It may be clearer to have quantitative data analysis methods immediately follow quantitative data collection methods, and similarly for the qualitative data collection and analysis. This could be easily done based on the course instructor preference.

No interface issues noted.

The text is generally free of grammatical and spelling errors, with the exception of 2 minor typos noticed on page 139 (“Rik”, “riska”).

The text and examples provided are not culturally insensitive or offensive.

The text is easy to read and covers a broad and comprehensive range of topics important for research. I particularly enjoyed the discussion on research ethics which is often missing in many research methods texts. I would recommend discussing that topic earlier, together with research design, as many of these ethical issues and IRB requirements come up during research design phase. As the text is a meant to be a concise overview of the research process, the more practical topics are not covered in as much detail and would require supplementary material.

Reviewed by Brock Rozich, Instructor, University of Texas at Arlington on 4/11/17

The textbook covers the majority of what would be expected for a research methods course. It builds upon basic topics to more advanced concepts, so students from various backgrounds of research experience should still find the text useful. The glossary for the text is clear and a sample syllabus is provided by the author for individuals wishing to use this text for their course. The text was lacking an index, which would prove helpful for students.

The text is accurate and up-to-date with research methods in the social sciences. A variety of data collection methods and concepts are discussed in an easy to understand manor.

The content is up-to-date with research methods in the social sciences. The text should be able to prove useful for a research methods or as supplementary material for a statistics course for the foreseeable future. While I looked through this text with a focus on using it for a psychology course, I feel that this text would be useful across other fields as well.

The book was clear and built upon concepts in a thorough manner. Technical terms were well defined, though as mentioned previously, an index would be helpful for this text for students to look up key terms if they became lost. The text would be useful for an upper-level undergraduate or introductory graduate level course.

The text is consistent throughout. There were no notable deficiencies in any of the content provided in each chapter.

The course is broken down into logical subsections and chapters. Introductory topics relating to research methods are provided early and are built upon in subsequent chapters. A sample syllabus and course outline are provided for instructors who wish to utilize the text for their class.

The book is constructed in a well-organized fashion, without any issues of chapter structure.

The PDF version of the text worked wonderfully on a laptop, with no issues of navigation or distortion of images. This text was not, however, viewed on a tablet or e-reader, which many students use for classes. Based solely on use of a PDF file on a laptop, the interface was flawless, however, if you are considering using this for a class, I would test it out on an e-reader/tablet first to make sure there are no issues with format/text size, etc.

The book did not appear to have any noticeable grammar or syntactical errors.

There were no notable instances of cultural insensitivity throughout the text. Examples were broad and not specific to an individual race or culture.

This is a wonderful open source option for a main text for a research methods course or as a supplementary option for a statistics course that also focuses on data collection.

Reviewed by Divya Varier, Assistant Professor, Virginia Commonwealth University on 2/8/17

The textbook adequately covers most fundamental concepts related to research methods in the social sciences. Areas that would need attention: a chapter introducing mixed methods research, and a deeper discussion on Research Ethics. More social science based examples on specific research designs, experimental research would be great. The research process could include steps involved in academic research with information on the publishing and peer review process.

Content is accurate for the most part. I would have liked a more nuanced discussion of reliability and validity concepts- introducing the concept of validity as conceptualized by Messick/Kane is needed. In social science, especially education (the field I work in), masters/ doctoral students need to be introduced to the complex nature of establishing reliability and validity. While the content covered is detailed, a more critical introduction of the concepts as being situated in the obtained scores as opposed to the instrument itself would have made the chapter stronger.

Content is for the most part up to date (see above comments for specific areas: reliability, validity, mixed methods); some examples may become outdated very soon (example of political movements in middle eastern countries for example).

The writing is excellent in terms of clarity. I appreciate the use of straight forward language to explain the multitude of concepts!

The text is consistent in its overall approach to research methods as well as consistent in its use of terminology.

Bold font for key terms is appreciated. More insets/boxes within chapters would be a great addition visually. Addition of research studies and discussion questions would be great.

The chapters are well-organized. Only suggestion would be to introduce research ethics early on in the book.

No issues whatsoever in this regard.

No issues with grammar

The text is best suited for universities in western countries although I did not identify any insensitivity that would hinder teaching and learning of research methods using this textbook elsewhere.

Specific chapters in this book will be useful for me, from an instructor's perspective. For example, Chapter 2 - 'thinking like a researcher' is wonderfully written. The chapter on Interpretive Research and Qual. Data Analysis are thorough and clear in presentation of concepts- I definitely would use these chapters in my Research Methods class.

Reviewed by Rachel Lucas-Thompson, Assistant Professor, Colorado State University on 12/5/16

As acknowledged by the author in the preface, this is intended as a survey book that doesn't cover all topics in great detail. The upside is that this is a flexible text that can be used in many disciplines; the down side is that the text is short on examples, which reduces readability. I also prefer a textbook that provides a more detailed discussion of the following issues, but could supplement the textbook with these discussion in class: a) confounding variables, b) writing a research report, and the parts of a research report, c) evaluating the internal and external validity of a study, d) how we handle Likert and Likert-type scales (with better reflection of the rich controversy about this issue), e) historical background that has informed our current ethical guidelines, and f) more detail about manipulated vs. observed independent variables. Also, the 'research process' section doesn't include a step for going through IRB review and approval, so overlooks an important step in social science research. I think more detail is provided about paradigms and theories than is necessary, but those chapters and sections could be left out of course reading assignments quite easily.

In general, I think this textbook would be best suited to a course where the textbook is seen as an overview to supplement course discussions rather than a detailed coverage of research methods principles.

As far as I can tell, the book is accurate. There are some terms that the author uses that are not widely used in my field (developmental psychology, human development & family studies) but the descriptions are clear enough that I think students will be able to understand what is meant (however, it would be great to acknowledge and discuss some of these variations in terminology so the burden isn't entirely on the students who are still learning these concepts).

Research methods and statistics content are unlikely to change rapidly, although with the increasing use of ecological momentary assessments, daily diaries, and internet sampling techniques, it might be useful down the road to include more detail about those techniques.

The book is easy to read and follow, although the lack of examples to clarify concepts sometimes reduces the clarity of ideas (but is in keeping with the philosophy of the book).

I haven't spotted any problems with internal consistency.

It would be very easy to divide this into smaller reading sections and assign at different time points.

In general the organization makes sense; the only exception is having research ethics as an epilogue, when ethical issues need to be considered before a study is completed.

My two suggestions for increasing are a) hyperlinking the table of contents so that it was easier to find exactly what you want in the textbook, and b) providing a more detailed table of contents (with subheadings) so it's easier to determine where in chapters you should reference.

I haven't found any grammatical errors.

The text is neither culturally insensitive nor offensive.

I think this book is very well-suited for intro graduate level courses in research methods, as long as instructors are comfortable with this as an overview supplement rather than a detailed stand alone resource for students.

Reviewed by Robin Bartlett, Professor, University of North Carolina at Greensboro on 12/5/16

Generally the major topics are covered. The table of contents (chapter listing) makes it easy to find content. Occasionally I found what I thought was a topic covered only minimally in a chapter - but then found additional information in a later chapter (e.g., treats to internal validity). Overall I'd say in comparison to most other texts with which I am familiar that most all topics are covered, to some degree, but some topics are covered less than I would expect in a doctoral level textbook.

I found no errors in fact in the textbook. I found it to be written in an accurate and unbiased manner.

Primarily due to the topic covered (research methods), I do not believe the text will become obsolete in a short period of time. I think updates could be easily added, and if the author decided to cover some topics more thoroughly, that could be accomplished relatively easily, too.

The book is written in an easy to read style. It is easy to understand. Technical terminology is explained appropriately. The author puts many words in bold type and then defines or describes the word. Students will like this approach.

I had no issues as I reviewed the book in terms of consistency of terms used. The text is internally consistent.

The chapters of the book are separated by natural divisions. It would be easy to use this book in a course on research methods, in fact, there is a syllabus included at the end of the book that could be used by a faculty member when course creating.

The textbook topics are presented in a logical fashion. The ordering isn't necessarily the same order I have seen in other texts, but the order is reasonable.

I had no major interface problems as I reviewed the book. Some of the diagrams in the book are a little out of focus, but, they are still readable.

I found no grammatical errors in the sections of the book that I read.

I found no cultural insensitivity in the text. I noticed the examples cited were from articles written by authors from different countries.

The book is easy to read and fairly comprehensive in terms of topics covered. Some topics are covered in less detail than in some other books I've had the chance to read / review. I am most accustomed to finding discussion of theories in separate texts and presentation of statistics that might be used to analyze quantitative data in separate texts. There are even a couple of chapters on qualitative methods in this book. So, the book covers a wide variety of topics and introduces them in a clear way. Topics are not covered in as comprehensive way as in many texts.

Reviewed by Kelly Pereira, Assistant Professor, The University of North Carolina at Greensboro on 12/5/16

This text offers a comprehensive overview of social science research methods appropriate for advanced undergraduate and graduate students. The text covers the basic concepts in theory, research design and analysis that one would expect of a text geared toward the social sciences in general. The text could be easily adapted and/or supplemented to fit any discipline-specific needs. While the text covers a broad array of topics, it is a bit superficial and lacks depth in some areas. More examples and case studies, for example, could improve the text's thoroughness. The text also lacks an index, glossary and discussion questions, all of which would have been quite useful for a text of this nature. I do like that it includes a chapter on research ethics and an appendix with a sample syllabus, however.

Based on my review, the text's content is accurate, error-free and unbiased. I liked that it presented both qualitative and quantitative research methods fairly, as this divide is often a source of bias.

The text contains up-to-date approaches to research methods and presents classic theoretical debates. The methods presented should not become obsolete in the near future. Any new trends in research methodology could be easily updated in future versions of this text. I feel the text will be relevant and useful for multiple years.

The text is generally well written. It presents the information in a clear and concise way. I find it provides sufficient contextualization and examples for graduate students with some background already in research methods. Undergraduates will likely require supplemental materials and additional case studies to grasp some of the concepts covered. The illustrations do help guide understanding of concepts presented.

The terminology and research methods frameworks presented in the text are consistent. The use of bolded terms and illustrations throughout the text provide additional consistency.

The division of the text into the following sections: theoretical foundations, concepts in research design, data collection and data analysis, make it easy for instructors to structure a course and assign readings based on these main foundational areas. This format also enables instructors to easily supplement with other materials.

Overall, this is a well-organized text. Bolded words/phrases throughout the text provide some structure to guide reading. The text is divided into 16 chapters, which corresponds seamlessly with a 16-week semester. This enables instructors to cover one chapter per week, if they so desire, or optionally spend more time on chapters relevant to their course and exclude others. As mentioned earlier, the logical division of the text chapters into the areas of theory, research design, data collection and data analysis, lends to a soundly-structured course and facilitates the assignment of readings and other coursework.

I did not experience any issues with the text's interface, navigation or displays of images/illustrations. The text is in PDF format.

I did not notice any grammatical errors that impeded reading of the text.

I did not come across any culturally-insensitive or offensive passages in the text.

Reviewed by Peter Harris, Assistant Professor, Colorado State University on 12/5/16

This is a comprehensive overview of research design and research methods in the social sciences. The book's introductory sections offer a discussion of the philosophy of science, the history of science, and definitions of some key terms and concepts, which will help students to contextualize their own endeavors - and their own discipline(s) - inside a larger framework. It also tackles the more familiar topics of research design - conceptualization, measurement, sampling, and so forth - and several specific approaches to data-collection. Overall, then, the book is to be commended for tackling both the philosophical issues at stake in research design as well as the 'nuts and bolts' (or 'brass tacks') of actually doing research.

One of the book's touted selling-points is its focus on phases of research that precede data collection. That is, the book aims to train students not only in research methods, but also in the critical tasks of theorizing problems, generating research questions, and designing scientific inquiries - what the author refers to as 'thinking like a researcher.' This is certainly a welcome addition to a textbook on research design, and ought to help students to overcome some familiar stumbling blocks that seem to present themselves during graduate programs.

Because of its breadth, however, parts of the book can sometimes seem thin and underdeveloped. In particular, the chapters on data collection (specific research methods) are less detailed and comprehensive than other books manage to provide. It is hard to give a detailed 'how to' guide to either survey research, experiments, case studies, or interpretive methods in just 10 pages. As a result, instructors will almost certainly want to supplement this book with more detailed material, perhaps tailored to their specific discipline.

Even so, this book is an excellent backbone for an undergraduate or graduate class on research methods. It will have to be read in conjunction with discipline-specific guides to conducting research (and, most likely, alongside examples of good and bad research), but this does nothing to detract from the book's own value: it will certainly offer a valuable overview of key concepts, ideas, and problems in research design and data-collection, and will serve students throughout the duration of their studies and not just for one class.

This book is accurate, error-free, and as unbiased as it is possible to be in the social sciences. Of course, it is possible to imagine those who simply hold different views about what social science "is" or should be; some scholars might bristle at the notion that only knowledge produced according to the narrow strictures of the scientific method can be considered "scientific knowledge," for example, while others might balk at interpretivism being given parity of esteem with what they see as more rigorous methodological practices. But for the broad mainstream of the social sciences, there will be little in this book that stands out as unusual, controversial, or one-sided.

On the whole, the content of this book will remain relevant for a long time. After all, the basics of the scientific method and the fundamentals of research design seem unlikely to change in the foreseeable future. New and cutting-edge strategies of data collection and theory-testing do emerge, of course, but these are probably best delivered to students in the form of discipline-specific books or articles that could be assigned to complement this textbook, which deals more with foundations than it does with current debates.

The book is organized well and information is presented in a clear way. The prose is accessible and each chapter proceeds methodically.

This text is certainly consistent, and proceeds according to a methodical and logical structure. Key terms and concepts are introduced early on, and there are no 'surprises' in later chapters.

This book is organized into chapters, each of which could be used as the keystone reading for a given class session, and each chapter is broken down in easy-to-digest sections, making the book as accessible as possible. The fact that there are 16 chapters mean that the book could support 16 separate class sessions - that is, just enough to orient classroom discussion for an entire semester. That said, each module does not comprise sufficient material for a whole week; the chapters will need to be supplemented with extra reading material, especially in graduate seminars. It is unlikely that instructors will want to assign only part of a given chapter. Overall, the text reads well as a whole and in terms of its individual chapters.

The chapters for this book are organized into five sections: the introductory section, a section dealing with the basics of empirical research, sections on data collection and data analysis, and a final section that deals with ethics in research. This is a sensible and logical structure for the book, and nothing seems out of place. Again, the book is an accessible and smooth read; it will pose no challenges to an informed reader, and there will be nothing in the organization of the book that will be distracting or irritating.

As a single PDF, this book is easy to navigate.

I noticed no spelling or grammatical errors in this well-written book.

I can detect no culturally insensitive or offensive remarks in this book.

It is worth mentioning that this text ought to serve students well throughout their undergraduate studies, graduate careers, and beyond. It is a timeless - if necessarily limited - resource, and be returned to again and again.

Reviewed by Tamara Falicov, Associate Professor, University of Kansas on 8/21/16

The book is divided into sixteen chapters, which seemed a bit intimidating at first. I later realized that they are not necessarily very long chapters; it varies in terms of the topic. This makes the book quite comprehensive in that the book could be used for the length of the semester, one chapter per week. This is a useful model and one can add or subtract if needed. For example, the beginning chapter which discusses what science is and uses vocabulary from the hard or natural sciences may not necessarily be relevant in a social science course, but the author is being comprehensive by explaining the origins of science and the creation of the scientific method.The vocabulary in bold is extremely effective throughout the book.

The book is meticulously researched and I did not note any egregious statements or inaccuracies. There was one strange sentence when the author was trying to contrast a liberal to a conservative’s viewpoint on page 18 that made this reader feel a bit uncomfortable in how one ideological viewpoint was portrayed, but I’m not sure it was necessarily bias; perhaps just the writing was a bit heavy handed

The book makes sure of updated case examples, discusses how students utilize the internet for research, etc. The theories outlined here are the classic important debates, and the breadth of knowledge the author imparts is extremely comprehensive and up to date. this book could definitely stand on its own for many years before changes in the field might necessitate updating.

I found the textbook to be a refreshing read. The writing is very accessible and clear, but can be dense at times (though not in a problematic way—it means that with some of the more challenging material, the students will have to dig a little deeper to glean the information. The writing was very crisp, and to the point.

The book is written in a careful, consistent manner. As mentioned earlier, the vocabulary words in bold are consistent signposts, and there are citations (not too many, not too few) that help structure the book and provide a cogent framework. Sometimes there are summaries and bullet points, and other times there aren’t, so this is not exactly consistent, but it doesn’t detract from the overall work.

The chapters are excellent stand alone essays that could be used interchangeably. Some of them, such as the first chapter, is historical and philosophical, but not essential to understanding social science research methods. The second and third chapters are excellent for the researcher who is just starting out to formulate a research question. It helps them to think about the various theories and approaches available to them in terms of the angle, focus and methodology selected. The later chapters explain in greater detail various kinds of methods such as how to measure constructs, and scale reliability. These are higher order concepts which would be useful to graduate students—chapters 1-3 could not only work for graduate students, but also for upper division undergraduates.

The book was structured in a logical progression. There were no problems there. There was some repetition with various terms such as Occum’s razor, but this is because there is some overlap with concepts which I think is fine, given that some chapters may not be used in the course of a semester.

No problems with typeface, the diagrams and graphs are incredibly useful in breaking down more complex research methods.

There were no problems with syntax, grammar, spelling that I came across, except for a minor typo in chapter 9 in the table of contents.

I felt that the author was careful in his selection of case students to try to be inclusive and culturally sensitive. There was that one sentence that raised eyebrows about liberals versus democrats that I mentioned previously, but it wasn’t a major deal.

I found this book to be extremely useful and of high quality. I will to recommend it to a colleague who is teaching research methods next semester in a different department.

Reviewed by Yen-Chu Weng, Lecturer, University of Washington on 8/21/16

Dr. Bhattacherjee’s book, Social Science Research, is a good introductory textbook for upper-level undergraduate students and graduate students to learn about the research process. Whereas most research methods textbooks either focus on “research design” or on “data analysis”, this book covers the whole research process – from theories and conceptual frameworks to research design, data collection, and analysis. This book is structured as four modules and is very adaptable to instructors who want to teach any portions of the book.

Social science is a quite diverse field, including studies of socio-economic data, human behaviors, values, perceptions, and many others. Not only are the topics wide-ranging, but the research methods and the underlying philosophy of science also vary. Therefore, it is extremely difficult to write a textbook that includes everything. Dr. Bhattacherjee’s book is a nice overview of all these different methods commonly used in the social sciences. It aims for breadth, but not depth. Once could use this book as an entry to the field, but would need to seek additional resources for specific methods or analytical skills.

Based on my review of the book, the content is accurate, error-free and unbiased. However, better consistency with terminology often used in other related fields (such as statistics) would lessen students’ confusion with concepts.

Research methods are not time-sensitive topics and are not expected to change much in the near future. The inclusion of some cases or examples showcasing how social science research methods can be applied to current events or topics would help illustrate the relevance of this book (and social science research).

The book is very clear and accessible. It’s written in a way that is easy to understand. Important terminologies are bolded and these are good signposts for key concepts. A glossary summarizing definitions for the key terminologies would help students understand these key concepts. The book includes some helpful figures illustrating concepts in research design and statistics.

Overall, the book is very consistent.

The author, Dr. Bhattacherjee, structured the book following the research process – from theories, to research design, data collection, and analysis. Each module can be a standalone unit and is very adaptable to instructors who want to teach with either the whole book or individual modules. Although each module is mostly self-contained, it is impossible not to refer to other chapters since research is an iterative process. However, I do not expect this to be a huge problem for someone who wants to teach only a section of the book.

The fact that this book is structured as modules also makes it expandable. For those who want to teach only the philosophy of science or only the research design portion, they can add more details and in-depth discussion to these topics.

The book is well-organized and flows well with the research process. The chapters are clearly titled as well as the subheadings. Some numbering with the subheadings would help with navigation. In addition, a chapter summary/conclusion would also help with summarizing the main concepts of a chapter (some chapters do have a summary, but not all chapters).

The flow of the first module (Introduction to Research) is sometimes confusing – the book jumps between big ideas (scientific reasoning, conceptual framework) and specific details (variables, units of analysis) several times in the first four chapters. I thought that reorganizing the chapters as Ch1, Ch4, Ch3, Ch2 would flow better (from big ideas to specific details).

Since the book is organized by the research process, not by the type of research (qualitative vs. quantitative), Module 3 (Data Collection) and Module 4 (Data Analysis) cover both types of research. As a result, the flow/connection between each chapter are less clear. By reorganizing these two modules into “qualitative research methods and data analysis” and “quantitative research methods and data analysis”, not only would improve the flow of the book, but also better serve researchers who are interested in a particular type of research.

There are no major problems with the book’s interface. Each chapter is clearly titled. I would like to see the subheadings being numbered as well. If the PDF could have the Table of Contents on the sidebar, it would improve the navigation even more.

There are no grammatical errors noticed.

There are no culturally insensitive or offensive materials noticed. The few examples used in the book are very general and not controversial.

This book is a nice walk-through guide for researchers new to the field of social science research. One thing I would recommend adding is examples and cases. With more examples and cases, students would be able to put research methods into context and practice how they can apply the methods to their own research projects.

Reviewed by Dana Whippo, Assistant Professor of Political Science and Economics, Dickinson State University on 1/7/16

For its purpose, as introduced by the author, this is appropriately comprehensive. However, it is much more brief, more concise, than traditional research methods texts for undergraduates – which the text does not claim to be. It lays a sufficient foundation, with room and expectation for the professor to supplement with additional materials. Supplementing would be important if using this in an undergraduate classroom. I appreciate that the author emphasizes the process of research, and takes the time to address, in the first four chapters, the logic and process of research in a way that allows the text to be used in multiple disciplines. Indeed, this is one of the strengths of the book: that it can be used broadly within the social sciences. The text does not provide either an index or a glossary. This is more challenging when planning for its use in an undergraduate research methods class; however, I think that the strengths of this book outweigh the weaknesses.

I have not noticed any errors or bias. The only issue I’ve noticed, as indicated in other parts of the review, is depth. Doctoral students would bring in a sufficient foundation for reading this on their own; undergraduates will need scaffolding and additional resources to competently understand the complexity inherent in research.

The content does not read in a way that seems (either now or in the future) likely to read as dated or obsolete. The discussion of survey methodology and analysis programs will change with technology, but that should be easy to update. One of the book’s strengths is its focus on the foundation of research methods: the relationship between theory and observation, the understanding of science, and the logic that underlies the process of research.

The book is well-written and concise. Bearing in mind the author’s stated target audience of graduate and doctoral students, it is entirely reasonable that this would require additional work and instructor support (extra time and explanations for definitions and examples, for instance) when used in an undergraduate classroom.

The terminology is consistent throughout.

Faculty would be able to easily divide the text into smaller sections, which would be useful as those smaller reading sections could be combined with targeted supplementary materials.

The topics generally flow well as presented; the only exception is having the section on research ethics at the end. However, this chapter would be easy to assign earlier in the semester.

I did not have any problems with respect to interface issues.

I did not notice any grammatical errors that interfered with the reading process.

I did not notice any offensive comments or examples. The book is brief by design; it does not include the numerous examples that populate the traditional undergraduate research methods text. I did not find it offensive or insensitive.

Reviewed by Andrew Knight, Assistant Professor of Music Therapy, Colorado State University on 1/7/16

I have not seen a more comprehensive text for this topic area, and yet it retains a concision that I would have appreciated as a PhD student when I took courses in research methods. I think that the text may lend itself to several different types of courses. The early chapters can by used for more theoretical research courses, especially for new researchers and fundamentals of research courses. The later chapters can be used for "nuts and bolts" courses for addressing specific methodological issues. The appendices are an especially nice touch and added value for faculty to understand how the author uses this text and creates a syllabus to complement it.

There are very few typographical errors, and overall, the text is rigorously unbiased in its scientific method claims and explanations.

The overwhelming majority of the content in this text is classical understandings of research and methodologies that are essential to all graduate students, particularly in business and the social sciences. There is no indication that any of the content will suffer from claims that it is obsolete or irrelevant.

The clarity of the text is sound partly due to the concision of the book. Shorter chapters, easily navigable paragraphs, and other compositional devices make the text accessible to most levels of graduate students. The bolded words invite the reader to create a self-guided glossary, not any different than a textbook in an 8th grade student collection, which is helpful to counter the sometimes sophisticated nature of research theory.

No consistency issues noted.

The chapters have a nice flow to them, and can be "chunked" out for use in more beginner or more advanced courses. One preference of this reviewer would be to assign the ethics in research chapter earlier in the course calendar, and thus earlier in the textbook, so it is part of the foundational aspects of understanding social science inquiry. Meanwhile, the qualitative and two separate quantitative chapters play well together for students who will want to review them before exams or after the course is finished while they pursue a thesis/dissertation.

Again, I think the ethics chapter should be earlier, but that is simply a personal choice and can be altered by my syllabus. One issue that I wonder if graduate students might prefer is if they are not already 13 chapters into a text/course and only then are they getting to a basic concept such as measures of central tendency. Offering some of the nuts and bolts of research methods earlier in the text and tying them into the more theoretical concepts might help with clarity of flow for the typical graduate student.

No issues, nice charts and graphics throughout.

Very few noted.

This text is not insensitive in any way. As a matter of fact, pointing out historical issues in research ethics using some sensitive vignettes actually heightens the importance of research in everyday life.

I'm looking forward to adopting it for courses and using it for my own reflections on research!

Reviewed by Allison White, Assistant Professor, Colorado State University on 1/7/16

This text covers a wide array of topics relevant to social science research, including some that are not traditionally included but are welcome additions, such as a chapter dedicated to research ethics. A sample syllabus for a graduate course on research design is also offered at the end of the book, facilitating course development. The book is comprehensive in its treatment of the central components of research design and the different methodological strategies that researchers can leverage to investigate various research questions. Notably absent, however, is an index, glossary of terms, or questions for discussion, which are frequently included in textbooks devoted to research design.

The content is accurate and unbiased, which may be particularly important for texts on research design, as many fields within social science are intractably polarized between quantitative and qualitative approaches. The book goes a long way toward bridging that gap by treating the multitude of methodological orientations fairly and without obvious preference for one or another.

This book will stand the test of time due to its comprehensiveness and fair and balanced approach to research design. Both cutting-edge and classic approaches to research are discussed and the book may be easily updated as warranted by important developments in the social sciences.

The text is written clearly and accessibly, providing adequate context for most of the jargon and technical terminology that is covered. For this reason, it seems suitable for a variety of graduate-level courses, including research design survey courses and more advanced courses focusing on specific approaches.

The text is internally consistent in terms of terminology and framework.

The book neatly compartmentalizes the topics, making it easily divisible into smaller reading sections that can be assigned at different points within the course. The individual chapters stand on their own and do not require contextualization. Numerous sub-headings throughout each chapter flag the central themes.

The topics in the text are presented in a logical, clear fashion. The topics build productively throughout the textbook, beginning with the basic concepts of research design and culminating with different strategies to approach research.

The book's interface is seamless. Charts and images appear appropriately sized and undistorted and the text is free from navigation problems.

The text does not contain conspicuous grammatical errors.

The text and examples provided in it are not culturally insensitive or offensive in any way. Examples are drawn from universal theories rather than research that is culturally-specific.

Reviewed by Jim Hutchinson, Lecturer, University of Minnesota on 6/10/15

This text covers all the basic concepts expected in a book on social science research. However, it does so at a fairly superficial level. The author says this was intentional in order to provide coverage of essential topics and not distract students. As such, the book seems to do a good job introducing all the essential concepts for graduate research, but supplemental materials are likely needed depending on instructor or student needs.

The book seems to free of errors and bias.

Social science research isn't likely to change greatly so this text should remain relevant for some time and can easily be updated to accommodate new techniques as they arise.

The book is generally well-written and accessible. The writing is clear and there are sufficient examples to help students grasp concepts.

The text appears consistent with others in the field.

The text may be best used as an overview of the research process in social sciences rather than a reference. However, various chapters could also be used alone or as supplement to other materials and excluding chapters not relevant to a particular course should not cause any issues. The author even mentions excluding certain chapters that are actually full courses where he teaches.

The organization and sequence seems very logical.

I accessed the PDF version and did not experience any issues with text or graphics.

I think a good proofread would help. There are a number of places where extraneous words were left in (perhaps when rewriting and changing the structure of a sentence) or where words are not quite right. For example:

"...a researcher looking at the world through a “rational lens” will look for rational explanations of the problem such as inadequate technology or poor fit between technology and the task context where it is being utilized, while another research[er] looking at the same problem through a “social lens” may seek out social deficiencies..."

Such errors are not really problematic but they are a bit distracting at times.

I did not find the book to be insensitive or offensive. Examples used are fairly benign. For example, when discussing the tendency of lay people to view a scientific theory as mere speculation the author uses an example of teacher practice instead of a more charged example such as evolution.

Overall, this is a good book to introduce graduate (and even undergraduate) students to social science research. It is not comprehensive enough to be the only text students encounter, but it would be sufficient for say master's level programs that focus more on capstone or practical "informed by research" projects. Students planning to conduct original research, analyze data and interpret results will likely find this insufficient.

Reviewed by Paul Goren, Professor, University of Minnesota on 7/15/14

This text introduces social science doctoral students to the research process. It can be used in sociology, political science, education public health, and related disciplines. The book does an excellent job covering topics that are too often neglected in research methods classes. Standard texts devote most of their attention to different modes of data collection (e.g, lab experiments, field experiments, quasi-experiments, survey research, aggregate data collection, interpretive and case study methods, etc.). This book covers these materials but also devotes a lot of time to steps in the research process that precede data collection. These steps include formulating a research question, concept definition, theory elaboration, measurement (including reliability and validity) and sampling. There is also cursory coverage of descriptive statistics and inferential statistics (a chapter on each) as well as chapter on research ethics. In terms of coverage, then, the text can be described as comprehensive in terms of topics. In terms of depth of coverage of the topics, the text takes a minimalist approach. That is, the fundamentals of each topic are covered, but there is little discussion beyond the basics. Teachers looking for the perfect text that nails all the key points should look elsewhere or make heavy use of supplements. For instance, in the discussion on concepts, constructs, and variables, the text does not distinguish between latent variables, which are unobservable, and manifest variables, which are observable, as is common in the structural equation modeling tradition used in sociology and psychology. This is a minor omission and there are others one might quibble with. The bottom line is that most key topics in the research process are covered, but the coverage is not terribly deep.

From what I can tell, the book is accurate in terms of what it covers. There are some things that should probably be included in subsequent revisions.

The social science research process is unlikely to change in any signfiicant way for some time; therefore, I suspect the book will be relevant for years to come. The key will be ensuring that the latest research trends/improvements/refinements are added to the book. For instance, internet sampling techniques have come a long way over the past decade and there are now pollng firms that can admister online surveys to representative samples of the broader U.S. population. So long as the author keeps on these develops, this will serve as a useful introductory text for the foreseable future.

This text is extremely and unusually well-written and clear. This is one of the text's greatest selling points. No complaints on this score.

The book is very consistent from what I can see.

This book can work in a number of ways. A teacher can sample the germane chapters and incorporate them without difficulty in any research methods class.

The organization is fine. The book presents all the topics in an appropriate sequence.

The interface is fine. I didn't experience any problems.

I didn't see any errors, it looks fine.

The book is not culturally offensive.

Teachers looking for a text that they can use to introduce students to the research process and cover the foundational components of the research process should find this manuscript sufficient for their needs. Simple additions on slides or class room commentary can easily take care of the various omissions that pepper the text. Indeed, one could use this text in conjunction with discipline specific supplements quite effectively. For instance, in chapter 3 on the research process, the author devotes 5 paragraphs to common mistakes in the research process, such as pursuing trivial research questions or blind data mining. I can see how psychologists, sociologists and political scientists could provide discipline-specific examples to tailor this to their students particular needs. More generally, I suspect that the text could be used in conjunction with germane discipline specific materials quite effectively in research methodology classes. The book is not perfect. I wish there was more discussion on field experiments in the experiment chapter. Other than a brief mention that these are relatively rare, there was nothing. These are indeed relatively rare but that seems to be changing in some fields (e.g. economic, political science), and I think more discussion of this technique is warranted. The chapter on case study methods would benefit from discussion on the historical and comparative methods that are used in various social science disciplines, as well as some discussion on case selection methods. The statistical coverage is very thin and should not serve as the primary source material in any class that covers statistics. For instance, the discussion on the empirical assessment of reliability (for items or scales) does not discuss in depth the assumptions that underlie the various methods nor the modifications that need to be made across different levels of measurement. To take another example, the author presents the formulae for the variance and standard deviation on p. 122 with the customary n-1 in the denominator. Students often ask me why we divide the mean squared deviation by n-1 instead of n, which is what we do for the mean. Professors will need to make sure that their slides include discussion of the degrees of freedom idea and perhaps some discussion on unbiasedness as well. In the inferential statistics chapter there's no discussion on desirable properties of estimators (unbiasedness and efficiency). This is an unfortunate oversight. These could be added very easily using simple graphs. One thing that's lacking is a chapter on statistical graphics. The book makes great use of graphics and other visual aids throughout the chapters, but I wish there as a standalone chapter that introduces simple plots for univariate and bivariate data. This can be supplemented easily enough, but the omission seems odd. Again, this book can serve as an compact introduction in a graduate research methodology class for students across the social sciences, but it would work best in conjunction with deeper and more discipline specific materials prepared by the professor.

Reviewed by Anika Leithner, Associate Professor, California Polytechnic State University on 7/15/14

This text certainly covers all the basic concepts and processes I would expect to find in an introduction to social sciences research. What I liked in particular is that the author includes information on the ENTIRE research process, including critical thinking and research ethics, in addition to the "nuts and bolts" of research such as operationalization, data collection, and data analysis. I also find it useful that the author includes sections on both qualitative and quantitative research, which is great for an introductory level course. In general, readers can expect to find information on theory- and hypothesis building, operationalization/measurements, sampling, research design, various data collection strategies (e.g. surveys, experiments, etc.), as well as data analysis. The primary reason I did not give this text 5 stars is that the author does not provide a great amount of detail for a lot of the book's sections. He explains in the preface that he purposefully chose to reduce the text to the basics in order to keep the text compact and clutter-free. In general, I tend to agree with this approach, as so many methodology textbooks seem to get lost in examples and case studies without clearly illustrating the research process as a whole. However, as I was reading through this book, I kept thinking that I would need to supplement multiple areas of this book with more information in order to make it truly accessible to my students. To be fair, I think that A) anyone who has taught methods before would be able to use the "bones" of this book to prepare students sufficiently well for class and then easily fill in the blanks, and B) it appears that this text was written primarily with graduate students in mind, whereas I most teach undergraduates. In all, I still think that this is a great free alternative to many textbooks out there, but if your teaching style depends on your text including a lot of explanation and examples (or even applications), then this is likely not the text for you. Finally, this book does NOT include an index or a glossary. Personally, I did not find this to be a problem, as the outline/table of contents is very useful, but perhaps students using the text could benefit from an index that would allow them to quickly look up what they need to know.

I did not detect any errors or any purposeful bias in this textbook! Some readers might find that the author's choice of terminology does not necessarily match what I would consider standard practices in the broader social sciences (e.g. the use of the term "mediating variables" instead of "intervening variables"), but it is always clear what the book is referring to and it shouldn't be too difficult to bridge this "terminology gap." Occasionally, I was a bit puzzled by a definition or an explanation. For instance, the author states that "control variables" are not pertinent to explaining the dependent variable, but need to be taken into consideration because they may have "some impact" on it. I'm assuming the author means that they are not pertinent to the hypothesis being tested (as opposed to them not being pertinent to the explanation of the dependent variable). This type of ambiguity does not occur very often in the textbook and it does not necessarily represent an error. It merely seems to be an issue of miscommunication. Overall, I very much liked this text for its accuracy.

Luckily, research methods do not change drastically in a short period of time, so I expect the longevity of this book to be very high. In my experience, the biggest factor that can make a research text outdated is the use of up-to-date examples and case studies. This text includes very few of either, so I think this text could be used for many years to come.

The book is very clear and accessible, probably largely due to its minimalist approach. Aside from the above-mentioned deviations from broader social sciences terminology on a few occasions, I did not encounter any problems with the jargon/technical terminology used. The only minor problem I noted (which made me I've a ranking of 4 as opposed to 5) was a certain amount of repetitiveness in the earlier chapters, specifically with regard to positivism/post-positivism and the discussion of theory/hypothesis creation and testing.

The book is very consistent. It has a clear outline that matches the natural research process and the author very consistently adhere to this outline. Chapters naturally flow from one another and are logical.

This book is very well organized and easily accessible due to its division into logical chapters and sub-sections. In addition, the author highlights important concepts in bold, making it even easier to follow along. I would have no problem assigning smaller reading sections throughout the quarter/semester.

As mentioned above, the text is very well organized and flows naturally/logically. It follows the research process from critical thinking, conceptualization, to operationalization/measurements, research design, data collection, and data analysis. Research ethics are discussed in an appendix/addendum.

There are no major problems with the book's interface. Occasionally, graphs and tables are not as crisp and visually appealing as they might be in an expensive textbook, but personally, the ability to assign an open source text to my students far outweighs any concerns I might have about the visual attractiveness of a book. This text is easy to read and quite user-friendly.

I detected no grammatical errors.

The text includes very few examples and it is hard to imagine how research methods in general could be offensive to anyone (unless it is the practice of science itself that offends them), but for completeness' sake, allow me to state that I found no instances of insensitivity or offense in this textbook.

This text covers all the basics of the research process. It does not contain a lot of the "bells and whistles" that the expensive traditional textbooks have (e.g. lots of examples, fancy graphs, text boxes with case studies and applications, etc.), but it certainly gets the job done. Personally, I appreciate the compact nature of this text and I would much rather fill in a few gaps on my end, if it means that I can assign my students an open textbook.

Reviewed by Brendan Watson, Assistant Professor, University of Minnesota on 7/15/14

See overall comments. read more

See overall comments.

Dr. Bhattacherjee's "Social Science Research: Principles, Methods, and Practices," is a comprehensive, but a bare-boned (and generic) introduction to social science research. In this case "generic" is actually a positive attribute: because the text covers social science research broadly, rather than sociology, psychology, etc. specifically, this text can easily be adapted to the needs of basic research methods courses in allied disciplines. (I teach an introductory quantitative research course for master's and Ph.D. students in a School of Journalism & Mass Communication). I describe the text as comprehensive, because if my students got a basic grasp of all of the concepts in the book, they'd be well positioned to continue on to more advanced research courses (though the text is less valuable as a reference than more comprehensive introductory texts). But while Dr. Bhattacherjee's introduction says that the book is bare-boned by design -- "I decided to focus only on essential concepts, and not fill pages with clutter that can divert the students' attention to less relevant or tangential issues" -- some topics deserve more attention. For example, Institutional Review Boards (IRB) receive only two short paragraphs, and there is no mention of the history of why such boards were deemed necessary and play an important role in the research process. I'd consider such knowledge essential for students, and this is the type of information I would like a text to focus on so that I can spend class time reviewing more complicated concepts students might have trouble grasping on their own. (Generally I found the writing to be approachable, and concepts to be well explained, though extensive examples are also part of the "clutter" omitted from this book). Another topic I would have liked to see developed further - and perhaps is especially important to the more digitally-savvy crowd interested in the open textbook movement - is the expanding role of the Internet and digital technologies in the research process itself, particularly in the era of "big data." The text, for example, mentions Internet surveys, but there is no conversation about tools one can use to build an Internet survey; how Internet surveys differ from traditional modes of surveying; or the practice of weighting Internet survey results to make them "representative" of the larger population. That said, I am balancing using this text versus a more comprehensive, but much more expensive, commercially produced text. Another thing that this book is missing are instructional resources that commercial publishers provide, but ultimately by using this text I can contribute to creating greater value for my students. However, it would have to be supplemented heavily with other materials, as well as lectures, which is not without a trade-off cost. It's certainly doable, but ultimately means a greater investment of my time, and I have to weigh investing my time in creating hands-on learning opportunities and providing students with thorough feedback on their work with the time I'd have to invest in using a text that is complete, but needs to be much more heavily supplemented with additional materials. Ideally, several faculty with similar teaching needs would team up to combine and adapt several open texts to their courses' needs. Adapting and supplementing this text for my purposes by myself, however, remains a steep, if not insurmountable task for a tenure-track professor. This text, however, is thorough enough to maintain my interested in trying to find a way to make it work.

About the book.

Part I. Main Body

Science and scientific research
Thinking like a researcher
The research process
Theories in scientific research
Research design
Measurement of constructs
Scale reliability and validity
Survey research
Experimental research
Case research
Interpretive research
Qualitative analysis
Quantitative analysis: Descriptive statistics
Quantitative analysis: Inferential statistics
Research ethics

Ancillary Material

This book is designed to introduce doctoral and postgraduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioural research, and can serve as a standalone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently being used as a research text at universities in 216 countries, across six continents and has been translated into seven different languages. To receive updates on this book, including the translated versions, please follow the author on Facebook or Twitter @Anol_B.

About the Contributors

Anol Bhattacherjee is a professor of information systems and Citigroup/Hidden River Fellow at the University of South Florida, USA. He is one of the top ten information systems researchers in the world, ranked eighth based on research published in the top two journals in the discipline, MIS Quarterly and Information Systems Research , over the last decade (2001-2010). In a research career spanning 15 years, Dr. Bhattacherjee has published over 50 refereed journal papers and two books that have received over 4,000 citations on Google Scholar. He also served on the editorial board of MIS Quarterly for four years and is frequently invited to present his research or build new research programs at universities all over the world. More information about Dr. Bhattacherjee can be obtained from his webpage at http://ab2020.weebly.com .

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Library Special Collections

Library Special Collections: What We Collect

What We Collect

Our Principles for Collecting Material and What Guides Our Collection Decisions

University archives: the history of ucla, los angeles history and culture, history of medicine and the sciences, world histories and cultures, manuscripts, rare books and print culture: history of printing and publishing, medieval and renaissance manuscripts, twentieth- and twenty-first century literature, performing arts (music, film and television, and theater), artists' books, punk music and culture, visual arts, center for oral history research.

Discover Collections

UCLA Library Special Collections (LSC) acquires archives, rare books, manuscripts, photographs, ephemera, audiovisual materials, digital files, cartographic and other primary source materials of a rare or unique nature. We acquire new holdings predominately through donations and transfers, and purchase a select amount of material. We also create new scholarly documentation through conducting oral history interviews that support our current collecting priorities.

The nature of stewarding special collections holdings requires LSC to be selective in what it acquires and makes available for research.

Library Special Collections Principles for Collecting Material

Engage with research, teaching, and learning that serve UCLA faculty and students, and visiting researchers.
Acquire rare, unique, and valuable materials.
Develop world-renowned collections in selected areas.
Emphasize collecting materials that document the history, society, and culture of UCLA, Los Angeles, and Southern California.
Grow our national and international collections.
Support existing research areas in multiple disciplines and anticipate emerging and future research trends.
Provide rich documentation within our collecting priorities, regardless of format.
Create new scholarly resources by conducting in-depth oral histories not adequately documented through traditional special collections formats.
Work collaboratively within a network of other institutions to collect materials and preserve cultural heritage that do not that duplicate the collection strengths of others.
Steward materials to preserve them and make them discoverable and available for research indefinitely.
Evolve over time by reviewing this policy periodically.
Avoid acquisitions that duplicate the collection strengths of other institutions.

What Guides Our Collection Decisions

UCLA Library Special Collections makes a full stewardship commitment to materials we acquire and make acquisitions decisions with the expectation that we will be able to preserve materials adequately and make them discoverable and available for research.

The UCLA University Archives maintains a selection of the official records of the university, materials that document student and campus life, including athletics, selected oral histories of UCLA, and other archival and published materials affiliated with UCLA (1919-) and with its predecessor, the Los Angeles State Normal School (1881-1919).

Collecting Priorities, Criteria, and Rationale

Intercollegiate athletics –departmental records, films, photographs, and publications.
University photographs that document the people, places, and events of the campus. To be selected they must include sufficient identification and not be overly duplicative.
University publications produced by academic and other units on campus that are about those units and their activities, and that do not duplicate current holdings.
Collection development in this area is conducted in close collaboration with the Librarians/Archivists for Los Angeles Communities and Cultures and will not duplicate collections held in the UCLA Ethnic Studies Centers Libraries.

Out of Scope

Please review those collecting priorities under “What We Collect” for more information
Alumni group records: unless the groups represent diverse communities and underrepresented voices within the archives.
Individual alumni papers –the university archives does not collect the papers of individual alumni, except we do consider selected papers from their time as a student. Papers that focus on their life and career after UCLA would be evaluated under the collecting priorities of the other subject curators.
Uncommon or especially complex born-digital file formats or born-digital and audiovisual carriers that currently cannot be accessed or preserved via our current technology and equipment.
Photographs for which there is no description of any kind and the subject matter is not readily identifiable.
UCLA Yearbooks prior to 2000 –we do not collect duplicates.
Academic journals produced by departments or other units.
University Archives is extremely selective about any memorabilia that is collected. It is normally very difficult to store and has little to no research value. Its primary value is for display and we do not engage in permanent display.

More About the Collection

For more information about the collections and materials available online see: UCLA University History Research Guide .

For decades, UCLA Library Special Collections has been documenting the breadth of Los Angeles area history and culture, going back to the Mexican and Spanish eras. Traditional strengths include Californiana, early photography, historical periodicals, maps, literature, the arts and fashion, the papers of outstanding civic figures, and ethnic communities, especially Japanese Americans, African Americans, Chinese Americans, Mexican Americans, and Native Americans.

In 2009, the UCLA Library created Collecting Los Angeles, placed an emphasis on broadly defined communities whose history was overlooked but crucial to understanding the development of the metropolis. In 2019, LSC created the position of Archivist/Librarian for Los Angeles Communities and Cultures.

Two curators were hired for this position, Lizeth Ramirez and Dalena Sanderson-Hunter, who have slightly differing specialties. Please see their descriptions and contact information below:

Library Special Collections documents the history of thought and practice, discoveries and inventions, research trends, communities and communications, and teaching methods and materials in medicine and its allied health fields and in the biological sciences. Our most significant efforts are devoted to building collections that meet the curriculum needs of UCLA students and faculty, and the research needs of scholars on a local, national, and worldwide basis. We are devoting greater effort to acquiring historical materials which complement but go well beyond longtime collection strengths by expanding into new and underrepresented topics and perspectives, non-dominant and underdocumented local and Pacific Rim communities, and controversial literature in medicine and the sciences.

For more information, contact:

Russell Johnson Curator, History of Medicine and the Sciences 310.825.6940 [email protected]

Current Collecting Priorities

Instead of organizing collection development into traditional subject-based categories, we have reorganized our collecting priorities into several clusters which chiefly represent multidisciplinary teaching and research initiatives at UCLA. These will evolve as needs are met or change, and in coordination with feedback from students, faculty, and researchers. Additional input will come from colleagues who are responsible for curating rare books, manuscripts, local communities, international studies, and other genres and fields which may provide fresh perspectives on the history of medicine and the sciences.

Medical Humanities
History of Popular Medicine and Science
Visual Representation of Information in Medicine and Science
Healthy Campus Initiative
Botany and Zoology

For more information about the collections and materials available online, see Louise M. Darling Biomedical Library History and Special Collections for the Sciences Research Guide .

Global Histories and Cultures

UCLA Library Special Collections' holdings cover a range of geographical areas beyond the United States. Traditional strengths include Mexican manuscripts, pamphlets, and ephemera from the colonial era through the twentieth century; and historical photographs, independence-era publications, and Literatura de Cordel from Latin America.

Simon Elliott Visual Materials Specialist 310.206.0580 [email protected] Ruby A. Bell-Gam Librarian for African Studies and International Development Studies 310.825.1518 [email protected] A. Jade Alburo Librarian for Southeast Asian Studies, Pacific Islands Studies, and Religion 310.825.7785 [email protected]

Photographs and related research materials from Africa, Asia, Latin America, Pacific Rim, Middle East
Latin American history and culture
Travel and exploration, including women travelers and the Antarctic

Special Formats

photograph albums
graphic novels
Cuban artists' books
Asian and Asian American Studies in Library Special Collections
Chicana and Chicano Studies in Library Special Collections
Latin American Studies in Library Special Collections
Photographic Albums in Library Special Collections

History of Printing and Publishing

Library Special Collections' holdings support research in the history of printing, the book trade and bookmaking, and the graphic arts. Traditional strengths in our collections include Western European medieval and Renaissance manuscripts, Middle Eastern manuscripts, and early printing (1465-1600), in particular, early Italian printing (including the foremost collection in North America of the Aldine Press). Our collections of British and American children's books (many of which date back to the eighteenth century) and artists' books also exemplify the craft of bookmaking and publishing.

Collection Development Policy and Current Priorities

See also: Discover Collections on our home page: UCLA Library Special Collections .

UCLA Library Special Collections (LSC) acquires archives, rare books, manuscripts, printed ephemera, photographs, audiovisual materials, digital files, objects, and other primary source materials of a rare or unique nature. We acquire new holdings predominately through donations and transfers and also purchase a select amount of material. We also create new scholarly documentation through conducting oral history interviews that support our current collecting priorities.

The nature of stewarding special collections holdings requires LSC to be selective in what it acquires and makes available for research. This document outlines the Rare Books and History of Printing philosophy, collecting scope, and current priorities, along with the criteria it applies in evaluating potential acquisitions

Rare Books and the History of Printing is a subsection of UCLA Library Special Collections

This collection documents the global history of printing and rare books and includes materials ranging from the earliest East Asian and European printing to contemporary pop-up books.

Early Italian printing, including the Aldine press, 1450-1600
Fictitious imprints, such as Pierre Marteau
California imprints, early 19th century to present
Historic children's books–primarily British and American--including pop-up, and toy and movable books
Contemporary artists' books
East Asian print

Collecting Philosophy

1. strengthening distinctive collections by diversifying their contents.

The distinctive collections at UCLA are our greatest asset. We will continue to strengthen our collections by specifically targeting materials that will diversify their contents. Diversity, in this case, does not simply mean adding titles that we do not hold. Rather, it means that we seek to bring new materials representing non-hegemonic voices into our collections. We will actively seek materials that represent the considerable contributions of women, minorities, and members of the LGBTQ community to the history of printing.

This aspect of collection development is primarily intended to allow us to overcome the Eurocentric legacy of traditional collection development. It is desirable to build context around materials in ways that fundamentally challenge collecting practices which ‘othered’ materials within the collection. LSC must seek to honestly reflect not just the gaze of the colonizer at the other, but must intentionally seek to represent the dialectical relationship between the oppressors and the oppressed. With this in mind, the acquisition of objects that represent a hegemonic view should be paired (whenever possible) with materials that create a dialogue or relativize universalist claims.

2. Building webs of relationships within LSC

At present, many of our collection strengths have been developed in isolation. In order to enhance our distinctive holdings, future collection development will seek to build and enhance relationships with other materials in LSC. For example, while UCLA – LSC is one of the largest holders of Ethiopic manuscripts in North America, our holdings in Early Italian Ethiopic printing are weak. Actively seeking examples of Italian Ethiopic printing will allow us to both develop one of our distinctive collections and link the priorities of the history of printing to an unsurpassed manuscript collection. Relational collection development within LSC will enable us to create more coherent collections that encourage researchers in archival and manuscript materials to further avail themselves of printed materials.

3. Activist collecting

Because of the history of our collecting practices, it is a fact that many communities that should have been represented by LSC collections have been neglected and excluded. When the need presents itself, funds are to be sought out that will actively address some of the areas of neglect. Collecting in these new areas is only defensible when 1) there is a clear and present need for the collection; 2) there is widespread support from other members of LSC staff and University Faculty; 3) and the collection enhances existing collection strengths.

Collecting Priorities

The following is a list of existing strengths which will be actively supplemented over the next several years of collection development in consultation with faculty and library staff.

Early Italian Printing: Given UCLA LSC’s unsurpassed strength in this area, we will continue building out our collection in Early Italian printing. The focus of collection development in this area will include: 1) ephemeral materials; 2) Accounts of foreign places; 3) non-Italian language printing in Italy. Pursuit of selected materials will occur through consultation with research faculty affiliated with CMES.
Latin American: While we have a strong collection of materials from 19th century Mexico, we have little from the period of Spanish colonial rule or in indigenous languages.
Indigenous Language/Colonial Printing: Within LSC there are small pockets of texts that reveal the importance of printing in indigenous languages and in colonial contexts. We will actively seek out materials which will allow for these neglected and suppressed stories to be expressed without our collection. In particular, in collaboration with international studies, we will seek to collect materials printed in the early modern Philippines. Moreover, new areas of collection should reflect communities that are associated with Los Angeles.
Non-European language printing: LSC has remarkable holdings in early Near Eastern and East Asian printed books. These collections have regrettably been neglected. For example, despite the remarkably robust community of Korean-American in Los Angeles, LSC does not own a single example of pre-modern Korean printing. Targeted acquisitions will make sure we both represent this community and enhance our existing strengths in East Asian Materials. New acquisitions will by pursued according to teaching and development priories discussed with the East Asian Library and faculty.
Women/LGBTQ/History of Sex: Women have been active in the printing trade for hundreds of years, and LGBTQ voices are often neglected in the history of printing. In line with library policies to diversity our collections, we will make special efforts to include these materials.
Printing and Publishing in Library Special Collections

The UCLA Library Special Collections holdings of medieval and Renaissance manuscript materials created across Western Europe is comprised of approximately 400 bound manuscripts, and hundreds of documents, leaves, and bifolia. The collection is an exemplary teaching collection for paleography, history of the book, as well as the history and culture of the Medieval and Renaissance eras.

Current Collecting Priorities

Materials that bring new documentation of or by those to whom access to the knowledge and power held by those of higher religious, scholarly, or social classes was limited or denied during the medieval through 17thcenturies.
Manuscript materials written by or for use by women.
Manuscript materials in vernacular languages, including Spanish language, and early literature.
Manuscript materials that evidence who owned and used them, how and for what purposes.
Materials from which one can learn about manuscript and bookmaking methods, artisans, and their sources, and will facilitate codicological study and research.
Materials offering exemplary forms of writing and scripts that will facilitate paleographic study and research.
In striving to select exemplary objects for teaching, we value manuscript materials that may be incomplete or imperfect where their content is rich, over materials that are of high monetary value due to the amount and level of artwork they hold, or because they are traced to an origin of high power.
Manuscripts that duplicate our current holdings of medieval and Renaissance Western European manuscripts; e.g., Western European liturgical manuscripts, unless they embody characteristics listed under Current Collecting Priorities (above).
Manuscripts that would overlap with medieval and Renaissance manuscript strengths of other local institutions, such as French illuminated manuscripts or English bibles and illuminated manuscripts.
Medieval and Renaissance Manuscripts in Library Special Collections Research Guide
Medieval Mastery: Manuscripts from the Richard and Mary Rouse Collection - January 2019
The Orsini: A Roman Baronial Family in Context , January - March 2007
Medieval Manuscripts from the Collection of Richard and Mary Rouse , October 1-7 2007, and September - December 2003

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The archives and personal papers of writers of a broad range of experiences and genres complement the UCLA Library Special Collections’ print holdings of twentieth and twenty-first-century literature. Ranging from writers, including Angelenos as well as those who emigrated from other parts of the U.S. and other countries, many have imagined both Utopian and dystopian Californias in genres and forms including fiction, non-fiction, poetry, and journalism.

Archives of writers whose voices have not been heard or are under-recognized in the Academy, with a focus on Los Angeles writers of color; LGBTQ, and writers of all abilities.
Authors who have immigrated, or whose parents or families have immigrated from Mexico and Latin American countries, Africa, Asia, the Near East, Southeast Asia, and diasporas across the globe, with emphasis on the interconnections of the many cultural influences and stories that comprise Los Angeles’ unique identity.
Writers who have explored new forms of written and performative expressions.
Records of local writers’ collectives, book stores, and literary centers where contemporary writers and artists have gathered and read or performed their works.

Collecting Criteria

Content pertinent to UCLA faculty teaching twentieth-and twenty-first-century literature.
Content that supports collecting and teaching areas of library partners and subject librarians, including English, International Studies, East Asian Library, and Lesbian, Gay, Bisexual, Transgender, and Queer Studies.
Comprehensive collections to include multiple drafts of a given work of an author.
Large objects and artifacts owned by writers and poets, including awards.

For more information about the collections and materials available online see:

Past exhibits in Library Special Collections

See this UCLA Library Special Collections blogpost to view photographs and video of the Bonnie Cashin lecture presented by Fante's biographer, Stephen Cooper.
One Person's Truth: The Life and Work of Paul Monette (1945-1995) , October-November 2005
How Shall a Generation Know its Story: The Edgar Bowers Conference and Exhibition , April-June 2003
The Susan Sontag Archive at the UCLA Library , May 2002
William S. Burroughs and Allen Ginsberg: a select bibliography of works in the UCLA University Library , from The Kurtzman Collection, displayed in the UCLA Department of Special Collections, February 1998.

UCLA Library Special Collections selectively acquires, through purchase and gifts, materials in all formats that document the performing arts created in and around Los Angeles and Southern California including film, television, dance, theater, and music.

Performing Arts Collection Development Priorities

Within each area, collecting priority is given to archival materials that are created by organizations and/or individuals that represent Los Angeles, and Southern California, and those that reflect the work of underrepresented voices in these industries.

The collections document film in both aesthetic and technical aspects, spanning the history of the media from its beginnings to the present day. The holdings include the papers of artisans, writers, directors, and performers; the records of producers and studios; and a variety of posters, ephemera, and stills.

Under-represented independent and studio filmmakers
L.A. Rebellion papers and documentation
Industry: cinematography, production design, scenic design, editors
Community partner-related collections (e.g. – Outfest, Sundance Institute, etc.)
Selected notable UCLA alumni

The collections document television in both aesthetic and technical aspects, spanning the history of the media from its beginnings to the present day. The holdings include the papers of artisans, writers, directors, and performers; the records of producers and studios; and a variety of posters, ephemera, and stills.

Newsletters – newsletters of local stations
Local LA TV history, post-Kerner commission/late 1960s-1970s. In particular, producers representing marginalized communities via the work on local stations such as KCET and KMEX
Primetime network milestones (selected) – firsts, women, under-represented artists
Materials related to the reception of TV programming; ratings, letters, fan magazines

The majority of the music holdings cover the Los Angeles region in the twentieth century and include American popular music, papers of Los Angeles émigré composers, oral histories and papers of Los Angeles jazz musicians, and the music industry. Antiquarian music holdings date back to the ninth century and include music manuscripts, Italian libretti; early printed editions (including first editions) of full scores, and piano-vocal scores of eighteenth- and nineteenth-century operas, and original editions of musicology texts.

Under-represented music-making communities in Southern California, particularly including musical traditions of immigrant communities
Women composers, musicians, and other women in the music industry (conductors, engineers, executives, etc.)
Collections that document the process for music in film, television, and media

Los Angeles theater is represented by the records of local theater groups and includes collections of playbills, scripts, and assorted production materials.

Los Angeles theater companies – particularly those that feature the work of local playwrights and theater designers, and whose performances center the lived experience of Los Angeles communities
Los Angeles-area playwrights and theater designers

More About the Collection

Labor unions, an over-arching topic found in each subject area, will be considered in collaboration with Los Angeles Communities and Cultures collection development.

See the following Research Guides for more information about these materials:

Sheet Music in Library Special Collections
Film and Television Research in Library Special Collections
Music Resources in Library Special Collections
Animation Materials in Library Special Collections
Women in Entertainment Resources in Library Special Collections
Punk Music and Culture in the UCLA Library

The UCLA Libraries’ holdings of artists’ books include over 1,000 editions and unique works, ranging from fine press editions to sculptural and dynamic books with movable parts, to newly imagined forms and definitions of what a book can be and how its message can be conveyed.

Works that reflect the politics of power and contemporary challenges to individuals and communities, especially those related to emigration or diaspora, otherness in society, and issues having a global environmental impact.
Works that envision solutions to those challenges, whether they be based on fact or imagination.
Works that relate topically to other LSC collections that are strengths + high priority; e.g., contemporary emigration and immigration (including from Latin American, Middle Eastern, Southeastern Europe, Southeast Asia/Philippines)
Works that reimagine the parameters of the book format in new ways, or expand the concept of the printed codex as a vehicle for intellectual and aesthetic expression.
Works that resonate on a personal, communal, or global level with regard to current human challenges.
Works that integrate well its message with its material form and craft.
Works that challenge commonly held perceptions, assumptions, or biases that have become widely accepted through enculturation, education, and media saturation by, for example, juxtaposing visual imagery and language that present new or alternative ways of viewing, interpreting, and understanding the physical and spiritual world.
Artists’ books whose form and content duplicate the collecting strengths of other local institutions and UCLA Library units.

Some exemplary artists’ books held in the UCLA Library Special Collections, UCLA Arts Library and other local Southern California institutions can be seen in these exhibits:

SOCALled Books: Diversity in Artists' Books from Southern California , July - September 2002
Recent Acquisitions in the Department of Special Collections: Modern Fine Printing and Graphic Arts: Artists’ Books by Julie Chen and Mary Heebner, September 2001
Recent Acquisitions in the Department of Special Collections: Popular Literature and Printed Materials: Illustrated books by Barbara Hodgson , November 2001

The UCLA Library Special Collections’ dance holdings support UCLA's long-standing participation in the creation, study, and reconstruction of modern dance, contemporary ballet, dance for stage and screen, kinesiology, dance therapy, education, criticism, and dance performance reflecting cultures throughout the world. The collections represent and support the exploration of dance scholarship, notation, education, and criticism.

Contemporary dance forms that echo the experiences of local communities and cultures.
Dance forms that strive to break racial barriers through dance.
Dance forms that elevate awareness and appreciation for dancers of color, LGBTQ dance groups, dancers with different physical abilities, hip-hop, fusion, breakdance, street dance, site-specific, and performance art.
Dance in L.A. 1960s-present that broke away from canonical East Coast concert-based performance successes; e.g., Black modern and modern jazz choreography.
Traditional dance performed by those who live in or have immigrated to L.A. from geographic origins worldwide; e.g., Hawaiian dance and hula, traditional Brazilian dance.
Archives of Los Angeles-based dance artists, companies, and choreographers.
Dance genres that formed the identity of L.A. dance, ca. 1960s-present.
Dance archives that support or supplement dance taught in UCLA World Arts & Cultures/Dance Department.
Interviews that capture the legacies of L.A. dancers, choreographers, managers, and dance critics.
Contemporary dance forms that echo the diversity of dance expressions and cultures.
Costumes (other than a few exemplary items).
Large musical instruments, props, or sets used in dance training or performance.
Materials for which there are donor restrictions that prohibit making them fully accessible.
Collections whose origins are not connected to the Los Angeles area either historically or theoretically.

Our focus is on collecting materials that shed light on choreographies, technique and training, and performance processes that can be viewed and handled in the Special Collections Reading Room, or in one of our classrooms.

For reference and other secondary resources on dance, see the following Research Guides:

Dance in Library Special Collections
Guide to Dance Research at UCLA
University Archives Dance Collections
Performing Arts Dance Collections
Dance Oral Histories

The UCLA Library Punk Collective is a DIY group of punks who are interested in collecting and preserving the music and culture of the Los Angeles County punk scenes. The working group began in 2013 and consists of catalogers, archivists, audiovisual archivists, library staff, students, faculty, and other community members. The UCLA Punk Collective actively participates in outreach and programming within UCLA and throughout Los Angeles County. We work closely with our colleagues in the Music Library who steward commercially released punk recordings.

UCLA Library Punk Collective Members

Sincere thanks to past UCLA Punk Collective Members: Peggy Alexander, Jillian Cuellar, Alex Cline, Lori Dedeyan, Megan Fraser, Gloria Gonzalez, Kearra Amaya Gopee, Melissa Haley, Tom Hyry, Courtney "Jet" Jacobs, Natalie Mattox, Eric Olsen, Cesar Reyes, Paola Salazar, Amanda Slater, and Rebecca Waldorf for their work and dedication, and to Sharon Farb and Todd Grappone for their support.

The UCLA Library Punk Collective documents the development and expression of punk music and cultures by collecting and preserving the materials of the people and organizations that are part of the various scenes throughout Los Angeles County from the mid-1970s to the present.

We work collaboratively with our communities, which include musicians, photographers, filmmakers, promoters, producers, record labels, artists, writers, venues, spaces, and fans. It is our mission to inspire and facilitate the discovery and research of punk cultures.

We are particularly interested in documenting how LA punk communities coalesce around music venues and DIY spaces across the County. We specifically want to collect materials that document the histories and stories of spaces that speak to marginalized punk communities of color, feminist punks, queer punks, riot grrrls, and punks with disabilities. Within these communities, genres of interest include Afro-punk, queercore, Chicanx/Latinx punk, art-punk, straight edge, hardcore, avant-garde, and experimental punk.

(Hard)Core Values

In support of our collecting priorities and our values for ethical community engagement, we adhere to the following guidelines, which were inspired by the Zine Librarians Code of Ethics

Prioritize collecting directly from community members over working with third-party sellers
Respectfully engage with and represent community members
Actively collect material from under-documented scenes and communities
Foster lasting and reciprocal relationships with communities
Encourage community member participation and public use of collections
Collaborate on outreach and programming to spotlight the work of community members

Formats that are particularly important to further our collecting goals are:

scrapbooks, diaries, and journals
administrative records of venues, DIY spaces, and record labels
original film, video, and audio, such as mixtapes, demos, documentaries, video art, public access TV programs, etc.
flyers, patches, and buttons
calendars, show schedules, guest lists, and setlists
interviews and oral histories
notes, drafts, and original writing covering the scenes
photographs and photograph albums
correspondence and fan mail
publications including zines and books
custom punk fashion
Commercial recordings
Materials that are still being actively used by their creators (working collections)
Contemporary reproductions like digital scans, facsimiles
Oversize artifacts and posters
Materials collected or assembled, but not created, by an individual, group, or organization
Materials we cannot provide access to for legal reasons

Our named collections are archives created or collected by an individual or group. Smaller donations may be added to our Punk zines and ephemera collection, with donor information attached to individual items.

To see our current holdings or to fill out a donation form , visit our Punk Music and Culture in the UCLA Library Research Guide .

The UCLA Library Special Collections acquires archival collections and primary source materials that reflect Los Angeles’s unique cultural identity. Our current priorities for collecting primary source materials and archives of creative individuals are centered on visual arts, landscape architecture and land art, photography, and artists’ books.

Art educators /artists working from the 1960s to the present –a period of vital political and artistic change that affected L.A. art museums, galleries, and art education.
Designers: modernist and post-modern, especially those whose work breaks preconceptions and crosses boundaries between design and fine art.
Landscape architecture and land art (design and installations that amplify awareness of environmental issues and impacts).
Photography.
Book arts and artists' books.
Archival materials that enlighten the creative processes and activities of artists, including sketches and working drawings, journals, correspondence, writings, syllabi.
Artists and artists collectives whose work has been invisible or under-recognized by art museums, galleries, and critics.
Visual art forms that bridge definitive labels or disciplinary lines; e.g., fine art and design.
Landscape architecture that addresses sustainability and environmental impact issues through design intervention.
Formats may include works of art on paper, exhibit-ready works and photographic prints, concept sketches, professional project documentation, and correspondence -materials that can be housed and preserved by LSC using standard archival materials, and digitized surrogates of oversize renderings.
Collections on artists, architects, designers, and art galleries that duplicate the collecting strengths of other local institutions.
Comprehensive sets of working drawings and renderings by architects.
Large framed works of art.
Large three-dimensional models.
Visual Arts and artists in Library Special Collections
Photography and photographers in Library Special Collections
Portrait of a Jewish Artist: R.B. Kitaj in Text and Image , January - April 2008. Held in conjunction with the Skirball Cultural Center's R.B. Kitaj: Passion and Memory.
Bonnie Cashin Collection of Fashion, Theater, and Film Costume Design - 1913-2000 , January-May 2004
Igniting Creative Thinking: The Doreen Nelson Method of Design-Based Learning , October - December 2017
Richard Neutra in World War I: Sketches and Watercolors , May - July 2015
John & Marilyn Neuhart: An Archive of Mid-Century Graphic Design , August 2014 - January 2015
A Letter from the Renaissance: The Double Soul Ariel Soulé/Simon Toparovsk a contemporary art installation for UCLA Library Special Collections, August - December 2010

The UCLA Center for Oral History Research (COHR) conducts in-depth, multi-session oral history interviews with individuals who have participated in the history of the Los Angeles metropolitan area and its many communities. COHR has particularly strong collections in the history of social movements, communities of color, the arts, Los Angeles politics and government, and the history of UCLA. For a complete list of the oral histories in COHR’s collection and access to a number of the transcripts and recordings, visit UCLA Center for Oral History Research.

For more information, please contact:

Jane Collings Project Manager 310.267.4754 [email protected]

Current collecting priorities

Most of the oral histories in COHR’s collection are conducted by COHR staff or by interviewers hired to do specific individual projects. COHR does, however, accept donated oral histories if they meet the following criteria:

Document historically significant phenomena connected to the Los Angeles metropolitan area.
Follow standard oral history methodology and are conducted by trained, skilled interviewers.
Are preserved as audio or video recordings that are clear and audible and that do not include significant background noise, feedback, or distortion.
Are accompanied by legal agreements that transfer necessary rights and permissions.
Are accompanied by transcripts or timed logs that can assist users in finding their way through the recordings.

In order to ensure that their oral histories meet these requirements, prospective donors are strongly encouraged to contact COHR Project Manager Jane Collings before beginning a project. Donors should also consider attending one of COHR’s introductory oral history workshops in order to familiarize themselves with oral history methodology and gain the necessary interviewing skills.

Out of scope

Oral histories that do not focus primarily on Southern California

For a complete list of the oral histories in COHR’s collection and access to a number of the transcripts and recordings, visit UCLA Center for Oral History Research.

Next: Discover Collections >>
Last Updated: Feb 26, 2024 12:57 PM
URL: https://guides.library.ucla.edu/library-special-collections/what-we-collect

Beinecke Rare Book & Manuscript Library

How to search the collections.

Collections at the Beinecke Library are described in a variety of databases and discovery tools. Due to the varied and complex nature of the collections, there is no single tool that exhaustively searches every facet of the entire collection. Many researchers therefore find it worthwhile to use a combination of tools to achieve the most thorough search. This page gives an overview of each tool and provides advice on when to use it. Beinecke curators, archivists, and librarians are also available to provide assistance in person or remotely. To request a research consultation or to pose a query, please email beinecke.library@yale.edu .

Orbis (Yale University Library online catalog)

Orbis provides the most comprehensive search of the collections.

What’s in Orbis ?

All cataloged books, pamphlets, periodicals, broadsides, published materials, single manuscript volumes, and small archival collections are discoverable in Orbis . In addition, Orbis includes collection-level records for large archival collections. However, due to the complex nature of large archival collections, we recommend researchers interested in those archives also search Archives at Yale .

What’s not in Orbis?

Detailed descriptions and content lists, called finding aids, for large, archival collections. These can be accessed through a different discovery tool: Archives at Yale (described below).
Uncataloged or unprocessed materials.
Papyri (link to description below)
Cary Playing Cards (link to description below)

How do I search Orbis?

Advanced searching in Orbis is the best way to construct targeted, sophisticated searches for specific collection materials. The following can be especially effective in focusing advanced Orbis searches for special collections:

Limit Location to the Beinecke Rare Book & Manuscript Library
Limit Type to Archives or Manuscripts, Manuscript Maps, etc. to search only materials that have not been published.

Additionally, including Genre/Form terms such as oral histories or diaries as a component of a search strategy is a useful way to focus a keyword search on specific forms or genres of material across all collections within the Yale University Library system.

Consult Help with Special Collections in Orbis for further information on searching in Orbis.

Archives at Yale

Archives at Yale consists of detailed descriptions, called finding aids, of large archival collections. Finding aids allow users to discover, understand, and access archival collections. Finding aids describe the creation, arrangement, content, and context of archival materials. They often provide detailed lists of correspondence, photographs, manuscripts, artwork, objects, illustrations, and other items contained in an archive.

What’s in Archives at Yale

Detailed descriptions and lists of the contents of large archival collections, including collections that have not been processed. While most of these collections are also discoverable in Orbis, Archives at Yale goes much deeper, allowing researchers to discover many more names, dates, and content types than are included in the Orbis record.

What’s not in Archives at Yale?

Archives at Yale does not include all archival materials at Yale. Materials not included here are:

Small collections and single-item manuscripts (such as individual diaries, letters, and sketchbooks). These are cataloged in Orbis , the online catalog of the Yale University Library.
Medieval and Renaissance manuscripts, which are searchable in a separate database at the Beinecke Rare Book and Manuscript Library and in Orbis .
Most cataloged books, pamphlets, periodicals, broadsides and published materials, which are discoverable in Orbis .

How do I search Archives at Yale?

Consult the Archives at Yale Help page for more information.

Beinecke Library Digital Collections

This is a database of digitized content from the Beinecke’s collections

What’s in the Beinecke’s Digital Collections ?

This database offers thousands of partially and fully digitized items from a wide range of materials from the Beinecke’s collections: photographs, manuscripts, correspondence, artwork, objects, illustrations, and selected pages from printed works. They include items we have scanned for exhibitions, researchers’ requests, and digital projects. Due to copyright restrictions, many digitized images from the twentieth century are only viewable on campus or through the Yale VPN. The image descriptions, however, are visible to all.

What’s not in the Beinecke Library’s Digital Collections?

The digital collections database does not contain images of every item or archive in the Beinecke Library collections. While tens of thousands of images are added annually, the database represents only a fraction of the entire collection. Therefore, this tool is more limited in scope than Orbis or Archives at Yale.

Note that audiovisual material is hosted on a dedicated platform . You can search for digital and digitized sound and visual recordings there. Note: not all a/v collections material has been digitized.

How do I search the Beinecke Library’s Digital Collections?

Start with a keyword search .

LUX: Yale Collections Discovery

Uncataloged acquisitions.

The Beinecke Library’s uncataloged acquisitions of manuscript material may be discovered in Archives at Yale , which contains brief records for uncataloged manuscripts acquired from 1985 to the present.

Brief records for uncataloged books and other printed material acquired from 1985 through the present may be discovered in Beinecke Library’s Uncataloged Acquisitions Database .

Search these databases for brief records of material not found in Orbis or the Digital Library. In general, materials indexed in both databases were acquired from 1985 through the present, although the databases include some earlier acquisitions. If you are looking for specific works, please contact the appropriate curator or write to beinecke.library@yale.edu .

For more on identifying primary sources and other discovery tools at Yale, please visit Primary Sources at Yale .

Specialized Databases

Beinecke medieval and renaissance manuscripts.

All medieval manuscripts receive brief records in Orbis and, eventually, a much fuller description in the Beinecke Medieval and Renaissance Manuscript database . These descriptions are based largely on the Catalog of Medieval and Renaissance Manuscripts in the Beinecke Rare Book and Manuscript Library, Yale University, edited by Barbara Shailor et al.

Since it can take a considerable amount of time for a manuscript to receive a full description in the Beinecke Medieval and Renaissance Manuscripts Database, Orbis advanced search is the most comprehensive tool to find medieval manuscripts. Each Orbis record will have a link to the fuller description, if it exists. Please email beinecke.library@yale.edu if you need assistance.

Cary Playing Card Database

The Cary Playing Card Database contains descriptions of the cards in the Cary collection, which contains over 1,000 complete or partial packs of playing cards. Read more information about searching the collection .

Yale Papyrus Collection

Learn more information about how to find and use the Yale Papyrus Collection .

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Introduction to Research Methods A Hands-on Approach

Bora Pajo - Franklin University
Description
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See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

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Very useful for research methods

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A new chapter on Big Data offers a window into the possibilities of what social scientists are accomplishing in the world of machine learning and the endless possibilities of data visualization. It familiarizes students with current and future opportunities in social and behavioral science.
A completely revised chapter on qualitative designs and data collection illustrates how qualitative designs fit within scientific research methods by emphasizing similarities and identifying differences.
Updated research examples and visuals reflect current studies in a variety of interdisciplinary fields.
APA Style 7th Edition is used throughout the book so students see and practice the latest citation styles.
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Sample Materials & Chapters

Chapter 1: The Purpose of Research

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Acknowledgments

A collected work can vary in form and content [see below], but it is generally a single volume containing chapters written by different authors [often referred to as "contributors"] under the guidance of an editor or editors. The book may cover a broad subject area, such as health care reform, or closely examine a specific research problem, such as antitrust regulation in the airline industry. Each chapter is written by an expert in the field examining a particular aspect of that topic. Most books of collected essays include a foreword or introductory chapter written by the editor(s) summarizing current research about the topic and placing the essays within the context of advancing knowledge about the topic.

Hartley, James. "The Anatomy of a Book Review." Journal of Technical Writing and Communication 40 (2010): 473-487; Oinas, Päivi and Samuli Leppälä. "Views on Book Reviews." Regional Studies 47 (2013): 1785-1789.

How to Approach Writing Your Review

Types of Collected Works

Conference Proceedings -- a collection of papers published as part of an academic conference or other gathering of professionals. The purpose is to inform a wider audience of the papers presented at the conference and to document the work of scholars who have participated in that conference. Many conferences are held annually and, thus, the proceedings are published each year. Some proceedings focus on a particular theme representing a cutting edge issue in the field [e.g., Chun, Soon Ae. Proceedings of the 10th Annual International Conference on Digital Government Research: May 17-20, 2009 . New York: ACM Press, 2009].
Collection of an Author's Research -- a collection of works by a distinguished scholar. The contents of collected works can take the form of reprints of prior research or of selected reprints with a new introductory chapter by the author or an expert in the field that synthesizes and updates the overall status of research [e.g., The Nature of Politics: Selected Essays of Bertrand de Jouvenel . Edited and with an introduction by Dennis Hale and Marc Landy; Foreword by Wilson Carey McWilliams. New York: Schocken Books, 1987. xxxv, 254 pp.]
Festschrift -- a volume of essays written by by colleagues and admirers that serve as a tribute or memorial to a preeminent scholar or public figure. The essays usually relate to, or reflect upon, the honoree's contributions to their field of study, but may also include original research by the authors that build upon the research of the honoree [e.g., Social Cognition, Social Identity, and Intergroup Relations: A Festschrift in Honor of Marilynn B. Brewer . Roderick M. Kramer, Geoffrey J. Leonardelli, Robert W. Livingston, editors. New York: Psychology Press, 2011. xi, 423 pp.].
Reader -- a collection of articles, most often reprinted from scholarly journals, representing a cross-section of research about a particular topic. Most readers are intended to be used in the classroom. Readers serve to document the breadth and range of the important research that has developed in a particular area of study over a specified period of time [e.g., Companion Reader on Violence Against Women . Claire M. Renzetti, Jeffrey L. Edleson, Raquel Kennedy Bergen, editors. Thousand Oaks, CA: Sage Publications, 2012. x, 411 pp.].
Reprints -- sometimes in the form of a multi-volume set, this is a selective collection of previously published materials. Most frequently, reprints contain scholarly journal articles gathered together to form a comprehensive overview of prior research in a particular area of study [e.g., Brooks, Thom, editor. Rawls and Law . Burlington, VT: Ashgate, 2012].
Thematic Articles -- the most common form of collected works in the social sciences, this is a collection of new research studies from multiple authors examining a particular research problem or topic. This can be in the form of a book or the issue of a journal [e.g., “Monitoring Social Mobility in the Twenty-First Century.” Edited by David B. Grusky, Timothy M. Smeeding and C. Matthew Snipp. The ANNALS of the American Academy of Political and Social Science 657 (January 2015): 1-273].

Developing an Assessment Strategy

The challenge with reviewing a book of collected essays is that you must begin by thinking critically about the research problem that underpins each of the individual essays, synthesizing the arguments of multiple authors, and then organizing those arguments into conceptual categories [themes] as you write your draft review.

Listed below are questions to ask yourself depending on the type of collected work you're reviewing . These questions will help you frame how to analyze the essays and compose your review. Note that all types of collected works require you to first identify the overarching research problem or topic under investigation.

Conference Proceedings -- what organization is sponsoring the conference? Is there a specific theme to the conference? Why is that theme important? Was the collection of papers selectively chosen or do the proceedings represent all papers presented at the conference? If not, how were the papers selected? Are the papers reprinted as they were presented or have the authors been given the opportunity to update or significantly edit the papers prior to publication [this is often noted in the introduction]? Are the proceedings online and, if so, how might this facilitate access to additional materials? Is there foreword or an introductory chapter that effectively synthesizes the collection? Is it logically organized and include important front and back matter, such as, a table of contents, profiles of each contributor, and, most importantly, an index to locate information from among all of the papers?
Collection of an Author's Research -- who is the author and why do you believe their work is important enough to be gathered together for publication? Is there an underlying theme or does the collection represent a "best of" collection? What may have been omitted? Are any original works included or are the contents only reprints? Is there a bibliography of the all of the author's writings? Is there a foreword or an introductory chapter written by the author or a guest contributor that effectively synthesizes the collection? Are the contents arranged logically [e.g., chronologically, thematically, historically] and is important front and back matter included, such as, a table of contents and an index?
Festschrift -- who is being honored and why? Do the contributors represent a diversity of viewpoints or perspectives? Do the contributions represent essays of general tribute or do they represent original research that builds upon the honoree's prior work? Is there a list of contributors and does the list include biographical profiles that help determine their relationship to the honoree? Is there a foreword or an introductory chapter that effectively synthesizes the collection? Is it logically organized and include important front and back matter, such as, a table of contents and an index?
Reader -- does the collection represent a broad spectrum of publications about a research topic or only a few? Are there underrepresented or overemphasized areas of research in the collection? Are the sources making up the collection representative of one or only a few areas of study or do they represent a multidisciplinary perspective? Do the authors represent an international perspective or are they primarily from the United States? Is there a list of editors/compilers and does it include biographical profiles of each? Are the contents reprinted in their entirety or is the text only excerpted? Is there an online component to the reader? Are the reprints readily available through other means or do they represent a compilation of hard-to-find publications? Is there a foreword or an introductory chapter that effectively synthesizes the collection? Is it logically organized and include important front and back matter, such as, a table of contents and an index?
Reprints -- does the collection represent reprints from a variety of publications or only a few? Do they represent a span of time that covers the emergence of the topic or are they only recently published studies? Are there underrepresented or overemphasized areas of research in the collection? Are the sources making up the collection representative of one or only a few areas of study or do they represent a multidisciplinary perspective? Are the reprints readily available through other means or do they represent a compilation of hard-to-find publications? Are the reprints from relatively current or older publications or a mix of both? Is there a foreword or an introductory chapter that effectively synthesizes the collection? Is it logically organized and include important front and back matter such as a table of contents and an index?
Thematic Articles -- how are the contents arranged? Do the contributions survey a broad area of research or do they examine multiple issues associated with a particular research problem? Do they represent a multidisciplinary perspective? Is there a list of contributors and does it include biographical profiles of each? Do you the contributors come from one or a variety of institutions? Do the contributors all come from the United States or are there any international contributors? Is there a foreword or an introductory chapter that effectively synthesizes the collection? Does the work include important front and back matter, such as, a table of contents and an index?

Structure and Writing Style

I. Bibliographic Information

Provide the essential information about the book using the writing style that your professor has asked you to use for the course [e.g., APA, MLA, Chicago, etc.]. Depending on how your professor wants you to organize your review, the bibliographic information represents the heading of your review. In general, it would look like this:

El Ghonemy, Mohamad Riad. Anti-Poverty Land Reform Issues Never Die: Collected Essays on Development Economics in Practice . (New York: Routledge, 2010. xx, 223 pp.)

Reviewed by [your full name].

II. Scope/Purpose/Content

The first challenge in reviewing any type of collected work is to identify and summarize its overarching scope and purpose, with additional focus on describing how the book is organized and whether or not the arrangement of its individual parts facilitates and contributes to an understanding of the subject area. Most collected works include a foreword or introductory chapter that provides a general statement of purpose, describes the overarching themes, and summarizes each essay. In some cases, the editor will discuss the scope and purpose at the beginning of each essay.

To help develop your own introductory thesis statement that covers all of the material, start by reviewing and taking notes about the aim and intent of each contribution. Once completed, identify key issues and themes. For example, in a compilation of essays on environmental law, you may find the papers examine various legal approaches to environmental protection, describe alternatives to the law, and compare domestic and international issues. By identifying the overall themes, you create a framework from which you can cogently evaluate the contents.

As with any review, your introduction must be succinct, accurate, unbiased, and clearly stated. However, given that you are reviewing a number of parts within a much larger work, you may need several paragraphs to provide a comprehensive overview of the book's overall scope, purpose, and content.

If you find it difficult to discern the overall aims and objectives of the collected work [and, be sure to point this out in your review if you believe it to be a deficiency], you may arrive at an understanding of the purpose by asking yourself the following questions:

Why did the contributing authors write on this subject rather than on some other subject? Why is it important?
Scan the table of contents because it can help you understand how the book is organized and will aid in determining the main ideas covered and how they are developed [e.g., chronologically, historically, topically, thematically, etc.]
From what point of view is the overall work written? Do some essays systematically take one stance while others investigate another, or do the essays just represent a variety of viewpoints?
Were each of the authors trying to give information, to explain something technical, or to convince the reader of a belief’s validity by dramatizing it in action?
What is the general field or genre, and how does the book fit into it? Review related literature from other books and journal articles to familiarize yourself with the field, if necessary.
Who is the intended audience? Is it very specialized or intended for a broader audience?
What are each author's style? Do they clash or do the contents flow together? Is it formal or informal? You can evaluate the quality of the writing style by noting some of the following standards: coherence, clarity, originality, forcefulness, correct use of technical words, conciseness, fullness of development, and fluidity.
How did the book affect you? Were any prior assumptions you had about the subject changed, abandoned, or reinforced due to this book? Did some essays stand out more than others in relation to these issues? In what ways?
How is the book related to your own course or personal agenda? What experiences have you had that relate to the subject?
How well has the book achieved its goal(s)? After reading the essays, were there any goals that should have been addressed?
What are the main takeaways? Would you recommend the book to others? Why or why not?

III. Critically Evaluate the Contents

Critical comments should form the bulk of your book review . A good method for reviewing a collection of essays is to follow the arrangement of contents. This is particularly useful if the essays are grouped in a particular way or arranged under headings. Frame this analysis in the context of the key issues and themes you identified in the introduction. State whether or not you feel the overall treatment of the subject matter is appropriate for the intended audience. Ask yourself:

Has the purpose of the book been achieved?
Have all of the essays contributed something important to the overall purpose? If not, how and in what ways have some author's failed to add something meaningful?
What contribution does the book make to the research problem or field of study?
Is the treatment of the subject matter fair and unbiased? If there is an underlying focus on advocacy or activism, is that explicitly stated?
Are there facts and evidence that have been omitted?
What kinds of data, if any, are used to support each author's thesis statement?
Can the same data be interpreted to alternate ends?
Is the writing style clear and effective?
Considered collectively, did the essays cover the topic or research problem thoroughly? If not, what issue or perspective about the topic do you believe has been omitted?
Does the book raise important or provocative issues or topics for discussion and directions for further research?

Support your evaluation with evidence from the text and, when possible, in relation to other sources. Do not evaluate each essay one at a time but group the analysis around the key issues and themes you first identified. If relevant, make note of the book's format, such as, layout, binding, typography, etc. Do some or all of the essays include tables, charts, maps, illustrations, or other non-textual elements? Are they clear and do they aid in understanding the research problem?

IV. Examine the Front Matter and Back Matter

Front matter refers to anything before the first chapter of the book. Back matter refers to any information included after the final chapter of the book . Front matter is most often numbered separately from the rest of the text in lower case Roman numerals [i.e. i-xi ]. Critical commentary about front or back matter is generally only necessary if you believe there is something that diminishes the overall quality of the work [e.g., the indexing is poor] or there is something that is particularly helpful in understanding the book's contents [e.g., foreword places the book in an important context].

The following front matter may be included in a book and may be considered for evaluation when reviewing its overall quality:

Table of contents -- is it clear and follow a logical sequence related to the overall topic? Is it detailed or general? Does it reflect the true contents of the book?
Author biographies -- also found as back matter, the biography of author(s) can be useful in determining the authority of the writer and whether the book builds on prior research or represents new research. In a collected work, think about the following: what is the distribution of expertise among authors? Does it represent an interdisciplinary perspective or is the scope of expertise more narrow? Are the authors from a variety of institutions or just a few? Are the author affiliations international in scope or just from one country or region?
Foreword -- the purpose of a foreword is to introduce the reader to the author as well as the book itself, and to help establish credibility for both. A foreword may not contribute any additional information about the book's subject matter, but it serves as a means of validating the book's existence. Later editions of a book sometimes have a new foreword prepended [appearing before an older foreword, if there was one], which may be included to explain how the latest edition differs from prior ones.
Preface -- generally describes the genesis, purpose, limitations, and scope of the book and may include acknowledgments of indebtedness to people who have helped the author complete the study. Consider, is the preface helpful in understanding the study? Does it provide an effective and thorough framework for understanding what's to follow?
Chronology -- also may be found as back matter, a chronology is generally included to highlight key events related to the subject of the book. Do the entries contribute to the overall work? Is it detailed or very general?
List of non-textual elements -- a book that contains a lot of charts, photographs, maps, graphs, etc. will often list these items after the table of contents in the order that they appear in the text. Is it useful?

The following back matter may be included in a book and may be considered for evaluation when reviewing the overall quality of the book:

Afterword -- this is a short, reflective piece written by the author that takes the form of a concluding section, final commentary, or closing statement. It is worth mentioning in a review if it contributes information about the purpose of the book, gives a call to action, or asks the reader to consider key points made in the book. This is a common feature of collected works because it's an opportunity to reflect upon the overall contribution of each study. If this is the case, does it help in wrapping up the book? Does it leave you thinking about the significance or implications of the contributions?
Appendix -- is the supplementary material in the appendix or appendices well organized? Do they relate to the contents or appear superfluous? Does it contain any essential information that would have been more appropriately integrated into the text?
Index -- is the index thorough and accurate? Are elements used, such as, bold or italic fonts to help identify specific places in the book? An index is particularly important in collected works because it brings together key terms, concepts, and names from a variety of essays that would otherwise be disconnected without a comprehensive index. A collected work that does not contain an index to the entire contents could be considered a major deficiency.
Glossary of Terms -- are the definitions clearly written? Is the glossary comprehensive or are key terms missing? Are any terms or concepts mentioned in the text not included?
Footnotes/Endnotes -- examine any footnotes or endnotes as you read from chapter to chapter. Do they provide important additional information? Do they clarify or extend points made in the body of the text? Some collected works arrange the citations by chapter at the end of the book. Is this helpful or would it been more effective to list the references and notes after each essay?
Bibliography/References/Further Readings -- review any bibliography, list of references to sources used, and/or further readings that are included. What kinds of sources appear [e.g., primary or secondary, recent or old, scholarly or popular, etc.]? How does the editor[s] of the collected work make use of them? Be sure to note important omissions of sources that you believe should have been utilized.

V. Summarize and Comment

State your general conclusions succinctly. Pay particular attention to any capstone chapter that summarizes the work. Collected essays often have one written by the editor. List the principal topics, and briefly summarize the key themes and issues, main points, and conclusions. If appropriate and to help clarify your overall evaluation, use specific references and quotations to support your statements. If your thesis has been well argued, the conclusion should follow naturally. It can include a final assessment or simply restate your thesis. Do not introduce new information in the conclusion.

NOTE: The length of a review of a collected work will almost always be longer than a review of a single book. Treat an assignment to review a collected work as a short research paper assignment in terms of the time needed to read and to write a thorough synopsis. Due to the factors noted above, more effort will have to devoted to describing the content of the essays and the thematic relationships among each of them.

Bazerman, Charles. Comparing and Synthesizing Sources. The Informed Writer: Using Sources in the Disciplines. Writing@CSU. Colorado State University; Book Reviews. Writing@CSU. Colorado State University; Book Reviews. The Writing Center. University of North Carolina; Hartley, James. "The Anatomy of a Book Review." Journal of Technical Writing and Communication 40 (2010): 473-487; Galleron, Ioana and Geoffrey Williams. "The Good, the Bad and the Downright Mediocre: Quality Judgments in Book Reviews." Word & Text: A Journal of Literary Studies & Linguistics 3 (2013): 102-118; Hartley, James. "Book Reviewing in the BJET: A Survey of BJET's Referees’ and Writers’ Views." British Journal of Educational Technology 36 (2005): 897-905; Kindle, Peter A. "Teaching Students to Write Book Reviews." Contemporary Rural Social Work 7 (2015): 135-141; Obeng-Odoom, Franklin. "Why Write Book Reviews?" Australian Universities' Review 56 (2014): 78; Oinas, Päivi and Samuli Leppälä. "Views on Book Reviews." Regional Studies 47 (2013): 1785-1789 ; Orteza y Miranda, Evelina. "On Book Reviewing." The Journal of Educational Thought (JET)/Revue de la Pensée Educative 30 (1996): 191-202 ; Writing a Book Review. The Writing Lab and The OWL. Purdue University; Rhetorical Strategies: Comparison and Contrast. The Reading/Writing Center. Hunter College; Visvis, Vikki and Jerry Plotnick. The Comparative Essay. The Lab Report. University College Writing Centre. University of Toronto; Writing Book Reviews. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University.

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Book Collecting
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The Northern Ohio Bibliophilic Society (NOBS) is a co-sponsor of this event, offering a one-year membership in NOBS and a Loganberry Bookstore gift certificate to the two 1st place winners.

It’s time for the Kelvin Smith Library Student Book Collecting Contest!

CWRU Students who have built a collection of 10-50 books based on a theme are encouraged to enter a book collecting contest sponsored by Kelvin Smith Library. Winners are eligible to participate in the National Collegiate Book Collecting Contest . Cash prizes for the top three collections will be awarded, including a $700 first prize for an undergraduate and graduate winner!

To enter the contest, students must submit an essay that describes the theme of the collection and provide an annotated bibliography for the books in the collection, including full bibliographic information for and a brief explanation of how each book fits the collection theme. Entries must be submitted by Friday, March 22, at 5 p.m. using the CWRU 2024 Student Book Collecting Contest Form

Book Collecting Contest Rules:

Submission deadline: Friday, March 22, 2024 5pm EST
Winners announced: Week of April 1st 2024
Awards reception and pop-up featuring collection items from participants: April 11, 2024

Submission Guidelines

You must submit the following items by 5pm on Friday, March 22, 2024 using the CWRU 2024 Student Book Collecting Contest Form :

A 500-1500 word essay describing the theme of your collection.
An annotated bibliography for the books in your collection, including full bibliographic information for and a brief explanation of how each book fits the collection theme.
[OPTIONAL] A want list, listing books you wish to add to the collection in the future.
[OPTIONAL] Digital images of your books.
You must fill out the required fields in the online form completely.

Book Collection Guidelines

“A collection should reflect a clearly defined unifying theme or interest. It may incorporate ephemera, maps, prints, autograph material as well as books, either hardcover or paperback, as long as they are germane to the collection's focus. How well a collection reflects the collector's intent is more significant than either the number of items or the monetary value of the collection.” - National Collegiate Book Collection Contest Rules and Submission Materials

Theme: This is the most important element of the collection. The books should relate to one another in some way, which could be based on the subject, author or illustrator, geography, physical aspects of the book, or some combination of those elements. Here are just a few examples of potential themes: Cuban poetry, illustrated children’s books, computer software manuals, zines produced in Cleveland, romance novels, books by William Faulkner, underground comix.
Number of books: Between 10 and 50. We welcome smaller collections in this contest! Even if you have a larger collection, please select no more than 50 books for this contest.
Ownership: You must own the books submitted as part of this contest. You can also include a “want list” of books you would like to add in the future.
Type of books: We define “book” loosely in this contest. Your collection could consist of cheap paperbacks, magazines, pamphlets, comic books, leather-bound encyclopedias, or any other bound paper media. It cannot consist of other media such as audio or video recordings. The books you select certainly do not need to be rare or expensive. The most important thing is that they relate to your theme.
Judging Criteria: We will judge submissions based on originality, coherence of the collection, and quality of the essay and annotated bibliography.
Eligibility: All students of CWRU (graduate and undergraduate) are eligible for the contest. If you were a winner in our contest previously, you are not eligible to participate this year. All winners are eligible to participate in The National Collegiate Book Collecting Contest .

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Buy and sell your books at the best price

Book collecting: 7 essential tips for new book collectors.

A good book represents one of the most enjoyable experiences available. For avid readers, nothing compares to immersing themselves in another world through the pages of a well-written book. Their enjoyment of reading often leads them to start collecting and preserving books.

If you’re part of the community inclined to store their favorite reads, you’ll find some essential tips here for doing it right. Every book lover is a potential book collector, whether as a hobby, a source of income, or both. There are numerous ways to make book collecting a memorable and rewarding experience.

Understanding the Art of Book Collecting

A hobby often defines you, and for book lovers, this is evident in their extensive libraries. Some have amassed a significant collection through years of reading, while others have dedicated their lives to collecting books, resulting in impressive libraries.

Book collecting is more an art than a mere act. It stems from a deep passion for books rather than just the desire to fill space. It’s an enjoyable hobby, distinct from hoarding, which is a common misconception.

This means if you love reading, you’re likely to have or start a book collection. If you’re considering becoming a book collector, you’re in the right place for guidance.

Tips to Becoming the Book Collector You’ll Be Proud Of

Choose the types of books you wish to collect.

Start by deciding which types of books you want to collect. This could be based on your favorite genre, specific authors, publication years, editions, or even cover art types.

It’s important to have a theme for your collection, which can start with the books you already own and cherish. Remember, your collection should be a source of joy for years to come, so focus on books that you truly love and value.

Expanding on this idea, consider the narratives that have moved you, the histories that have fascinated you, and the artworks that have captivated you. Your collection can serve as a mosaic of your intellectual and emotional landscapes, offering a glimpse into the breadth and depth of your literary journey. This initial step is not just about selecting books but about curating an extension of your identity.

Focus on a Specific Era

Narrowing your search to a specific era can simplify your book-collecting journey. Instead of a broad genre like fiction, consider focusing on a more specific category, such as 20th Century American Adventure Books , or books from the Renaissance or Victorian periods.

This approach not only simplifies the search process but also enhances the coherence and significance of your collection. It allows you to explore the nuances and interconnectedness of works within a defined period or genre, creating a more meaningful and curated library that reflects your unique interests and scholarly pursuits.

Collect What You Love

Your collection should reflect your interests. Avoid the trap of trying to create a “perfect” collection based on what’s popular or highly regarded by others. Your collection should bring you joy through every page turn.

When selecting books, listen to your heart as well as your mind. Consider the works that have touched you deeply, challenged your perspectives, or brought you immense joy. By focusing on what genuinely moves you, your collection will not only grow in value but also in personal significance. It will become a treasure trove of cherished memories and a source of endless inspiration and discovery.

Set a Realistic Budget

Remember, collecting books also means buying them. Set a budget that allows for your collecting activities without breaking the bank. Consider buying used books to save money while still acquiring quality items.

You should consider purchasing used books from stores and bookshops to make things easier. This will ensure you save some costs while still guaranteeing top-quality books. If you’re going to purchase books online , be sure to take your time and research books and prices.

Exploring various avenues for acquiring books, such as estate sales, auctions, and online marketplaces, can yield treasures at a fraction of the cost. Embrace the thrill of the hunt, knowing that each addition to your collection is a step closer to realizing your vision. By managing your budget wisely, you can ensure that the joy of collecting remains untainted by financial concerns, allowing your library to grow organically over time.

Pay Attention to Book Condition

Inspect books carefully before adding them to your collection. Look for signs of damage such as stains, torn pages, or weak bindings. Quality and condition are key to the value of your collection. Feel free to read our Determining Book Condition Guide.

Beyond the immediate concerns of damage, also consider the book’s historical and aesthetic value. An older book might show signs of age, but if it’s rare or has significant historical value, its condition might be acceptable within that context.

Always weigh the book’s condition against its rarity and significance to your collection. Remember, a book in pristine condition can be a jewel in your collection, enhancing its overall allure and worth.

Research Before Collecting

Do thorough research on both the books and the sellers. This helps avoid counterfeit books and ensures you’re dealing with reputable vendors.

Delve into the history of the book you are considering—its editions, printings, and any distinguishing features that might affect its value. Understanding these nuances can help you make informed decisions and avoid common pitfalls in the collecting process.

Similarly, vetting sellers is crucial; look for those with established credibility, positive reviews, and membership in reputable bookselling associations.

This level of research not only protects your investment but also enriches your collecting experience, making each acquisition a knowledgeable choice rather than a mere transaction.

Store Books Properly

Proper storage is crucial to preserving your collection. Use sturdy bookshelves, keep books away from direct sunlight and moisture, and handle them with care. See the list with creative book storage ideas .

Remember that your book collection is a treasure, and all treasures need constant care to maintain their value. Here are vital tips for proper care and storage of your book collection:

Use strong bookshelves for neat and aesthetic organization. Books should be stored upright to ensure they don’t fall off and damage
Clean your books regularly to prevent dust accumulation
Keep your books away from walls to prevent moisture absorption
Protect book spines to avoid breaking them, and use bookmarks instead of dog ears.
Ensure your books aren’t exposed to direct sunlight

Do You Benefit From Collecting Books?

Beyond the joy of reading, books offer intellectual stimulation and personal growth. Starting a book collection is an investment in your intellectual and emotional well-being.

Wrapping Up

A successful book-collecting journey involves research, careful purchasing, and proper storage. With these elements in place, you’re on your way to creating the library of your dreams.

Olivia Smith

Olivia Smith is a seasoned content writer and BookScouter website advocate. She believes that high quality well-researched content is the key to success for any business. Having been involved in content marketing for 6+ years, she's proud to help BookScouter users to complement their education and pursue personal development delivering great stories and pieces of advice.

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New from ACRL - “Comic Books, Special Collections, and the Academic Library”

cover of "Comic Books, Special Collections, and the Academic Library" edited by Brian Flota.

CHICAGO – The Association of College and Research Libraries (ACRL) announces the publication of “ Comic Books, Special Collections, and the Academic Library ,” edited by Brian Flota and Kate Morris.The book is a collection of best practices for the acquisition, preservation, storage, and cataloging of comics, particularly single-issue (or floppy) comics, within the special collections units of academic library collections.

Comic book properties continue to dominate popular culture, and there has been continued growth in the academic field of Comics Studies. Graphic novels and comic trade paperbacks populate the shelves of many academic libraries. Single issue collections of “floppy” comic books, however, tend to find their home in special collections libraries because their flimsy construction, highly acidic paper, and, occasionally, the scarcity of certain specific issues warrants special storage and handling. Thoughtful consideration must go into any decision to begin or sustain these collections.

In "Comic Books, Special Collections, and the Academic Library," four sections answer:

Why Should Your Institution Collect Comics?
Your Library Collects or Wants to Collect Comics. Now What?
How Do You Engage in Library Instruction and Outreach with Your Comics Collection?
How Can Comics Be Used as Primary and Secondary Source Material by Students and Faculty?

Chapters address challenges specific to comic book collections in academic libraries, such as finding space and funds to build a collection, making diverse and inclusive collections, leading innovative library instruction sessions with comics, and working with undergraduate and graduate students on comics research. "Comic Books, Special Collections, and the Academic Library" can help you develop, cultivate, grow, catalog, and make use of comic book collections.

“Comic Books, Special Collections, and the Academic Library” is available for purchase in print and as an ebook through the ALA Online Store; in print through Amazon.com; and by telephone order at (866) 746-7252 in the U.S. or (770) 442-8633 for international customers.

The Association of College & Research Libraries (ACRL) is the higher education association for academic libraries and library workers. Representing nearly 8,500 individuals and libraries, ACRL (a division of the American Library Association) develops programs, products, and services to help those working in academic and research libraries learn, innovate, and lead within the academic community. Founded in 1940, ACRL is committed to advancing learning, transforming scholarship, and creating diverse and inclusive communities. Find ACRL on the web , Facebook , Twitter , Instagram , and YouTube .

Erin Nevius

Content Strategist

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Your current subscription allows you to be actively logged in on up to three (3) devices simultaneously. click on continue below to log out of other sessions and log in on this device., marijke visser | movers & shakers 2024—advocates.

Visser's work on E-Rate policy and technology equity has been a game-changer for communities across the country, including in tribal libraries, where she helped improve access to broadband.

Change Through Broadband

Not long after Marijke Visser arrived at library school with plans to become a children’s librarian, two policy classes shifted her career trajectory. “These courses put the ‘why’ and ‘how’ [of library services] into perspective for me,” she says. “The content and discussions reignited my commitment to working to change systemic and/or institutional inequities.”

Visser eventually spent 10 years at the American Library Association (ALA) Office for Information Technology Policy, doing significant work to advance technology equity through the FCC’s E-Rate program. It has been a game-changer for communities across the country, such as the long-lasting outcome of developing tribally owned fiber networks that connect six Pueblo libraries in New Mexico.

“Now one of the Pueblos has used the fiber network to offer internet access to homes where no one had ever had home internet,” says Visser. This has rippled into other policy shifts at the federal level to improve broadband access for tribal libraries, and “is the thing I am most proud of,” she adds.

Currently Director of Library Development at the Maine State Library, Visser has implemented collaborations with the Maine Connectivity Authority and Governor’s Climate Council Equity Subcommittee, among other partnerships. She “truly illustrates [the] ability to leverage state and national resources to increase local capacity,” says State Librarian Lori Fisher. Bringing her skills to the national level, in 2023 Visser was named an ALA policy fellow, focusing on broadband and digital equity.

“There is an amazing library ecosystem in Maine,” says Visser, “and I know there are opportunities to leverage it to advocate for libraries at the state and federal level.”

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Social Science Research: Principles, Methods and Practices - (Revised edition)

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Library Special Collections: What We Collect

Our Principles for Collecting Material and What Guides Our Collection Decisions

Library Special Collections Principles for Collecting Material

What Guides Our Collection Decisions

Collecting Priorities, Criteria, and Rationale

Out of Scope

More About the Collection

Current Collecting Priorities

Global Histories and Cultures

Special Formats

History of Printing and Publishing

Collection Development Policy and Current Priorities

Rare Books and the History of Printing is a subsection of UCLA Library Special Collections

Collecting Philosophy

2. Building webs of relationships within LSC

3. Activist collecting

Collecting Priorities

Current Collecting Priorities

Collecting Criteria

Performing Arts Collection Development Priorities

More About the Collection

UCLA Library Punk Collective Members

(Hard)Core Values

Current collecting priorities

Out of scope

Beinecke Rare Book & Manuscript Library

Orbis (Yale University Library online catalog)

What’s in Orbis ?

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Archives at Yale

What’s in Archives at Yale

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How do I search Archives at Yale?

Beinecke Library Digital Collections

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LUX: Yale Collections Discovery

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Cary Playing Card Database

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Introduction to Research Methods A Hands-on Approach

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Organizing Your Social Sciences Research Assignments

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Structure and Writing Style

William Claspy: Head of Special Collections & Archives

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It’s time for the Kelvin Smith Library Student Book Collecting Contest!

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CWRU Libraries Discovery

Buy and sell your books at the best price

Understanding the Art of Book Collecting

Tips to Becoming the Book Collector You’ll Be Proud Of

Focus on a Specific Era

Collect What You Love

Set a Realistic Budget

Pay Attention to Book Condition

Research Before Collecting

Store Books Properly

Do You Benefit From Collecting Books?

Wrapping Up

Olivia Smith

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