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RELS 241: Scripture and Script (Leonard-Fleckman): Start Here!

Fall 2024

Identifying Scholarly Sources

Developing Your Topic: 

sample passage: Genesis 18/ "Sarah Laughed" 

Consider: 

  • What themes/ideas do I pull from this passage? What questions do I have? 
  • What are other words that I could use to talk about this topic? 
  • What are words and directions that I could add or change to make this topic either bigger or smaller? 

 

Kinds of Sources: 

During your time at Holy Cross, you may find yourself using a combination of both popular and scholarly sources. 

Scholarly sources are written by experts on a particular subject (for example, a professor or other researcher). They also go through an extra process of review and approval by a group of other experts before they can be published. Usually, scholarly articles are written in 'academic-ese' and designed to be read by other scholars. However, because scholarly sources take a long time to be approved and published, they are not always good sources for current events.  

How can you tell if you have a scholarly article in your hand? 
The chart below compares the characteristics of scholarly vs. popular (non-scholarly) sources:
  Handout version of popular vs. scholarly source chart; click to enlarge

  popular scholarly
author Usually staff writers and/or journalists Experts on the topic -- usually researchers, scholars and/or professors
audience General public (for "popular" consumption) Other experts (and students) in the field
editing & review Editor(s); generally concerned with grammar, style, etc., with some fact-checking Other experts ("peer reviewed"); generally concerned with quality, thoroughness of research, strength of argument, etc. 
style & 
design

Reasonably brief, typically uses colloquial if not informal language. Often illustrated with graphics, sidebars and other aesthetic elements. Sometimes accompanied by ads.

More extensive in length; tends to be more formal and uses specialized vocabulary. Illustrations and charts are used only when furthering content. 
goal or purpose To entertain; and/or, to share general information To share findings, advance and argument and/or engage with other scholars
sources Few or none; if sources are used, there may not be formal citations.  Typically uses many sources, cited in detailed bibliographies, footnotes and/or endnotes
examples Time Magazine; Sports Illustrated; New Yorker; Boston Globe Annual Review of Political Science; American Historical Review; Sociology of Education
  Sample Scholarly Article  Sample Nonscholarly Article 

                 

The Information Lifecycle:

The Information Lifecycle helps us understand how information about an event, topic or idea might emerge and evolve over time. 

Note that this timeline is just a general sense of the information lifecycle -- the exact timing can vary greatly from one discipline to another! 

Religious Studies Librarian

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Jennifer Whelan
she/her/hers
MSLIS
Coordinator of Research & Information Literacy

Contact:
jwhelan@holycross.edu
Dinand 203
508-793-2254
Website