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Bibliographic research

The search and collection of information from published sources (books, journals, newspapers, etc.) nowadays may include other types of documents, such as websites, reports from bibliographic databases, etc.

Searching for bibliographic sources relevant to your project is an integral and unavoidable part of the thesis work.

To find out how to conduct your bibliographic research, we suggest you consult the Bibliographic Research Guide .

For a start, you can consult the Library books on academic writing (how to write assignments, presentations, theses ...):

Literature review

Literature review is the analysis of the academic literature (articles, books, dissertations, theses, etc.) that you have identified when performing your search on the topic.

A review of the relevant literature for the topic selected is a key element of any academic project (dissertation or PhD thesis, writing an article for an academic journal…) for several reasons:

• it provides you with the conceptual context for your research

• it allows you to acquire, deepen and organize knowledge in the chosen research area

• helps you define or better focus your research objectives

Furthermore, its objectives are:

• describing the state-of-the-art on the given subject (what is the knowledge achieved so far in the research area in which your project fits?)
• identifying strengths and weaknesses, potential gaps in the current knowledge, unexplored empirical issues, or issues that need to be updated
• understanding how the research question is positioned within the field (to what extent does your work provide an original contribution to the research context?)

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Bibliography Research

Introduction.

• National Bibliography
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• Other Tools for Finding Bibliographies

A bibliography is a list of documents, usually published documents like books and articles. This type of bibliography is more accurately called "enumerative bibliography". An enumerative bibliography will attempt to be as comprehensive as possible, within whatever parameters established by the bibliographer.

Bibliographies will list both secondary and primary sources. They are perhaps most valuable to historians for identifying primary sources. (They are still useful for finding secondary sources, but increasingly historians rely on electronic resources, like article databases, to locate secondary sources.)

Think of a bibliography as a guide to the source base for a specific field of inquiry. A high quality bibliography will help you understand what kinds of sources are available, but also what kinds of sources are not available (either because they were never preserved, or because they were never created in the first place).

Take for example the following bibliography:  

British autobiographies; an annotated bibliography of British autobiographies published or written before 1951 by William Matthews

Call number:  Z2027 .A9 M3 1955

Publication date: 1955

Like many bibliographies, this one includes an introduction or prefatory essay that gives a bibliographic overview of the topic. If you were hoping to use autobiographies for a paper on medieval history, the following information from the preface would save you from wasting your time in a fruitless search:

The essay explains that autobiography does not become an important historical source until the early modern period:

Finally, the essay informs us that these early modern autobiographies are predominantly religious in nature--a useful piece of information if we were hoping to use them as evidence of, for example, the early modern textile trade:

All bibliographies are organized differently, but the best include indexes that help you pinpoint the most relevant entries.

A smart researcher will also use the index to obtain an overview of the entire source base: the index as a whole presents a broad outline of the available sources--the extent of available sources, as well as the the strengths and weaknesses of the source base. Browsing the subject index, if there is one, is often an excellent method of choosing a research topic because it enables you quickly to rule out topics that cannot be researched due to lack of primary sources.

The index to  British Autobiographies , for example, tells me that I can find many autobiographies that document British social clubs (like White's and Boodle's), especially from the 19th century:

Unlike indexes you might be familiar with from non-fiction books, the indexes in bibliographies usually reference specific entries, not page numbers.

A bibliography's index will often help guide you systematically through the available sources, as in this entry which prompts you to look under related index entries for even more sources:

Types of Bibliographies

There are four main types of enumerative bibliographies used for historical research:

enumerative bibliography: 

1. Enumerative bibliography: the listing of books according to some system or reference plan, for example, by author, by subject, or by date. The implication is that the listings will be short, usually providing only the author's name, the book's title, and date and place of publication. Enumerative bibliography (sometimes called systematic bibliography) attempts to record and list, rather than to describe minutely. Little or no information is likely to be provided about physical aspects of the book such as paper, type, illustrations, or binding. A library's card catalog is an example of an enumerative bibliography, and so is the list at the back of a book of works consulted, or a book like the New Cambridge Bibliography of English Literature, which catalogues briefly the works of English writers and the important secondary material about them. ...  (from McGill Library) 

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Eight tips and questions for your bibliographic study in business and management research

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• Published: 18 May 2020
• Volume 70 , pages 307–312, ( 2020 )

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• Jörn H. Block 1 , 2 , 3 &
• Christian Fisch 1 , 2  

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Avoid common mistakes on your manuscript.

Management Review Quarterly (MRQ) specializes in systematic literature reviews, meta analyses, replication studies, and bibliographic studies. Previous editorials published in MRQ provide authors with guidelines for performing systematic (narrative) literature reviews (Fisch and Block 2018 ) and replication studies (Block and Kuckertz 2018 ). In this editorial, we focus on bibliographic studies and outline eight tips that help authors to improve their bibliographic studies.

In contrast to systematic literature reviews, meta analyses, and replication studies, little information on best practices and guidelines exist on bibliographic studies (also known as bibliographic literature reviews). Over the last years, we saw a steady increase in the number of bibliographic studies submitted to MRQ. We attribute this rise to the better accessibility of bibliographic data and software packages that specialize in bibliographic analyses. Another antecedent of the increasing prevalence of bibliographic studies is the ongoing differentiation of business and management research into narrowly defined subdisciplines, which calls for studies that are interdisciplinary and ‘break the walls’. Well-conducted bibliographic studies can break those walls. They structure a field and detect links between disciplines, identify topic clusters, literature gaps and academic silos, and show the most impactful authors and their research. Yet, in contrast to narrative literature reviews, bibliographic literature reviews use quantitative and statistical methods to achieve this goal.

We currently observe a considerable heterogeneity in the type and quality of bibliographic studies submitted to MRQ. These submissions range from systematic narrative literature reviews erroneously labeled as bibliographic ones to purely technical citation analyses with little interpretation and discussion of the state of the art in the respective research field. Hence, there seems to be confusion in business and management research as to what a bibliographic study is and what defines its quality. The goal of this editorial is to reduce this confusion and help future authors of MRQ to craft bibliographic studies of high quality. In line with earlier MRQ editorials, we organize this editorial in eight tips and questions. Specifically, we outline suggestions that we perceive as crucial for every bibliographic study published in MRQ. Since bibliographic studies rely on a systematic collection of articles, this editorial shares many similarities with our editorial on systematic narrative literature reviews (Fisch and Block 2018 ) as well as as the editorial’s discussion and extension by Clark et al. ( 2020 ). We summarize the main commonalities and differences of the two forms of literature reviews in Table  1 .

Is your study really a bibliographic study? Although the term ‘bibliographic study’ is widely used in academic research, a clear definition is lacking. MRQ is interested in bibliographic studies, which we define as systematic literature reviews that analyze bibliographic data with bibliometric methods. Bibliographic data include, amongst others, author names, journal names, article titles, article keywords, article abstracts, and article publication years. These bibliographic data are collected and made available by bibliographic databases such as Web of Science (WoS) or Scopus. These databases also provide citation data. Bibliometric methods rely on statistical methods to analyze bibliographic and citation data. As noted above, many manuscripts submitted to MRQ are erroneously labeled as bibliographic studies as they do not use bibliometric (= statistical) methods and only provide lists of important and impactful studies, authors, topics, and journals. Compiling and providing such lists is an essential first step but does not qualify your study as a bibliographic study. Also, bibliographic studies should not be confused with annotated bibliographies, which comprise a list of references to important studies followed by a brief description of their content. MRQ sees annotated bibliographies as an important element of systematic narrative literature reviews.

Is your main research goal really to summarize the structure of a research field? Literature reviews can summarize the content and structure of a particular research field. While a narrative literature review aims to summarize the content of the studies of a particular research field, a bibliographic literature review focuses on assessing the structure of a particular research field. A description and summary of “simple” bibliographic data (e.g., authors, journal names) is too superficial to derive specific answers to particular research questions. Article titles, keywords, and abstracts are already more informative and can, for example, be used to identify topic clusters. Citation data helps to identify impactful articles, authors, and journals. Such data also facilitates the identification of topic clusters and allows the measurement of knowledge diffusion within and between disciplines.

Provide and motivate a research goal and explain why a bibliographic study is needed to achieve this goal. Your article’s abstract and introduction have an important motivational function. As such, carefully begin your study by delineating and motivating your research goal. In particular, carefully explain why you choose a bibliographic literature review to achieve this goal. In other words: inform the reader that the analysis of bibliographic data with bibliometric methods provides important insights regarding your research goal. In general, bibliographic studies are particularly useful to describe the structure of a research field (see tip 2 above) and its development over time because they help to identify topic clusters, author networks, literature gaps, and academic silos.

Identify the relevant literature in a broad, systematic, and reproducible way . A bibliographic study is a particular form of a systematic literature review. Hence, the literature search process should be transparent and reproducible. A detailed account of the search strategy is needed, which includes a description of the databases used, the search terms, and inclusion/exclusion criteria. Footnote 1 In particular, carefully choose your bibliographic database. For example, Scopus often has a broader coverage of journals than WoS and if you leave out some of the most important journals, that’s a problem. Note that the application of screening or inclusion criteria (e.g., only focusing on highly ranked journals) should be well-justified because the screening criteria can have crucial implications for the bibliographic data obtained and the results of the quantitative, bibliometric analysis that follows. Since bibliographic studies rely on a quantitative and objective approach to summarize the structure and trends of a field, the systematic approach to identifying the literature is, in our view, even more important than in interpretative and narrative forms of literature reviews. We also believe that the literature covered should be broader than in narrative literature reviews, for example, with regard to the journals or publication years considered.

Provide a map of the research field. While original empirical research articles typically begin their results section with descriptive statistics, bibliographic studies should commence with a description of the studies under investigation (i.e., a map of the field). For example, a good strategy is to provide a chronological view of the field (e.g., how has the number of studies evolved, how have the topics evolved, how have the outlets evolved), and to give an overview of the most influential authors, journals, and publications. The outline can be sorted by multiple criteria, such as the number of papers or different citation measures. Notice that different types of citation data exist and that you need to defend your approach and source of citation data. In our view, this map of the field is a critical part of any bibliographic study. Yet, a bibliographic study should not stop at that stage. Instead, you should use the map of the field as a starting point to dig deeper into your bibliographic data using bibliometric methods, as outlined in tip 6.

Clearly specify the methodological steps of your bibliometric analysis. As with most empirical and statistical analyses, performing a bibliometric analysis requires taking various methodological choices. For example, authors need to choose a software and need to carefully prepare the data to be used in the analysis, such as the keywords of articles used. Make a sensible choice about which keywords to include in the analysis. For example, including your original search terms as keywords may produce trivial results. While a lot of graphical illustrations exist in the field of bibliographic studies (e.g., to visualize citation clusters or links between authors), sometimes tables can be easier to understand and interpret than figures (which are also often in color and difficult to print). Carefully outline and motivate the choices made in this regard.

Use the full potential and range of bibliometric methods. A bibliographic study should rely on statistical tools to derive results. Hence, you should go beyond simple article and citation counts. Such measures can be used to provide a map of the field (see tip 5), but the main part of the bibliometric analysis should be build on more sophisticated, multivariate statistical analyses. Bibliometric or scientometric analysis has developed into a discipline itself and specialized journals exist, such as Scientometrics and the Journal of Informetrics. Some commonly applied bibliometric methods, which we would like to also see in MRQ manuscripts, include co-citation analysis, co-occurrence analysis, and bibliometric coupling. We require authors of bibliographic studies to use such methods as a basis for their statements about the structure as well as the thematic clusters and gaps in the field. Yet, try to use these tools in a meaningful way. Simply displaying sophisticated tables, figures, and graphs derived from bibliometric software tools can lead to an overly descriptive and confusing picture of the field. Try to identify a relevant and interesting “story” that is supported by your bibliographic data and bibliometric analyses. Good examples of articles that have followed this approach are Aliyev et al. ( 2019 ), Block et al. ( 2019 ), and Kumar et al. ( 2019 ).

The bibliometric analysis needs to serve a purpose and needs to contribute to your research goal. The bibliometric analysis is the core of a bibliographic study. The most common mistake we see in manuscripts submitted to MRQ is that authors perform bibliometric analyses for the sake of performing bibliometric analyses. We are not interested in such manuscripts because they do not structure the knowledge in our field, do not lead to a discussion of where we are and what we know, and do not provide an agenda for future research. Hence, make sure that your bibliometric analysis contributes to the overall goal of MRQ. Like a systematic narrative literature review, bibliographic studies must go beyond a mere descriptive summary of prior literature. They require the authors to interpret and discuss the development and state of the field and give suggestions for meaningful future research.

See Fisch and Block ( 2018 ) and the references cited therein for more tips on systematic literature search.

Aliyev F, Urkmez T, Wagner R (2019) A comprehensive look at luxury brand marketing research from 2000 to 2016: a bibliometric study and content analysis. Manag Rev Q 69(3):233–264

Article   Google Scholar  

Block J, Kuckertz A (2018) Seven principles of effective replication studies: strengthening the evidence base of management research. Manag Rev Q 68(4):355–359

Block J, Fisch C, Rehan F (2019) Religion and entrepreneurship: a map of the field and a bibliometric analysis. Manag Rev Q. https://doi.org/10.1007/s11301-019-00177-2 (forthcoming)

Clark WR, Clark LA, Raffo DM, Williams RI (2020) Extending Fisch and Block’s (2018) tips for a systematic review in management and business literature. Manag Rev Q. https://doi.org/10.1007/s11301-020-00184-8 (forthcoming)

Fisch C, Block J (2018) Six tips for your (systematic) literature review in business and management research. Manag Rev Q 68(2):103–106

Kumar S, Sureka R, Colombage S (2019) Capital structure of SMEs: a systematic literature review and bibliometric analysis. Manag Rev Q. https://doi.org/10.1007/s11301-019-00175-4E (forthcoming)

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Block, J.H., Fisch, C. Eight tips and questions for your bibliographic study in business and management research. Manag Rev Q 70 , 307–312 (2020). https://doi.org/10.1007/s11301-020-00188-4

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Reference Bibliography - The study of books as intellectual objects:

• Systematic or Enumerative Bibliography - Listing of books and/or other materials covering a specific time period, country, or topic; an inventory; can describe items focusing on a particular topic.

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What is an Annotated Bibliography?

An annotated bibliography is an enhanced list of citations that briefly summarizes each article, book, or other source of information and explains why it is important for your topic.  It can be divided into two distinct parts: the annotation and the bibliography.

• A bibliography is a list of articles, books, and or other sources of information that have been used for researching a topic. This list is called “References” In APA format or “Works Cited” in MLA format.  All academic papers should have a bibliography that lists the sources used for its creation. 
• An annotation is a short paragraph that summarizes a source and describes how it is relevant to your research.  To annotate literally means “to make notes.”

There is not an official format for annotated bibliographies, though usually the bibliographic citation is written in APA or MLA format.  If this is being done for a class, ask the instructor which format you should use. ​

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Example of entries on an Annotated Bibliography

Henderson, R., & Honan, E. (2008). Digital literacies in two low socioeconomic classrooms: Snapshots of practice. English Teaching: Practice and Critique, (7)2 , 85-98.

Provides snapshots of digital practices in two middle-level classrooms within low socioeconomic suburbs in Australia during one school term. Ethnographic research techniques were used to investigate (1) teachers' pedagogical approaches to using digital literacy practices with low-income students; (2) students' access to digital technologies at home and at school; and (3) how home literate practices compared to the practices valued in school. Results underscore the need to disrupt teachers' deficit views of these students' home digital literacies so that school practices can be built upon the knowledge and literacies students already have. 

(Beach et al., 2009)

Frazen, K., & Kamps, D. (2008). The utilization and effects of positive behavior support strategies on an urban school playground. Journal of Positive Behavior Interventions, 10, 150-161. doi: 10.1177/1098300708316260.

This study examined the effectiveness of a school-wide PBS recess intervention across three grades—2 nd , 3 rd , and 4 th .  The intervention included a token economy system for following five operationally defined, positively stated school rules.  A multiple baseline design across grades was used to determine the effectiveness of the swPBS recess intervention on inappropriate behaviors.  Intervention was implemented across the three grades at staggered times.  When intervention was implemented, inappropriate behavior demonstrated a change in level for all grades and a decrease in variability for one grade (2 nd ). Trend was relatively stable across all phases for two classrooms and a slight increasing trend was observed during baseline for the 4 th grade that stabilized once the intervention was implemented. Experimental control was demonstrated when (1) baseline behavior remained consistent despite the implementation of intervention in other grades, (2) only when intervention was implemented was a change in behavior level observed, and (3) experimental control was demonstrated at three distinct points. 

(McCoy, 2015)

Why are Annotated Bibliographies useful?

An annotated bibliography demonstrates your understanding of a topic.  It's easy to add a source to a reference list and forget about it when you just need a citation, but you will read and evaluate that source more carefully when you have to write an annotation for it. Since annotations need to be more than just a summary and explain the value of each source, you are forced to think critically and develop a point of view on the topic.  Writing an annotated bibliography is a great way to start preparing a major research project because you will see what arguments have already been proposed in the literature and where your project can add something new to the larger body of work.

Reading published scholarly annotated bibliographies is an efficient method for starting research since they will provide a comprehensive overview of a topic and introduce what other researchers are saying about a topic.

Beach, R., Bigelow, M., Dillon, D., Dockter, J., Galda, L., Helman, L., . . . Janssen, T. (2009). Annotated Bibliography of Research in the Teaching of English.  Research in the Teaching of English,   44 (2), 210-241. Retrieved from http://www.jstor.org/stable/27784357

McCoy, D. (2015). Annotated bibliography #1 behavior research methods [Class handout]. Behavior Analysis, University of Cincinnati, Cincinnati, OH.

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• Johnson, William A. A Criminal Justice Student's Writer's Manual . 6th edition. Boston, MA: Pearson, 2015.
• Johnson Jr, William A., Gregory M. Scott, and Stephen M. Garrison. The Sociology Student Writer's Manual and Reader's Guide . 7th edition. Lanham, MD: Rowman and Littlefield, 2017.
• Joyner, Randy L., William A. Rouse, and Allan A. Glatthorn. Writing the Winning Thesis or Dissertation: A Step-by-step Guide . 3rd edition. Thousand Oaks, CA: Corwin Press, 2013.
• Kirszner, Laurie G. and Stephen R. Mandell. Patterns for College Writing: A Rhetorical Reader and Guide . 12th edition. Boston, MA: Bedford/St. Martins, 2012.
• Koerber, Duncan and Guy Allen. Clear, Precise, Direct: Strategies for Writing . Ontario, Canada: Oxford University Press, 2015.
• Langan, John. Exploring Writing: Paragraphs and Essays . 3rd edition. Dubuque, IA: McGraw-Hill, 2013.
• Lee, Kooi Cheng. Effective College Writing: A Process-Genre Approach . 2nd edition. Singapore: McGraw-Hill, 2009.
• Lerych, Lynne and Allison DeBoer Criswell. Everything You Need to Know about College Writing . Boston, MA: Bedford/St. Martin's, 2016.
• Lester, James D. and James D. Lester. Writing Research Papers: A Complete Guide . 14th edition. Boston, MA: Pearson, 2012.
• Lindemann, Kurt. Composing Research, Communicating Results: Writing the Communication Research Paper . Hoboken, NJ: John Wiley and Sons, 2017.
• Marsen, Sky. Professional Writing . 3rd edition. New York: Palgrave Macmillan, 2013.
• McMillan, Kathleen and Jonathan Weyers. How to Improve Your Critical Thinking and Reflective Skills . Harlow, UK: Pearson Education Limited, 2013.
• McNiff, Jean. Writing Up Your Action Research Project . New York: Routledge, 2015.
• Miller, Scott A. Writing in Psychology . New York: Routledge, 2014.
• Muller, Jake. Writing in the Social Sciences: A Guide for Term Papers and Book Reviews . 2nd edition. Ontario, Canada: Oxford University Press Canada, 2015.
• Northey, Margot, Dianne Draper, and David B. Knight. Making Sense: A Student's Guide to Research and Writing: Geography and Environmental Sciences . 6th edition. Oxford: Oxford University Press, 2015.
• Oliver, Paul. Writing Your Thesis . 3rd edition. London: Sage, 2013.
• Parsons, Tony, and Peter G. Knight. How to Do Your Dissertation in Geography and Related Disciplines . New York: Routledge, 2015.
• Pyrczak, Fred. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 8th edition. Glendale, CA: Pyrczak Publishing, 2014.
• Raimes, Ann and Susan K. Miller-Cochran. Keys for Writers . 7th edition. Boston, MA: Wadsworth Publishing, 2014.
• Reinking, James A. Strategies for Successful Writing: A Rhetoric, Research Guide, Reader, and Handbook . 1oth edition. Boston, MA: Pearson, 2014.
• Reynolds, Nedra and Elizabeth Davis. Portfolio Keeping: A Guide for Students. 3rd edition. Boston, MA: Bedford/St. Martins, 2013.
• Ridley, Diana. The Literature Review: A Step-by-step Guide for Students . 2nd edition. Los Angeles, CA: Sage, 2012.
• Roen, Duane, Gregory Glau, and Barry Maid. The McGraw-Hill Guide: Writing for College, Writing for Life . 4th edition. New York: McGraw-Hill Education, 2018.
• Rudestam, Kjell Erik and Rae R. Newton. Surviving Your Dissertation: A Comprehensive Guide to Content and Process . 4th edition. Thousand Oaks, CA: Sage Publications, 2014.
• Scott, Gregory M. and Stephen M. Garrison. The Political Science Student Writer's Manual and Reader's Guide . 8th edition. Lanham, MD: Rowman and Littlefield, 2017.
• Spencer, Linda. Writing Well in the 21st Century: The Five Essentials . Lanham, MD: Rowman and Littlefield, 2014.
• Starr, Douglas Perret and Deborah Williams Dunsford. Working the Story: A Guide to Reporting and News Writing for Journalists and Public Relations Professionals . Lanham, MD: Rowman and Littlefield, 2014.
• Szuchman, Lenore T. Writing with Style: APA Style Made Easy . 6th edition. Belmont, CA: Wadsworth Cengage Learning, 2014.
• Thurman, Susan and Larry Shea. The Only Grammar Book You'll Ever Need: A One-Stop Source for Every Writing Assignment . Avon, MA: Adams Media, 2015.
• Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers . 9th edition. Chicago, IL: University of Chicago Press, 2018.
• Wallwork, Adrian. English for Research: Usage, Style, and Grammar . New York: Springer Science and Business Media, 2012.
• Wang, Gabe T. and Keumjae Park. Student Research and Report Writing: From Topic Selection to the Complete Paper . Malden, MA: Wiley Blackwell, 2016.
• Warner, John. The Writer's Practice: Building Confidence in Your Non-Fiction Writing . New York: Penguin/Random House, 2019.
• Watt, Jane. Report Writing for Social Workers . Los Angeles, CA: Sage, 2012.
• Wyrick, Jean. Steps to Writing Well . 12th edition. Boston, MA: Cengage Learning, 2014.
• Wyse, Dominic and Kate Cowan. The Good Writing Guide for Education Students . 4th edition. London: Sage, 2017.
• Yagoda, Ben. How to Not Write Bad: The Most Common Writing Problems and the Best Ways to Avoid Them . New York: Riverhead Books, 2013.
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• Harvard Style Bibliography | Format & Examples

Harvard Style Bibliography | Format & Examples

Published on 1 May 2020 by Jack Caulfield . Revised on 7 November 2022.

In Harvard style , the bibliography or reference list provides full references for the sources you used in your writing.

• A reference list consists of entries corresponding to your in-text citations .
• A bibliography sometimes also lists sources that you consulted for background research, but did not cite in your text.

The two terms are sometimes used interchangeably. If in doubt about which to include, check with your instructor or department.

The information you include in a reference varies depending on the type of source, but it usually includes the author, date, and title of the work, followed by details of where it was published. You can automatically generate accurate references using our free reference generator:

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Table of contents

Formatting a harvard style bibliography, harvard reference examples, referencing sources with multiple authors, referencing sources with missing information, frequently asked questions about harvard bibliographies.

Sources are alphabetised by author last name. The heading ‘Reference list’ or ‘Bibliography’ appears at the top.

Each new source appears on a new line, and when an entry for a single source extends onto a second line, a hanging indent is used:

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Reference list or bibliography entries always start with the author’s last name and initial, the publication date and the title of the source. The other information required varies depending on the source type. Formats and examples for the most common source types are given below.

• Entire book
• Book chapter
• Translated book
• Edition of a book

Journal articles

• Print journal
• Online-only journal with DOI
• Online-only journal without DOI
• General web page
• Online article or blog
• Social media post

Newspapers and magazines

• Newspaper article
• Magazine article

When a source has up to three authors, list all of them in the order their names appear on the source. If there are four or more, give only the first name followed by ‘ et al. ’:

Sometimes a source won’t list all the information you need for your reference. Here’s what to do when you don’t know the publication date or author of a source.

Some online sources, as well as historical documents, may lack a clear publication date. In these cases, you can replace the date in the reference list entry with the words ‘no date’. With online sources, you still include an access date at the end:

When a source doesn’t list an author, you can often list a corporate source as an author instead, as with ‘Scribbr’ in the above example. When that’s not possible, begin the entry with the title instead of the author:

Though the terms are sometimes used interchangeably, there is a difference in meaning:

• A reference list only includes sources cited in the text – every entry corresponds to an in-text citation .
• A bibliography also includes other sources which were consulted during the research but not cited.

In Harvard referencing, up to three author names are included in an in-text citation or reference list entry. When there are four or more authors, include only the first, followed by ‘ et al. ’

In Harvard style referencing , to distinguish between two sources by the same author that were published in the same year, you add a different letter after the year for each source:

• (Smith, 2019a)
• (Smith, 2019b)

Add ‘a’ to the first one you cite, ‘b’ to the second, and so on. Do the same in your bibliography or reference list .

To create a hanging indent for your bibliography or reference list :

• Highlight all the entries
• Click on the arrow in the bottom-right corner of the ‘Paragraph’ tab in the top menu.
• In the pop-up window, under ‘Special’ in the ‘Indentation’ section, use the drop-down menu to select ‘Hanging’.
• Then close the window with ‘OK’.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

Caulfield, J. (2022, November 07). Harvard Style Bibliography | Format & Examples. Scribbr. Retrieved 22 April 2024, from https://www.scribbr.co.uk/referencing/harvard-bibliography/

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Jack Caulfield

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Chekhov: A Bibliographic Research Guide: Home

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How to Write a Bibliography for a Research Paper

Do not try to “wow” your instructor with a long bibliography when your instructor requests only a works cited page. It is tempting, after doing a lot of work to research a paper, to try to include summaries on each source as you write your paper so that your instructor appreciates how much work you did. That is a trap you want to avoid. MLA style, the one that is most commonly followed in high schools and university writing courses, dictates that you include only the works you actually cited in your paper—not all those that you used.

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• If your assignment calls for a bibliography, list all the sources you consulted in your research.
• If your assignment calls for a works cited or references page, include only the sources you quote, summarize, paraphrase, or mention in your paper.
• If your works cited page includes a source that you did not cite in your paper, delete it.
• All in-text citations that you used at the end of quotations, summaries, and paraphrases to credit others for their ideas,words, and work must be accompanied by a cited reference in the bibliography or works cited. These references must include specific information about the source so that your readers can identify precisely where the information came from.The citation entries on a works cited page typically include the author’s name, the name of the article, the name of the publication, the name of the publisher (for books), where it was published (for books), and when it was published.

The good news is that you do not have to memorize all the many ways the works cited entries should be written. Numerous helpful style guides are available to show you the information that should be included, in what order it should appear, and how to format it. The format often differs according to the style guide you are using. The Modern Language Association (MLA) follows a particular style that is a bit different from APA (American Psychological Association) style, and both are somewhat different from the Chicago Manual of Style (CMS). Always ask your teacher which style you should use.

A bibliography usually appears at the end of a paper on its own separate page. All bibliography entries—books, periodicals, Web sites, and nontext sources such radio broadcasts—are listed together in alphabetical order. Books and articles are alphabetized by the author’s last name.

Most teachers suggest that you follow a standard style for listing different types of sources. If your teacher asks you to use a different form, however, follow his or her instructions. Take pride in your bibliography. It represents some of the most important work you’ve done for your research paper—and using proper form shows that you are a serious and careful researcher.

Bibliography Entry for a Book

A bibliography entry for a book begins with the author’s name, which is written in this order: last name, comma, first name, period. After the author’s name comes the title of the book. If you are handwriting your bibliography, underline each title. If you are working on a computer, put the book title in italicized type. Be sure to capitalize the words in the title correctly, exactly as they are written in the book itself. Following the title is the city where the book was published, followed by a colon, the name of the publisher, a comma, the date published, and a period. Here is an example:

Format : Author’s last name, first name. Book Title. Place of publication: publisher, date of publication.

• A book with one author : Hartz, Paula.  Abortion: A Doctor’s Perspective, a Woman’s Dilemma . New York: Donald I. Fine, Inc., 1992.
• A book with two or more authors : Landis, Jean M. and Rita J. Simon.  Intelligence: Nature or Nurture?  New York: HarperCollins, 1998.

Bibliography Entry for a Periodical

A bibliography entry for a periodical differs slightly in form from a bibliography entry for a book. For a magazine article, start with the author’s last name first, followed by a comma, then the first name and a period. Next, write the title of the article in quotation marks, and include a period (or other closing punctuation) inside the closing quotation mark. The title of the magazine is next, underlined or in italic type, depending on whether you are handwriting or using a computer, followed by a period. The date and year, followed by a colon and the pages on which the article appeared, come last. Here is an example:

Format:  Author’s last name, first name. “Title of the Article.” Magazine. Month and year of publication: page numbers.

• Article in a monthly magazine : Crowley, J.E.,T.E. Levitan and R.P. Quinn.“Seven Deadly Half-Truths About Women.”  Psychology Today  March 1978: 94–106.
• Article in a weekly magazine : Schwartz, Felice N.“Management,Women, and the New Facts of Life.”  Newsweek  20 July 2006: 21–22.
• Signed newspaper article : Ferraro, Susan. “In-law and Order: Finding Relative Calm.”  The Daily News  30 June 1998: 73.
• Unsigned newspaper article : “Beanie Babies May Be a Rotten Nest Egg.”  Chicago Tribune  21 June 2004: 12.

Bibliography Entry for a Web Site

For sources such as Web sites include the information a reader needs to find the source or to know where and when you found it. Always begin with the last name of the author, broadcaster, person you interviewed, and so on. Here is an example of a bibliography for a Web site:

Format : Author.“Document Title.” Publication or Web site title. Date of publication. Date of access.

Example : Dodman, Dr. Nicholas. “Dog-Human Communication.”  Pet Place . 10 November 2006.  23 January 2014 < http://www.petplace.com/dogs/dog-human-communication-2/page1.aspx >

After completing the bibliography you can breathe a huge sigh of relief and pat yourself on the back. You probably plan to turn in your work in printed or handwritten form, but you also may be making an oral presentation. However you plan to present your paper, do your best to show it in its best light. You’ve put a great deal of work and thought into this assignment, so you want your paper to look and sound its best. You’ve completed your research paper!

Back to  How To Write A Research Paper .

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Center for Bibliographical Studies and Research (CBSR)

The Center for Bibliographical Studies and Research (CBSR) is a humanities research center in the College of Humanities, Arts, and Social Sciences.

English Short-Title Catalog (1473-1800)

The ESTC is a bibliography and union catalog of everything printed in England or the English language before 1801. It is co-managed by the CBSR and the British Library. The public search interface is currently hosted by the British Library.

California Newspaper Project

The CNP is a catalog of surviving California newspapers and the institutions around the state that have copies. It was assembled over nearly a decade, starting in the early 1990s, by visiting every holding institution in the state we could identify.

California Digital Newspaper Collection

The CDNC is a freely-accessible online repository of digitized California newspapers. It contains millions of pages and growing and is funded through federal, state and local grants and public-private partnerships.

Catálogo Colectivo de Impresos Latinoamericanos

CCILA is a bibliography and union catalog of everything printed in Latin America and the Philippines before 1901. Records come from transcribed printed bibliographies and from partnering institutions around the Americas.

California Newspaper Microfilm Archive

The CNMA is a collection of roughly 100,000 master negative reels of Golden State newspapers. The reels are housed in cold storage for long-term preservation and can only be used to make duplicate positive reels or digital copies of entire reels.

• Boston University Libraries

Create Bibliographies

• Bibliographic Management Tools

What Is RefWorks?

Getting started with refworks, adding references to your database, citing with refworks, citing in footnotes, sharing references with others, frequently asked questions.

• EndNote Basic
• Quick Citation Generators
• Training Sessions

RefWorks is a web-based bibliographic manager that includes a word processing plug-in for Microsoft Word and Google Docs.  RefWorks is popular with researchers that use academic databases to find information and want a bibliographic manager that they can access from any computer.

Notable features of RefWorks include:

• Saving large numbers of references from multiple databases
• Extensive organizational capabilities, including tagging and sub-folders
• Creating bibliographies in hundreds of citation styles
• Inserting in-text citations and bibliographies into documents
• Sharing your references by creating stable URLs for your entire RefWorks database or for specific folders
• Attaching files from your hard drive to references in your database--these can be shared with others

The information provided below is useful for researchers who want to become familiar with RefWorks' basic functions.  For a more complete guide to RefWorks features, I recommend ProQuest's RefWorks guide .

Create Your Account

You will be asked for an institutional email.  To use RefWorks, you must create an account using your BU email address and a unique password (different from your Kerberos password).  Create your account here: https://refworks.proquest.com/signup/email/

For Users of Legacy RefWorks

If you've been using the previous version of RefWorks, you must convert your RefWorks account to the current version by migrating your RefWorks database .

Once your account is created, you can start sending references to your RefWorks database.  There are several ways to do this:

• Export: Use the "Export to RefWorks" or "Send" functions in a variety of database platforms like EBSCOhost, and Google Scholar.  Look for words like Export, Send, or Save in a database's interface; RefWorks export options are usually located there.  If you need help finding it, contact a librarian for assistance .

• Use the bookmarklet: Install the "Save to RefWorks" bookmarklet in your bro wser .   You can capture bibliographic information from an article on your screen, a video, or even a list of search results. Users report varied success with this feature.
• Create a reference manually: You can enter the information yourself.   Choose this option if you're working with an information source that you found offline (e.g. a print book, a film, a speech, etc.).  This option is found under the "+" button.
• Transfer your references: If you have been using another bibliographic manager or the "Legacy" version of RefWorks, you can transfer your preexisting references into your new RefWorks database.

To create bibliographies with RefWorks, open the folder with the citations you want to use, then click the " button in your RefWorks toolbar.

RefWorks will create a bibliography in your chosen citation style that you can copy and paste into a document.

Note: Look over your bibliography before submitting it to an instructor or publisher.  If you imported references that were poorly indexed--and this can happen even with references from well-respected academic databases--there is a chance that you will have incorrect formatting on some of your bibliography items.

If you want to cite sources within the text of your document , you can do it in one of two ways:

• Use RefWorks' plug-in for Microsoft Word or Google Docs (RECOMMENDED).  This plug-in will allow you to sync your RefWorks database with your document, add in-text citations, and automatically generate a bibliography of the sources you've cited in the text of your document.  If you are using a BU-issued version of Microsoft Word, you will find the Add-In here: Insert > Get Add-ins > Admin Managed.
• Use the Quick Cite option under the " button in your toolbar.  This will allow you to create in-text citations from any of the references in the folder you're viewing.  These can then be copied and pasted to your document.

When using RefWorks' citation tool while citing in Chicago Style (Notes & Bibliography) or another style that requires footnote citations, it's necessary to insert a footnote, then insert your citation in the footnote rather than the text of the document. See the examples below to find out how the citation differs depending on its location.

Fig. 1 (below): Chicago style citation inserted at the end of a sentence.

Fig. 2 (below): Chicago style citation inserted in a footnote.

You can share your RefWorks folders with other RefWorks users, allowing them to see the references and if you choose, annotate and/or edit those references.  You can create a public URL for your folder, allowing non-RefWorks users to see the contents.

To do this, click the small box next to the name of the folder you want to share (see image below), and choose the Share Folder option.  You will then be able to choose to create a public URL for the folder or to invite specific people with varying degrees of access (read-only, read and annotate, or read/annotate/edit).  Please note that if you invite others, they will need to create RefWorks accounts if they are not current RefWorks users.

Q. I've tried installing the Write-n-Cite/RefWorks Citation Manager plug-in and it won't work. What do I do?

A. You may be trying to install the wrong tool.  If you are using Microsoft Word 2016 or a more current version of Word, you will need to install RefWorks Citation Manager, not Write-n-Cite.  Make sure that all instances of Microsoft Word are closed.  On a Mac, this means force-quitting the Word app (right-click on the Word icon, then choose Quit).  Try the installation again.  If it does not work, please contact Boston University's Information Services & Technology Department for technical assistance.  They can be reached at [email protected] or at 617-353-4357.  You can also visit them in person on the first floor of Mugar Memorial LIbrary.

Q. I'm trying to import a citation of a speech (or some other reference type that RefWorks doesn't recognize).  How do I do this?

A. If the source exists in a different format (e.g. a transcript of a speech), you can choose that reference type instead.  You can also choose the Generic reference type and add as much bibliographic information as you can for that reference; you may need to edit the reference after citing it in your document with the RefWorks plug-in.  Please contact a librarian if you need help doing this.

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English: Bibliographic Essay

• Web Resources
• Bibliographic Essay

Bibliographic Essay Explanation

What is a Bibliographic Essay?

A bibliographic essay is a critical essay in which the writer identifies and evaluates the core works of research within a discipline or sub-discipline.

What is the purpose of a Bibliographic Essay?

A bibliographic essay is written to summarize and compare a number of sources on a single topic. The goal of this essay is not to prove anything about a subject, but rather to provide a general overview of the field. By looking through multiple books and articles, you can provide your reader with context for the subject you are studying, and recommend a few reputable sources on the topic.

Example of a Bibliographic Essay

• http://www.lib.berkeley.edu/goldman/pdfs/EG-AGuideToHerLife_BiographicalEssay-TheWorldofEmmaGoldman.pdf

Steps to Creating a Bibliographic Essay

• Start by searching our databases.  Think about your topic and brainstorm search terms before beginning. 
• Skim and review articles to determine whether they fit your topic.
• Evaluate your sources. 
• Statement summarizing the focus of your bibliographic essay.
• Give the title of each source following citation guidelines.
• Name the author of each source.
• Give important background information about authors, texts to be summarized, and the general topic from which the texts are drawn.
• Information from more than one source
• Use citations to indicate which material comes from which source. (Be careful not to plagiarize!)
• Show similarities and differences between the different sources.
• Represent texts fairly.
• Write a conclusion reminding the reader of the most significant themes you found and the ways they connect to the overall topic.
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Bibliographic Records: Academic Librarian Cataloging Explained

Bibliographic records play a crucial role in the organization and accessibility of information within academic libraries. These records, meticulously created by academic librarians, serve as detailed descriptions of library materials such as books, journals, and electronic resources. By adhering to established cataloging standards and principles, librarians ensure that users can locate and retrieve relevant resources efficiently. To illustrate this significance, let us consider a hypothetical scenario: A graduate student embarks on an extensive research project spanning multiple disciplines. In order to gather comprehensive insights from various sources, the student relies heavily on the bibliographic records provided by their university’s library system. The accuracy and completeness of these records determine not only the student’s ability to access relevant materials but also the overall success of their research endeavor.

The process of creating bibliographic records encompasses several key components that contribute to their comprehensiveness and usability. Academic librarians follow established guidelines such as Resource Description and Access (RDA) or Anglo-American Cataloguing Rules (AACR2), which provide a standardized framework for describing library resources consistently across institutions. Through systematic analysis and classification, librarians assign appropriate metadata elements including title, authorship, publication details, subject headings, and other descriptors that facilitate resource discovery through search queries. Additionally, academic Additionally, academic librarians may also include additional elements such as abstracts, tables of contents, and notes to provide users with more detailed information about the content and context of the resources. These additional elements can enhance the discoverability and usefulness of the bibliographic records.

Furthermore, librarians ensure that the bibliographic records adhere to controlled vocabularies and standardized subject headings such as Library of Congress Subject Headings (LCSH) or Medical Subject Headings (MeSH). By using these controlled vocabularies, librarians make it easier for users to locate materials on specific topics by providing consistent terminology and hierarchical relationships between subjects.

Moreover, librarians maintain the accuracy and currency of bibliographic records by regularly updating them with any changes or additions to the library’s collection. This involves reviewing new acquisitions, verifying existing data, and incorporating any relevant updates from external sources such as publishers or online databases.

In summary, bibliographic records are essential tools in academic libraries that enable users to locate and access relevant information efficiently. Through careful cataloging practices following established standards and guidelines, academic librarians create comprehensive and accurate descriptions of library materials. These records not only facilitate resource discovery but also contribute to the overall success of research projects undertaken by students, faculty, and researchers within academic institutions.

Purpose of Bibliographic Records

Bibliographic Records: Purpose and Importance

Imagine you walk into a library, eager to find a specific book for your research. You approach the librarian and provide them with the title of the book, its author’s name, and maybe even some additional details such as the publication year or edition. The librarian takes this information and swiftly retrieves the book from their vast collection. How did they do it? The answer lies in bibliographic records.

The purpose of bibliographic records is to serve as organized representations of various resources held by libraries. These records contain essential information about each resource, allowing librarians and users alike to locate materials efficiently. They act as virtual signposts guiding us through the intricate network of books, articles, digital media, and other sources available within an academic library.

To understand why bibliographic records are so crucial, consider these emotional responses:

• Frustration: Imagine spending hours searching for a particular article online only to continuously encounter irrelevant results.
• Relief: Picture feeling relieved when you finally discover an accurate citation that leads you directly to the desired source.
• Efficiency: Think about how much time can be saved when you have access to comprehensive bibliographic records that provide detailed information on resources at your fingertips.
• Confidence: Reflect on the confidence gained when citing credible sources correctly due to reliable bibliographic data.

Now let’s explore what makes up these invaluable guides – bibliographic records consist of multiple components arranged in a structured manner. Here is an example table showcasing four key elements typically found in bibliographic records:

As we delve further into understanding bibliographic records’ components, we will discover how each element contributes to creating a comprehensive and informative record.

Transitioning seamlessly into the next section, we will now explore the various components that make up bibliographic records. By examining these elements in detail, we can gain a deeper understanding of their role in facilitating efficient access to valuable resources within academic libraries.

Components of Bibliographic Records

Building upon the purpose of bibliographic records, let us now delve into their components. To better understand this concept, consider a hypothetical scenario where an academic librarian is cataloging a newly acquired book for their university library. This process involves several key elements that contribute to the creation of accurate and comprehensive bibliographic records.

Firstly, one crucial component is descriptive information such as the title, author(s), publication date, edition, and physical description of the item. These details provide essential identification and contextual information about the resource being cataloged. In our example, the librarian meticulously includes all these particulars when creating the bibliographic record for the new book in order to facilitate precise search and retrieval by users.

Secondly, subject analysis plays a pivotal role in ensuring effective access to resources within a library’s collection. By carefully assigning appropriate subject headings or descriptors to each item, librarians enhance discoverability and enable users to locate materials on specific topics efficiently. Returning to our case study, imagine that our diligent librarian employs standardized subject headings related to the book’s content, enabling researchers interested in that particular field to easily find it.

Lastly, bibliographic records incorporate classification codes or call numbers based on recognized systems like Dewey Decimal Classification (DDC) or Library of Congress Classification (LCC). These codes organize items according to their subject matter and help place them within specific sections of a library’s shelves. Our conscientious librarian applies an appropriate call number derived from DDC or LCC during cataloging so that patrons can effortlessly locate the book amidst other relevant works.

To illustrate how these components work harmoniously together towards efficient access to resources, let us explore some emotional responses typically associated with well-constructed bibliographic records:

• Relief: Users feel relieved when they encounter detailed descriptions that accurately represent available materials.
• Excitement: The prospect of discovering relevant resources increases excitement among researchers when easy-to-use subject headings lead them to valuable information.
• Efficiency: A carefully assigned call number ensures that materials are arranged in a logical order, saving users’ time and effort when browsing shelves.

Consider the following table showcasing an example of how bibliographic records contribute to each emotional response:

In summary, understanding the components of bibliographic records is crucial for academic librarians as they catalog resources for effective access by users. Descriptive details, subject analysis, and classification codes all play vital roles in facilitating efficient search and retrieval within library collections. By ensuring accuracy and comprehensiveness in these elements, librarians can evoke positive emotional responses such as relief, excitement, and efficiency from their patrons.

Transitioning into the subsequent section about “Importance of Consistency in Bibliographic Records,” it becomes evident that maintaining uniformity across bibliographic records is essential in providing reliable access to information resources.

Importance of Consistency in Bibliographic Records

Having discussed the components that make up bibliographic records, it is crucial to understand the importance of maintaining consistency within these records. Let us consider a hypothetical scenario where an academic library receives a collection of newly acquired books. Without consistent cataloging practices, each librarian may approach cataloging differently, resulting in varying levels of accuracy and organization. This lack of uniformity can lead to confusion for both librarians and users of the library’s resources.

Consistency in bibliographic records offers several benefits that enhance the overall user experience and efficiency within academic libraries:

Improved discoverability: By adhering to consistent cataloging standards, information seekers can easily locate relevant materials through various search methods such as author names, subject headings, or keywords.

Enhanced navigation: Consistent metadata allows users to navigate seamlessly between related resources by providing accurate links or cross-references within the library system.

Facilitated resource sharing: Libraries often engage in interlibrary loan programs or share their collections with other institutions. Maintaining uniformity in bibliographic records enables efficient resource sharing processes without delays caused by inconsistencies or inaccuracies.

Increased data integrity: Consistent cataloging practices ensure data accuracy and minimize errors that could affect resource retrieval or misrepresentation of materials.

To illustrate this point further, let us consider a table showcasing two scenarios—one with inconsistent bibliographic records and another with consistent ones—highlighting how inconsistency can hinder effective use of library resources:

In conclusion, maintaining consistency within bibliographic records is essential for academic libraries. It improves discoverability, enhances navigation, facilitates resource sharing, and ensures data integrity. By following consistent cataloging practices, librarians can provide users with a more efficient and effective library experience.

Transition into the subsequent section:

While striving for consistency in bibliographic records is crucial, librarians encounter various challenges along the way as they work towards creating accurate records. These challenges require careful consideration and attention to detail in order to ensure reliable resources for library users.

Challenges in Creating Accurate Bibliographic Records

Consistency plays a vital role in ensuring accurate and reliable bibliographic records. By adhering to established guidelines, academic librarians can maintain data integrity, enabling efficient information retrieval for researchers and patrons alike.

To illustrate the significance of consistency in bibliographic records, let’s consider an example. Imagine a library catalog that contains multiple entries for the same book but with slight variations in spelling or formatting. Patrons searching for this particular title would face confusion and frustration when encountering inconsistent search results. Inconsistencies like these hinder the seamless access to information that libraries strive to provide.

To address such challenges, librarians employ various strategies to maintain consistency within their bibliographic records:

• Standardized Formatting: Consistent use of punctuation, capitalization, abbreviations, and spacing ensures uniformity across all entries.
• Controlled Vocabulary: Employing controlled subject headings helps eliminate ambiguity and promotes standardized indexing practices.
• Authority Control: Verifying authors’ names against authoritative sources minimizes potential errors arising from misspellings or alternative name forms.
• Regular Updates: Continual review and updates are necessary to keep up with evolving standards and changes in content.

In addition to these strategies, employing tools and resources designed specifically for cataloging can greatly assist academic librarians in maintaining consistent bibliographic records. These support systems facilitate tasks such as automated validation checks, quality control measures, and streamlined workflows.

As we transition into the next section about “Tools and Resources for Cataloging,” it is essential to recognize that while maintaining consistency requires effort, the benefits far outweigh the challenges faced by librarians. With well-maintained bibliographic records, libraries fulfill their mission of providing reliable access to knowledge while enhancing research outcomes for scholars worldwide.

Tools and Resources for Cataloging

Having discussed the challenges involved in creating accurate bibliographic records, let us now turn our attention to the various tools and resources available to academic librarians for cataloging. Before delving into the details, let’s consider a hypothetical example that illustrates the importance of these tools.

Example: Imagine a research paper on quantum physics published by an esteemed scholar. The accuracy and completeness of its bibliographic record are crucial for researchers seeking relevant information. Now, imagine if this record lacks essential data such as author name, publication date, or subject headings. Researchers would face significant difficulties in locating and utilizing this valuable resource effectively.

Tools and Resources for Cataloging:

To assist academic librarians in overcoming the challenges associated with creating accurate bibliographic records, several invaluable tools and resources have been developed. These include:

• Integrated Library Systems (ILS): Sophisticated software systems provide comprehensive functionality for cataloging tasks, including metadata input, authority control, and batch editing capabilities.
• Online Databases: Vast repositories of bibliographic data offer access to well-documented records from diverse sources across multiple disciplines.
• Controlled Vocabularies: Standardized lists of terms ensure consistent indexing and retrieval by providing authorized subject headings, classification schemes (such as Library of Congress Classification), and authorities for names.
• Professional Networks: Communities of practice enable librarians to connect with peers worldwide through platforms like discussion forums or social media groups. This facilitates knowledge sharing and collaborative problem-solving.

Table – Emotional Response Catalysts:

By utilizing these tools and resources, academic librarians can address the challenges prevalent in creating accurate bibliographic records. However, the landscape of bibliographic record management continues to evolve with emerging trends and advancements.

Next section: Evolving Trends in Bibliographic Records Management

Evolving Trends in Bibliographic Records Management

Building on the foundation of essential tools and resources for cataloging, this section delves into the evolving trends that are shaping bibliographic records management in academic libraries. By keeping abreast of these emerging practices, librarians can adapt their cataloging methods to meet the changing needs of researchers and enhance user experience.

Paragraph 1: One striking trend is the increasing importance placed on linked data in bibliographic records. Linked data enables connections between different pieces of information, allowing users to navigate seamlessly across various resources. For example, imagine a researcher searching for a specific book title within an online library catalog. With linked data integration, they could also access related articles, videos, or other multimedia content that provide additional context or perspectives on the topic. This expanded network of interconnected resources not only enhances research possibilities but also fosters interdisciplinary exploration by exposing users to diverse materials they may have otherwise overlooked.

• Enhanced discoverability: Users can easily explore related resources beyond traditional books and journals.
• Interdisciplinary insights: Access to diverse materials encourages cross-disciplinary engagement and knowledge exchange.
• Enriched research experiences: Researchers benefit from a broader range of sources and perspectives.
• Streamlined workflows: Improved efficiency in metadata creation and maintenance through automated processes.

Paragraph 2: Another significant development is the integration of artificial intelligence (AI) technologies into cataloging systems. AI algorithms can analyze large volumes of unstructured data, such as full-text documents or images, to extract meaningful metadata automatically. This automation reduces manual effort and accelerates the cataloging process while ensuring consistent and accurate records. Imagine a scenario where an academic library receives a donation of rare manuscripts written in multiple languages with varying degrees of legibility. Through AI-powered optical character recognition (OCR) technology coupled with language detection algorithms, librarians can quickly generate descriptive metadata without extensive manual transcription, making these valuable resources accessible to researchers more rapidly.

Emotional table:

Paragraph 3: Lastly, the rise of user-generated content has transformed bibliographic records management. In addition to traditional cataloging practices performed by librarians, users now contribute their own tags, reviews, annotations, or other forms of metadata. This crowdsourcing approach enriches the catalog with user perspectives and enhances discoverability through community-driven keywords and descriptors. User-generated content fosters a sense of ownership among library patrons while promoting collaboration between researchers who share similar interests. By leveraging this collective intelligence, academic libraries can create dynamic catalogs that reflect evolving scholarly landscapes and cater to the unique needs of their user communities.

Incorporation into Emotion-evoking Section: (Note: To fully utilize markdown format for bullet points and tables, please refer to an appropriate editor/platform that supports markdown formatting.)

Related posts:

Authority Control in Academic Librarian Cataloging: an Informational Overview

Cataloging: A Guide for Academic Librarians

Classification Systems in Academic Librarian Cataloging: A Comprehensive Overview

Descriptive Cataloging in Academic Librarian Cataloging: An Informational Perspective

Reference Services for Academic Librarians: A Comprehensive Guide

Metadata Standards in Academic Librarian: Cataloging Crucial Keywords and Insight

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Bibliographic Research: Definition, Types, Techniques

The Bibliographic research or documentary consists in the revision of existing bibliographical material with respect to the subject to be studied. It is one of the main steps for any investigation and includes the selection of information sources.

It is considered an essential step because it includes a set of phases that encompass observation, inquiry, interpretation, reflection and analysis to obtain the necessary bases for the development of any study.

• 1 Definition
• 2 characteristics
• 3.1 Argumentative or exploratory type
• 3.2 Informative or of the expository type
• 4.1 Relevance
• 4.2 Exhaustive
• 4.3 Present
• 5.1 Accumulate references
• 5.2 Select references
• 5.3 Incorporate elements in the work plan
• 5.6 Confront and verify
• 5.7 Correct and make the final revisions
• 6.1 Primary
• 6.2 Secondary
• 6.3 Tertiary
• 7 Examples of bibliographical references
• 8 Importance
• 9 References

Different authors have been in charge of conceptualizing bibliographic research. Next, the definitions made by three prominent authors will be described:

- Guillermina Baena, graduated in Information Sciences (1985):"Documentary research is a technique that consists of the selection and collection of information through reading, critique of documents and bibliographic materials, libraries, newspaper archives and educational centers. documentation and information."

- Laura Cázares, researcher at the Autonomous Metropolitan University of Mexico (2000):"(....) Depends primarily on the information collected or consulted in documents that can be used as a source or reference at any time or place."

- Manual of the Universidad Pedagógica Experimental Libertador (UPEL -2005):"Integration, organization and evaluation of existing theoretical and empirical information on a problem".

characteristics

- There is a review of documents to know the state of the subject or object that is being investigated.

- Presents a process that consists in the collection, selection, analysis and presentation of the results.

- Involves complex cognitive processes, such as analysis, synthesis and deduction.

- It is done in an orderly manner and with precise objectives.

- Its purpose is the construction of knowledge.

- It supports the research that is being carried out, at the same time that it allows to avoid carrying out studies already explored.

Types of bibliographic research

In general terms, there are two types of bibliographic or documentary research:

Argumentative or exploratory type

The main objective of the researcher is to take a position on a certain topic to test whether that element to study is correct or incorrect. Consider causes, consequences and possible solutions that will lead to a conclusion more critical type.

Informative or of the expository type

Unlike the previous one, it does not seek to object to a topic but to recreate the theoretical context of the investigation. For this it uses reliable sources, and the selection and analysis of the material in question.

Criteria for the selection of material

It should be noted that it is vital for the researcher to rely on his capacity for analysis and synthesis of ideas to present a fluid and coherent work. During the bibliographic research process it is necessary to consider a series of criteria for the selection of documentary material:

It refers to the fact that the sources must be consonant with the object of study, as well as their objectives, in order to base the investigation.

All sources must be necessary, sufficient and possible, without excluding any that may also represent an important contribution. They must correspond to the objectives set.

Recent research or studies to support the research will be taken into account.

It is important to point out that before carrying out the review of documentary and bibliographic material, it is vital to be clear about the following:

- Determine the subject to be studied, which must be combined with the possibilities of the researcher, framed in a prudential time with future projection and with a connection to his area of ​​study.

- After this, make a work plan that will serve as a guide for the correct selection of bibliography.

The process of collecting data, information and documents is complex and requires a series of steps for the correct handling of information:

Accumulate references

The references include any type of written or audiovisual document that will be essential to support the investigation.

Select references

The material that respects the quality and current standards will be chosen.

Incorporate elements in the work plan

It deals with the organization of the chosen documents in alphabetical or chronological order.

It refers to the emptying of the basic information of the collected material, where the appointment to be used, the summary and the comment made by the researcher will be collected.

Placement of specific data.

Confront and verify

The aim is to determine if, indeed, the hypothesis raised by the author is valid, based on the information collected.

Correct and make the final revisions

It refers to the latest arrangements made to the form and background of the investigation.

Types of documents

To simplify the search and make it easier, three types of documents are classified:

They transmit direct information. For example, original articles and doctoral theses.

They make reference to the primary documents and extract the author and the type of publication. For example, catalogs and databases.

They synthesize the information found in the primary and secondary documents to answer questions and specific questions.

Likewise, another type of document classification can be included:

- Books and monographs: manuals, texts, minutes, anthologies.

- Periodicals: magazines, newspapers, advances.

- Reference publications: indexes, databases, bibliographies.

- Technical publications: standards, patents, technical catalogs.

- Reference material: encyclopedias, dictionaries, atlas.

Examples of bibliographical references

In bibliographic research it is necessary to respect the rules related to the citation of texts. To have a better reference in this regard, here are some examples:

-"Pinillos, José Luis (1975). Principles of Psychology. Madrid: Alliance."

-"Taylor, S. and Bogdan, R. (1992). Introduction to qualitative research methods. Barcelona: Paidós."

- When it is a chapter of a book:"Martí, Eduardo (1999). Metacognition and learning strategies. In: J Pozo and C. Monereo (Coords.). The strategic learning. (111-121). Madrid: Classroom XXI-Santillana".

- Scientific journal article:"García Jiménez, E. (1998). A practical theory about evaluation. Journal of Education, 287, 233-253."

- Article signed in a newspaper:"Debesa, Fabián (200, March 12). Careers and their entry strategies. Clarín, Education Section, p.12".

- Any field of study needs constant study and research.

- It is estimated that, thanks to documentary and bibliographic research, it is possible to achieve a good educational training at all levels.

- The progress of scientific studies needs documentation.

- To start any type of study it is necessary to review previous material to carry out the investigation.

• What is the bibliographic review? (s.f.). In Philosophia, Scientia et Praxis. Retrieved: March 1, 2018. In Philosophia, Scientia et Praxis de filoncien.blogspot.pe.
• About bibliographic and documentary research. (2013). In Thesis Guide. Retrieved: March 1, 2018. In Thesis Guide of guiadetesis.wordpress.com.
• Córdoba González, Saray. (s.f.). The bibliographic research . In Ucrindex. Retrieved: 01 d March 2018. In Ucrindex of ucrindex.ucr.ac.cr.
• Definitions Documentary Investigation. (s.f.). In Scribd. Retrieved: March 1, 2018. On Scribd from es.scribd.com.
• Bibliographic research. (s.f.). In Monographs. Retrieved: March 1, 2018. Monographs of monographs.com.
• Mora De Labastida, Natalia. (s.f.). The bibliographical investigation. Main and secondary ideas . In Fido. Retrieved: March 1, 2018. In Fido from fido.palermo.edu.
• Types of research. (s.f.). In research thesis. Retrieved: March 1, 2018. In research thesis of tesisdeinvestig.blogspot.pe.

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Cinderella at the Marriott Library

For assistance.

A Cinderella bibliography

The editions and adaptations of Cinderella held here at the Marriott Library represent a very small subset of those published over the centuries. For a much more comprehensive treatment, see the extensive annotated  Cinderella bibliography , begun in 1995 by Russell A. Peck, one of several digital projects at the Rossell Hope Robbins Library at the University of Rochester.

Books in the Juvenile Collection

• Abadeha : the Philippine Cinderella by Myrna J. De La Paz; illustrated by Youshan Tang Call Number: 398.2 D3382ab ISBN: 1885008171 Publication Date: 2014 "Mother, Oh, Mother, Bathala, Creator of the Earth, Anitos, Spirits of my ancestors, Hear me and help me..." As Abadeha wept and prayed, she saw a beautiful woman, bathed in radiant light, who appeared to take her worries away.So go the blessings of Cinderella's fairy godmother throughout the struggles and eventual triumphs of a young girl against her oppressors. Set in the exotic islands of the Philippines, this tale captures the mystical charm of the indigenous culture of the Filipinos. Colorful images of pre-colonial Philippine scenes, costumes, architecture, and folkways vividly enhance the enchanting tale.This retelling of lasting value and universal appeal conveys the deep respect and reverence for nature and the earth inherent in the forever-loved story that will never grow old.
• Ash by Malinda Lo Call Number: 813.6 L7952as ISBN: 9780316040105 Publication Date: 2010 The haunting, romantic lesbian retelling of Cinderella and modern queer classic by award-winning author Malinda Lo--now with an introduction by Holly Black, a letter from the author, a Q&A, and more! In the wake of her father's death, Ash is left at the mercy of her cruel stepmother. Consumed with grief, her only joy comes by the light of the dying hearth fire, rereading the fairy tales her mother once told her. In her dreams, someday the fairies will steal her away. When she meets the dark and dangerous fairy Sidhean, she believes that her wish may be granted. The day that Ash meets Kaisa, the King's Huntress, her heart begins to change. Instead of chasing fairies, Ash learns to hunt with Kaisa. Their friendship, as delicate as a new bloom, reawakens Ash's capacity for love--and her desire to live. But Sidhean has already claimed Ash for his own, and she must make a choice between fairy tale dreams and true love. Entrancing and empowering, Ash beautifully unfolds the connections between life and love, and solitude and death, where transformation can come from even the deepest grief.
• Bound by Donna Jo Napoli Call Number: 813.54 N2157bo ISBN: 9780689861758 Publication Date: 2004 In a novel based on Chinese Cinderella tales, fourteen-year-old stepchild Xing-Xing endures a life of neglect and servitude, as her stepmother cruelly mutilates her own child's feet so that she alone might marry well.
• Cendrillon : a Caribbean Cinderella by Robert D. San Souci; illustrated by Brian Pinkney Call Number: 398.2 S197ce Publication Date: 1998 A Creole variant of the familiar Cinderella tale set in the Caribbean and narrated by the godmother who helps Cendrillon find true love.
• Cendrillon [in French] by Hector Katz; illustrated by F. Güell Call Number: 398.2 C3954 F7ka Publication Date: 1991 A board book for very young children.
• Ceniciento [in Spanish] by Yanitzia Canetti; illustrated by Teresa Herrero Call Number: 372.412 C2218ce ISBN: 9788424170639 Publication Date: 2009 In this ingenious reworking of the classic tale, Cinderello lives with his uncle Yuri in a large city. Yuri has two sons who are both lazy and cruel. Poor Cinderello is left doing all the chores. One day a beautiful young lady appears on television announcing a contest to win her heart. Naturally, all the young men, including Cinderello want to participate. Children will love discovering how this tale ends since they will have the original Cinderella in mind.
• Chickerella by Mary Jane Auch; illustrated by Herm Auch Call Number: 372.412 A8984ch ISBN: 0823418049 Publication Date: 2005 When Chickerella's new stepmother and stepsisters, Ovumelda and Cholestera, move in, life in the chicken coop takes a turn for the worse. Forced to cook and clean for her new family, Chickerella won't even be able to attend the Fowl Ball, that is, until her Fairy Goosemother appears. The unusually stylish Chickerella dazzles the prince in her eggsquisite gown, but at the stroke of midnight she must race home before the spell is over. Will the prince ever be able to find his love? Only a glass egg remains as a clue to her identity.
• Cinderella by Alice Duer Miller; illustrated by Constantin Alajalov Call Number: 811.52 M647c Publication Date: 1943 Cinderella retold in verse.
• Cinderella by Judy Sierra Call Number: 398.21 S5726or ISBN: 0897747275 Publication Date: 1992 The stories of a Cinderella character go far beyond the familiar tales of Perrault and Grimm. Author Judy Sierra presents 24 versions that represent a broad range of cultures and geographical areas, styles, with variations on the theme of the persecuted heroine (or occasionally hero) who emerges victorious, regardless of the circumstances. Each version is accompanied by a short introductory paragraph that summarizes the plot and discusses the cultural background of the story.
• Cinderella by Anne Rogers; illustrated by Svend Otto S. Call Number: 398.2 G864as E5ro ISBN: 0883320932 Publication Date: 1978 In this version of the well-known tale, Cinderella is helped to go to the ball by the pigeons, turtle doves, and all the birds of the air.
• Cinderella by Nonny Hogrogian Call Number: 372.412 H7166ci 1981 ISBN: 0688802990 Publication Date: 1981
• Cinderella by Paul Galdone Call Number: 398.21 G1492ci ISBN: 0070226849 Publication Date: 1978
• Cinderella by Diane Goode Call Number: 398.2 G6472ci ISBN: 0439071666 Publication Date: 2000 In this retelling of the classic fairy tale, an attractive mutt wins the heart of a prince with the help of her canine grandmother.
• Cinderella by Barbara Karlin; illustrated by James Marshall Call Number: 398.2 K186ci ISBN: 0316546542 Publication Date: 1989
• Cinderella by Barbara Mcclintock Call Number: 398.2 M1257ci ISBN: 0439561450 Publication Date: 2005
• Domítíla by Jewell Reinhart Coburn; illustrated by Connie McLennan Call Number: 2005 ISBN: 0736227997 Publication Date: 2005 Domitila can prepare a great feast, but when she has to leave her job at that governor's house the governor's son misses her cooking. He travels the country looking for her, and in his travels he learns more about how wonderful Domitila is.
• Ella's Big Chance by Shirley Hughes Call Number: 372.412 H8945el ISBN: 0689873999 Publication Date: 2004 In this version of the Cinderella tale set in the 1920s, Ella has two men courting her--the handsome Duke of Arc and Buttons the delivery boy.
• Fleur de Cendre [in French] by Annick Combier; illustrated by Anne Romby Call Number: 398.2 C7296fl ISBN: 2745919687 Publication Date: 2006 A Japanese version of the Cinderella story.
• Glass Slipper, Gold Sandal : a Worldwide Cinderella by Paul Fleischman; illustrated by Julie Paschkis Call Number: 398.2 F5955gl ISBN: 9780805079531 Publication Date: 2007 Once upon a time, in Mexico . . . in Ireland . . . in Zimbabwe . . . there lived a girl who worked all day in the rice fields . . . then spent the night by the hearth, sleeping among the cinders. Her name is Ashpet, Sootface, Cendrillon . . . Cinderella. Her story has been passed down the centuries and across continents. Now Paul Fleischman and Julie Paschkis craft its many versions into one hymn to the rich variety and the enduring constants of our cultures.
• The Golden Sandal by Rebecca Hickox; illustrated by Will Hillenbrand Call Number: 398.2 H629go ISBN: 0823413314 Publication Date: 1998 An Iraqi version of the Cinderella story in which a kind and beautiful girl who is mistreated by her stepmother and stepsister finds a husband with the help of a magic fish.
• Interstellar Cinderella by Deborah Underwood; illustrated by Meg Hunt Call Number: 372.412 U563in ISBN: 9781452125329 Publication Date: 2015 Once upon a planetoid, amid her tools and sprockets, a girl named Cinderella dreamed of fixing fancy rockets. With a little help from her fairy godrobot, Cinderella is going to the ball. But when the prince's ship has mechanical trouble, someone will have to zoom to the rescue! Readers will thank their lucky stars for this irrepressible fairy tale retelling, its independent heroine, and its stellar happy ending.
• The Korean Cinderella by Shirley Climo; illustrated by Ruth Heller Call Number: 398.2 C6398ko ISBN: 006020432X Publication Date: 1993 In this version of Cinderella set in ancient Korea, Pear Blossom, a stepchild, eventually comes to be chosen by the magistrate to be his wife.
• Little Gold Star = Estrellita de Oro [bilingual, English and Spanish] by Joe Hayes; illustrated by Gloria Osuna Perez and Lucia Angela Perez Call Number: 398.2 H4177li ISBN: 0938317490 Publication Date: 2000 In this variation of the Cinderella story, coming from the Hispanic tradition in New Mexico, Arciá and her wicked stepsisters have different encounters with a magical hawk and are left physically changed in ways that will affect their meeting with the prince.
• The Orphan by Anthony Manna and Christodoula Mitakidou; illustrated by Giselle Potter Call Number: 398.2 M2812or ISBN: 9780375866913 Publication Date: 2011 Once upon a time in Greece, fate left a young girl an orphan. Her stepmother was so hateful that she counted every drop of water the orphan drank! But with the help of Nature's blessings, the orphan was showered with gifts- brilliance from the Sun, beauty from the Moon, gracefulness from the Dawn-and even a tiny pair of blue shoes from the Sea. When the prince comes to visit their village, he only has eyes for the mysterious beauty.
• The Persian Cinderella by Shirley Climo; illustrated by Robert Florczak Call Number: 398.2 C6398pe ISBN: 0060267631 Publication Date: 1999 In this jewel-like version of a classic story, popular folklorist Shirley Climo tells the tale of Settareh, the Persian Cinderella. Magic enables Settareh to outsmart two jealous stepsisters and win the heart of a prince. But where most Cinderella stories end, poor Sattareh's troubles are only beginning! The unexpected plot twists will enchant readers as they rediscover the familiar tale in the lush setting of long-ago Persia. Shirley Climo's authentic details bring the story to life, and Robert Florczak's stunning paintings echo the vibrant colors and motifs of an ancient land.
• Yeh-Shen : a Cinderella story from China by Ai-Ling Louie; illustrated by Ed Young Call Number: 398.2 L8882ye ISBN: 039920900X Publication Date: 1982 This version of the Cinderella story, in which a young girl overcomes the wickedness of her stepsister and stepmother to become the bride of a prince, is based on ancient Chinese manuscripts written 1000 years before the earliest European version.
• Zezolla [in Spanish] by Rodolfo Castro, illustrated by Richard Zela Call Number: 398.2 C3545ze ISBN: 9786078126118 Publication Date: 2011 El príncipe se puso a la cabeza de las pesquisas. Cada casa fue abierta, cada doncella fue humillada al no poder calzarse la zapatilla, hasta que llegó el turno de la mansión de las hermanastras. El séquito del soberano se apeó de sus caballos y disparó flechas contra las nubes, que parecían esquivarlas. Por la ventana del cuarto de Zezolla, entraba y salía una multitud de cuervos. -- Rodolfo Castro ha hurgado en la tradición y los contextos sociales de La cenicienta, uno de los relatos tradicionales con más larga presencia en Occidente, para recuperar los elementos de verdad, denuncia y crueldad de sus versiones antiguas, de los cuales se valió para escribir esta inquietante y atípica narración. Richard Zela realizó una investigación sobre la plástica del Medievo, en la cual basó la contundente y actual propuesta gráfica que acompaña a los textos de este libro.
• Cinderella by Charles Perrault; Diane Goode (Illustrator, Translator); Jessica Lange (Contribution by) Call Number: 398.21 P454c E5go ISBN: 0394896033 Publication Date: 1988

Books in the general collection

• Last Updated: Apr 23, 2024 2:51 PM
• URL: https://campusguides.lib.utah.edu/c.php?g=1396235

Columbia’s 1968 protests were also marked by arrests

At first, the protest at Columbia University had a “carnivalesque quality,” with a student band playing music and balloons floating about as the university was brought to a shutdown.

But as the week drew on, tensions rose. A dean was briefly taken hostage. Students protested the United States’ role in Vietnam and university policies they considered racist. They seized five buildings, according to the student publication Barnard Magazine . Water, electricity and telephone lines were cut off from the buildings.

Early on the morning of April 30, 1968, about 1,000 officers from the New York City Tactical Patrol Force, called in by Columbia President Grayson L. Kirk, poured onto the campus.

In one building, the eviction was peaceful, but in others, police used their nightsticks, the magazine reported. Police, some on horseback, used force against the crowds — a mix of onlookers and those supporting the siege. More than 100 people were injured. Photos showed students with bloody faces. More than 700 people were arrested that day, mainly on charges of criminal trespass and disorderly conduct.

About 55 years later, students are once again protesting the administration, demanding that the university divest from Israel-related investments while the Israel-Gaza war continues. More than 100 people were arrested on Columbia’s campus and charged with trespassing late last week. Columbia President Minouche Shafik called for police to make arrests and described the request as “an extraordinary step” to keep the campus safe.

New York Police Department officers in riot gear dismantled a protest encampment and arrested students in the days after Columbia’s leaders were questioned on Capitol Hill by lawmakers who accused administrators of not doing enough to fight antisemitism.

Some of the students described the Columbia encampments as a safe space. After Thursday afternoon’s arrests, more students poured into the South Lawn by evening. They waved Palestinian flags, played Palestinian music, chanted “intifada revolution” and chatted with friends, all under overhead surveillance drones.

Some Jewish students told The Washington Post that the rhetoric at protests has become more extreme, adding that they were ordered away from an encampment.

University students across the country have expressed solidarity with Columbia’s students and have also been taken into custody. Almost 50 students protesting Yale University’s investments in military weapons manufacturers were arrested Monday at Beinecke Plaza by the Yale Police Department, university officials said . Students at the University of Michigan and the Massachusetts Institute of Technology also protested, according to the Associated Press .

Students in 1968 were demanding an end to Columbia’s affiliation with a think tank involved in Pentagon weapons research. Additionally, they wanted to stop the construction of a segregated gym in nearby Morningside Park that was thought to have separate entrances for Columbia students and Harlem residents, The Post reported . The arrangement of the gymnasium struck many as a reminder of Jim Crow laws. Students were also demanding amnesty.

Many were recovering from the assassination of the Rev. Martin Luther King Jr. weeks earlier. Black students “were growing increasingly upset with persistent racism in American society broadly and in Morningside Heights in particular,” according to Barnard Magazine . Meanwhile, frustration with the war in Vietnam and Columbia’s participation in military programs had been growing for months.

The protests began on April 23 and were led, in part, by Students for a Democratic Society and the Students’ Afro-American Society. At a reunion , held in New York in 2008, those involved in the student protest said that much of it was done “without any real plan.”

Protesters first headed toward Morningside Park to halt the construction of the gym. When the police arrived there, the protesters returned to campus and seized Hamilton Hall. Soon they were evicted, but they went on to occupy Low Library and Avery, Fayerweather, and Mathematics halls.

Not all of the protesters were inside the halls. Hundreds of others were outside on the sprawling campus. And not all students were supportive. Many formed a ring outside Low Library to show their opposition.

There were moments of mirth during the week-long protest, including a hasty wedding between two student protesters. Andrea Boroff and Richard Eagan were married inside a “liberated” building at Columbia University during the student occupation. The wedding was conducted by a sympathetic chaplain who climbed in the window to pronounce them “children of the New Age,” The Post reported.

The Eagans celebrated their 20th wedding anniversary with panel discussions, a picnic and dancing on campus in 1988.

Robert Siegel, a longtime NPR host who is now retired, dubbed the events of April 30, 1968, as a “police riot,” The Post reported . “What ensued was an undisciplined little pogrom in the middle of Columbia,” he said.

Black students who had occupied Hamilton Hall were arrested without violence because they agreed to walk out peacefully, Barnard Magazine reported, but students in other halls were attacked by the police. Mounted policemen “chased fleeing students out to Broadway and down 116th Street, clubbing them as they went,” the magazine said. Students were punched with brass knuckles, kicked, dragged down concrete steps, thrown to the ground and then stomped upon by the police, according to the New York Times. Some protesters were carried out by groups of four officers, one holding each limb.

Kirk, the university president, said it was “obviously the most painful [decision] I ever made,” but succumbing to amnesty demands “would have dealt a near-fatal blow not only to this institution but to the whole of American higher education.”

Thousands of students and faculty were upset by the university’s use of what they considered excessive force. The war in Vietnam continued for several more years, Columbia abandoned plans for the gym and cut ties with the think tank, The Post reported .

Jonathan Edwards, Susan Svrluga and Dan Rosenzweig-Ziff contributed to this report.

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Researcher Receives Young Investigator Program Award for Astrodynamics Research

April 20, 2024 By Felysha Walker

• Aerospace Engineering

Dr. Robyn Woollands ’16, a former student from the Department of Aerospace Engineering at Texas A&M University, recently received a Young Investigator Program (YIP) award from the Air Force Office of Scientific Research (AFOSR). She is among only 48 scientists and engineers awarded this year.

The AFOSR is awarding approximately $21.5 million in grants this year for YIP, and each recipient will receive a three-year grant of up to $450,000. To be eligible for the award, individuals must have received a Ph.D. or equivalent degree in the last seven years and show exceptional ability and promise for conducting basic research relevant to the Department of the Air Force.

"Receiving the YIP award is a great honor. The funding it provides will allow my research group at the University of Illinois Urbana-Champaign to engage in challenging and exciting research to solve important problems for future cislunar space missions,” said Woollands.

Woollands’ YIP award will support her proposal titled “Picard-Chebyshev Methods for Long Duration Propagation in Chaotic Dynamical Systems,” which she submitted under the astrodynamics research discipline. This was the first year AFOSR offered astrodynamics as a selection for the YIP funding opportunity.

The adaptive Picard-Chebyshev mathematical methods we will develop during this research effort will allow for accurate and efficient prediction of spacecraft positions between the Earth and the Moon decades into the future.

“The adaptive Picard-Chebyshev mathematical methods we will develop during this research effort will allow for accurate and efficient prediction of spacecraft positions between the Earth and the Moon decades into the future,” she explained.

As commercial interest in the region between the Earth and the moon, known as cislunar space, continues to increase, so will the number of orbiting spacecraft. 

“One of the challenges of space operations in cislunar space is that the volume of space is two to three orders of magnitude larger than that of the lower Earth orbit,” Woollands said. "This makes tracking and identification of objects challenging."

In addition to developing Picard-Chebyshev methods for long-term propagation of spacecraft trajectories for AFOSR, Woollands and her students are also working on novel techniques for generating optimal spacecraft trajectories for agents undertaking On-orbit Spacecraft Assembly and Manufacturing (OSAM) activities.

Receiving the YIP award is a great honor. The funding it provides will allow my research group at the University of Illinois Urbana-Champaign to engage in challenging and exciting research to solve important problems for future cislunar space missions,

“OSAM activities will not only extend the operational lifetime of space assets, but they will also enable the construction of the next generation of space observatories that are too large to be put in a spacecraft fairing,” said Woollands.

Woollands received her bachelor’s degree in physics and master’s degree in astronomy from the University of Canterbury in New Zealand. She also received a master’s degree in aerospace engineering from the University of Minnesota. Woollands then completed her Ph.D. in aerospace engineering at Texas A&M, where she was advised by Dr. John Junkins, distinguished professor of aerospace engineering and regents professor. She is now an assistant professor at the University of Illinois Urbana-Champaign, where she leads the Space Situational Awareness and Space Sustainability research group. 

Before her university position, Woollands was a mission design engineer at NASA’s Jet Propulsion Laboratory (JPL) for nearly four years, where she was part of the navigation team for the Mars Reconnaissance Orbiter and JAXA’s Hyabusa2 mission’s return phase. While at JPL, Woollands was also the principal investigator on a research project focused on the development of low-thrust trajectory optimization tools. Her expertise extended to trajectory design for the Europa Lander mission concept, and she was involved in studies pertaining to a Mars-oriented cubesat constellation mission.

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The U.S. labor market can affect ‘people who are not even here,’ research finds

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A recently published paper co-authored by Brian Cadena finds deep connections between the U.S. and Mexican economies

That the job market in Phoenix can affect a child’s education in Mexico may strain credulity, but it’s nevertheless true, according to a recent  paper co-authored by Brian Cadena , a University of Colorado Boulder associate professor of economics.  

People from specific regions in Mexico tend to migrate to specific regions in the United States, and when U.S. work dries up in some areas, those migrants tend to return to Mexico, Cadena and his co-authors, María Esther Caballero of American University and Brian K. Kovak of Carnegie Mellon, found.

Their paper, published in the Journal of International Economics in November, explores the U.S. labor market’s influence on the lives of people in Mexico by comparing how neighboring Mexican counties, or “municipios,” fared during the Great Recession.

Brian Cadena, a CU Boulder associate professor of economics, and his research colleagues explore the U.S. labor market’s influence on the lives of people in Mexico by comparing how neighboring Mexican counties fared during the Great Recession.

To perform their analysis, Cadena, Caballero and Kovak drew upon data from the Matrícula Consular de Alta Seguridad (MCAS), a governmental organization that issues identity cards to Mexican migrants.

Unlike either the U.S. or Mexican census, MCAS provides in-depth, granular information on migrant workers, specifying the municipios they leave and where in the United States they settle.

MCAS is a treasure trove, says Cadena. But it wasn’t long ago that researchers didn’t know how to use it. Cadena, Caballero and Kovak changed that with another paper they published in 2018, which validated the MCAS data and thereby opened up a whole range of potential research.

“This identity-card data really allowed us to drill down and make tight comparisons between municipios,” says Cadena.  

The strength of networks

A key finding that emerged from the MCAS data is that people from the same municipio often move to the same cities and states in the United States. “People follow their networks,” says Cadena. And these networks are so strong that migrants from nearby municipios often end up hundreds of miles apart in the States.

Migrants from the municipio of Dolores Hidalgo, for example, tend to move to Texas, while those from nearby Jaral del Progreso generally relocate to Chicago, California and the Southwest. Same region in Mexico, different time zones in the United States.

The close proximity of the municipios is important for the kind of research Cadena, Caballero and Kovak are doing, Cadena explains, because it cuts down on confounding variables. Neighboring municipios experience the same weather, suffer the same droughts, follow the same or similar laws, etc., which means differences in their economic outcomes are likely due to something they don’t share—the job market in the cities and states where their migrants moved.

To unearth these differences, Cadena, Caballero and Kovak measured the job-market losses in the U.S. regions linked to each municipio and then compared the economic outcomes in the municipios connected to harder-hit regions to those connected to softer-hit regions.

As it happens, labor demand in Texas survived the Great Recession relatively unscathed, so the municipios of the migrants who ventured there remained stable. The American Southwest, however, suffered some major blows, and so the municipios connected to that region exhibited several changes.

(Un)expected observations

Some of those changes were unsurprising, says Cadena.

“One of the things we’re finding is how connected these two economies are," says CU Boulder researcher Brian Cadena of the United States and Mexico. On the one hand, the stark differences in what someone can earn and what the labor market looks like in one country as opposed to the other suggests that we have made the separation between those countries real and meaningful. On the other hand, we are certainly not islands.”

“When work dried up, more immigrants returned to Mexico, and fewer new immigrants came from that source community.” This then led to a fall in remittances, or money transfers from migrant workers to their families back in Mexico.  

Yet Cadena, Caballero and Kovak also observed some changes they didn’t expect. One was that more women joined the Mexican workforce.

“This is called the added worker effect,” says Cadena. “When the primary earner of a household”—in this case, the migrant laborer—“loses their job, it’s a common reaction by the household to say, ‘Let’s send someone else to work.’”

Another unexpected change was a drop in school retention. “We found some suggestive evidence that a loss of jobs in the United States reduced investment in schooling in Mexico. We saw more schooling dropout, especially at transition ages, when kids move from one level of schooling to the next,” says Cadena.

Blurred lines and better choices

What do these findings suggest about the perceived separation between these two countries and their economies?

It makes that separation “a little fuzzier,” says Cadena.

“One of the things we’re finding is how connected these two economies are. On the one hand, the stark differences in what someone can earn and what the labor market looks like in one country as opposed to the other suggests that we have made the separation between those countries real and meaningful. On the other hand, we are certainly not islands.”

Realizing this, Cadena believes, could inform policymaking, specifically regarding immigration.

“When we’re thinking about immigration policy—when we’re thinking about all these things that affect the low-wage labor market—we are making policy that has a real and noticeable effect on the lives of people who are not even here,” he says.

“I’m not a politician, but I think that a more holistic sense of all the impacts of the choices we make as a country could help us make better choices.”

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